Robbins Chapters

Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1 Introduction to Organizational Behavior 1) When managers are asked to describe their
most frequent problems, they often describe ________ problems. A) technology B) people C) equipment ) time management !) location Ans"er# B iff# $ %age &ef# 1 $) Which of the follo"ing reflect people problems that managers frequently e'perience( A) outdated technology B) employees) lack of moti*ation C) poor communication skills of bosses ) conflicts bet"een team members Ans"er# A iff# $ %age &ef# 1 +) ,ntil the late 1-./s, business school curricula emphasi0ed the ________ aspects of management. A) ethical B) people C) technical ) human !) global Ans"er# C iff# 1 %age &ef# 1 1) ,ntil the late 1-./s, business school curricula emphasi0ed all of the follo"ing !2C!%3 A) human beha*ior. B) economics. C) accounting. ) finance. Ans"er# A iff# 1 %age &ef# 1
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7) 8*er the past t"o decades, business schools ha*e added required courses on people skills to many of their curricula. Why ha*e they done this( A) 9anagers no longer need technical skills in sub:ects such as economics and accounting to succeed. B) 3here is an increased emphasis in controlling employee beha*ior in the "orkplace. C) 9anagers need to understand human beha*ior if they are to be effecti*e. ) 3hese skills enable managers to effecti*ely lead human resources departments. !) A manager "ith good people skills can help create a pleasant "orkplace. Ans"er# C iff# $ %age &ef# 1 ;) 3he director of leadership at 953)s <loan <chool of 9anagement said that technical skills may be enough to get 9BA students by in their first fe" years of employment, but then ________ skills distinguish those "hose careers soar. A) quantitati*e B) economic C) accounting and finance ) leadership and communication !) computer Ans"er# iff# $ %age &ef# $ =) Companies "ith reputations as good places to "ork A) can generate superior financial performance. B) seldom ha*e good managers. C) place little emphasis on interpersonal skills. ) consistently offer fle'time. !) pay higher "ages Ans"er# A iff# 1 %age &ef# $ .) Which of the follo"ing is most likely to be a belief held by a successful manager( A) 3echnical kno"ledge is all that is needed for success. B) 5t is not essential to ha*e sound interpersonal skills. C) 3echnical skills are necessary, but insufficient alone for success. ) !ffecti*eness is not impacted by human beha*ior. !) 3echnical skills do not influence efficiency. Ans"er# C iff# 1 %age &ef# $
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-) An 8B study "ould be least likely to be used to focus on "hich of the follo"ing problems( A) an increase in absenteeism at a certain company B) a fall in producti*ity in one shift of a manufacturing plant C) a decrease in sales due to gro"ing foreign competition ) an increase in theft by employees at a retail store !) e'cessi*e turno*er in *olunteer "orkers at a non>profit organi0ation Ans"er# C iff# + %age &ef# $ 3opic# 3he ?ield of 8rgani0ational Beha*ior 1/) ________ is a field of study that in*estigates the impact that indi*iduals, groups, and structure ha*e on beha*ior "ithin organi0ations for the purpose of applying such kno"ledge to"ard impro*ing an organi0ation)s effecti*eness. A) 8rgani0ational de*elopment B) 6uman &esources 9anagement C) 8rgani0ational beha*ior ) %eople management !) Corporate strategy Ans"er# C iff# 1 %age &ef# $ 3opic# 3he ?ield of 8rgani0ational Beha*ior 11) What are the three primary determinants of beha*ior that organi0ational beha*ior focuses upon( A) %rofit structure, organi0ational comple'ity, :ob satisfaction B) 5ndi*iduals, profit structure, and :ob satisfaction C) 5ndi*iduals, groups, and :ob satisfaction ) @roups, structure, and profit structure !) indi*iduals, groups, and structure Ans"er# ! iff# 1 %age &ef# $ 3opic# 3he ?ield of 8rgani0ational Beha*ior 1$) Which of the follo"ing is not generally considered a core topic of organi0ational beha*ior( A) moti*ation B) attitude de*elopment C) conflict ) resource allocation !) "ork design Ans"er# iff# $ %age &ef# $>+ 3opic# 3he ?ield of 8rgani0ational Beha*ior
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1+) 5n order to predict human beha*ior, it is best to supplement your intuiti*e opinions "ith information deri*ed in "hat fashion( A) common sense B) direct obser*ation C) systematic inquiry ) speculation !) organi0ational theory Ans"er# C iff# $ %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy 11) Which of the follo"ing e'plains the usefulness of the systematic approach to the study of organi0ational beha*ior( A) 6uman beha*ior does not *ary a great deal bet"een indi*iduals and situations. B) 6uman beha*ior is not random. C) 6uman beha*ior is not consistent. ) 6uman beha*ior is rarely predictable. !) 6uman beha*ior is often not sensible. Ans"er# B iff# 1 %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy 17) A manager "ishes to kno" ho" members of her team "ill react to layoffs in other departments. Which of the follo"ing is least useful in predicting her team)s beha*ior( A) kno"ing the organi0ational goals of her team B) kno"ing "hat is important to each member of the team C) kno"ing ho" the team percei*es the layoffs ) kno"ing ho" the team has reacted in similar situations !) kno"ing ho" other "orkers ha*e reacted in similar situations Ans"er# A iff# $ %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy AA<CB 3ag# Analytic <kills 1;) What do the fundamental consistencies underlying the beha*ior of all indi*iduals enable researchers to do( A) obser*e human beha*ior B) systemati0e human beha*ior C) research human beha*ior ) predict human beha*ior !) detect human beha*ior Ans"er# iff# $ %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy
1=) Analy0ing relationships, determining causes and effects, and basing conclusions on scientific e*idence all constitute aspects of ________ study. A) organi0ational B) intuiti*e C) theoretical ) systematic !) case>based Ans"er# iff# $ %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy 1.) By practicing systematic analysis, you can enhance your intuiti*e *ie"s of beha*ior and impro*e your accuracy in ________ beha*ior. A) e'plaining and predicting B) confirming C) predicting 1// percent of ) controlling !) managing Ans"er# A iff# 1 %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy 1-) Which of the follo"ing is A83 true concerning !B9( A) !B9 requires that management decisions be based on Bgut feelB B) !B9 requires that managerial decisions are based on the latest a*ailable e*idence C) !B9 requires that managers become more scientific in their approach to managerial problems ) Aone of the abo*e Ans"er# A iff# 1 %age &ef# 1 3opic# Complementing 5ntuition "ith <ystematic <tudy $/) 8rgani0ational beha*ior is constructed from all of the follo"ing disciplines e'cept ________. A) physics B) psychology C) anthropology ) sociology !) social psychology Ans"er# A iff# 1 %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield
$1) %sychology)s ma:or contributions to the field of organi0ational beha*ior ha*e been primarily at "hat le*el of analysis( A) the le*el of the group B) the le*el of the indi*idual C) the le*el of the organi0ation ) the le*el of the culture !) the le*el of interacting groups Ans"er# B iff# $ %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield $$) Anthropology)s ma:or contribution to the field of organi0ational beha*ior has been primarily at "hat le*el of analysis( A) micro le*el B) group le*el C) indi*idual le*el ) organi0ation le*el Ans"er# A iff# $ %age &ef# !'h 1>1 3opic# Contributing isciplines to the 8B ?ield $+) 3he science that seeks to measure, e'plain, and sometimes change the beha*ior of humans and other animals is kno"n as ________. A) psychiatry B) psychology C) sociology ) political science !) organi0ational beha*ior Ans"er# B iff# $ %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield $1) Which beha*ioral science discipline is most focused on understanding indi*idual beha*ior( A) sociology B) social psychology C) psychology ) anthropology !) organi0ational beha*ior Ans"er# C iff# 1 %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield
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$7) <ignificant contributions to 8B in the study of group beha*ior in organi0ations ha*e been made by ________. A) psychologists B) social psychologists C) anthropologists ) political scientists !) operations analysts Ans"er# B iff# $ %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield $;) &ecently, industrialCorgani0ational psychologists ha*e concerned themsel*es "ith the study of all !2C!%3 "hich of the follo"ing( A) emotions B) training C) :ob satisfaction ) performance appraisals !) po"er Ans"er# ! iff# $ %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield $=) Dou are bringing together faculty from different beha*ioral disciplines to author a ne" te'tbook in organi0ational beha*ior. &epresented are professors from psychology, sociology, social psychology, anthropology, political science, and industrial engineering. Dou should e'pect that the faculty member from ________ "ill probably contribute information about leadership effecti*eness and :ob satisfaction. A) sociology B) social psychology C) psychology ) anthropology !) industrial engineering Ans"er# C iff# $ %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield AA<CB 3ag# Analytic <kills
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$.) Dou are bringing together faculty from different beha*ioral disciplines to author a ne" te'tbook in organi0ational beha*ior. &epresented are professors from psychology, sociology, social psychology, anthropology, political science, and industrial engineering. Which professor out of this group "ould you e'pect to address issues of communication( A) the psychologist B) the anthropologist C) the sociologist ) the social psychologist !) the industrial engineer Ans"er# iff# $ %age &ef# 1 3opic# Contributing isciplines to the 8B ?ield AA<CB 3ag# Analytic <kills $-) 3he study of group beha*ior in organi0ations has largely been deri*ed from "hat field of study( A) psychology B) political science C) anthropology ) sociology !) psychiatry Ans"er# iff# 1 %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield +/) 3he 8B topic of moti*ation has been most influenced by "hich beha*ioral science discipline( A) psychology B) social psychology C) sociology ) political science !) corporate strategy Ans"er# A iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield +1) 3he science that focuses on the influence people ha*e on one another is ________. A) psychology B) anthropology C) political science ) social psychology !) archaeology Ans"er# iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield
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+$) ________ blends concepts from psychology and sociology. A) Corporate strategy B) Anthropology C) %olitical science ) <ocial psychology !) Archaeology Ans"er# iff# 1 %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield ++) @roup beha*ior, po"er, and conflict are central areas of study for ________. A) archaeologists B) sociologists C) anthropologists ) social psychologists !) operations analysts Ans"er# iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield +1) ________ focuses on the study of people in relation to their social en*ironment. A) %sychology B) <ociology C) Corporate strategy ) %olitical science !) 8perations management Ans"er# B iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield +7) When seeking to understand ho" the corporate culture of 5B9 differs from that of Apple, 8B researchers are dra"ing on contributions made from A) anthropology B) psychology C) sociology ) social psychology Ans"er# A iff# $ %age &ef# ; 3opic# Contributing isciplines to the 8B ?ield
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+;) <ocial psychologists ha*e made ma:or contributions to 8B by their study of "hich of the follo"ing( A) beha*ioral and attitude change B) indi*idual decision making C) :ob satisfaction ) organi0ational po"er !) cross>cultural analysis Ans"er# A iff# + %age &ef# !'h 1>1 3opic# Contributing isciplines to the 8B ?ield +=) Contributions of psychology to the 8B discipline include A) organi0ational change. B) formal organi0ational technology. C) "ork stress. ) po"er. !) comparati*e *alues. Ans"er# C iff# + %age &ef# !'h 1>1 3opic# Contributing isciplines to the 8B ?ield +.) 3he sub:ect of organi0ational culture has been most influenced by "hich beha*ioral science discipline( A) anthropology B) psychology C) social psychology ) political science !) corporate strategy Ans"er# A iff# $ %age &ef# ; 3opic# Contributing isciplines to the 8B ?ield +-) Which of the follo"ing fields has most helped us understand differences in fundamental *alues, attitudes, and beha*ior among people in different countries( A) anthropology B) psychology C) political science ) operations research !) psycholinguistics Ans"er# A iff# + %age &ef# ; 3opic# Contributing isciplines to the 8B ?ield
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1/) Which of the follo"ing statements best describes the current status of organi0ational beha*ior concepts( A) 3hey are based on uni*ersal truths. B) <ince people are comple', the theories e'plaining their actions must also be comple'. C) 3here is general consensus among 8B researchers and scholars on the simple concepts that underlie most human beha*ior. ) 3he cause>effect principles that tend to apply to all situations ha*e been disco*ered. !) Cause>and>effect relationships for most human beha*iors ha*e been isolated. Ans"er# B iff# 1 %age &ef# ; 3opic# ?e" Absolutes in 8B 11) 3here are ________ simple and uni*ersal principles that e'plain organi0ational beha*ior. A) an infinity of B) absolutely no C) a confusing array of ) fourteen !) fe", if any Ans"er# ! iff# + %age &ef# ; 3opic# ?e" Absolutes in 8B 1$) 5n order to predict human beha*ior "ith any degree of accuracy, "hat sort of *ariables must be taken into account( A) global B) general C) dependent ) non>reacti*e !) contingency Ans"er# ! iff# $ %age &ef# ; 3opic# ?e" Absolutes in 8B 1+) 8B concepts must reflect contingency conditions since A) human beings are comple'. B) t"o people often act *ery differently in the same situation. C) one person)s beha*ior changes in different situations. ) "e are limited in our ability to make s"eeping generali0ations. !) all of the abo*e Ans"er# ! iff# $ %age &ef# ; 3opic# ?e" Absolutes in 8B
11) Which of the follo"ing factors requires that employees become more fle'ible( A) temporariness B) corporate e'cess C) truncated capacity ) ad*ances in corporate strategy !) global competition Ans"er# ! iff# $ %age &ef# ; 3opic# Challenges and 8pportunities for 8B 17) A decrease in loyalty in the "orkplace may be attributed to A) the hea*y use of temporary "orkers B) lo"er "ages C) greater di*ersity in the "orkplace ) an increase in foreign assignments Ans"er# A iff# $ %age &ef# ; 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# Analytic <kills 1;) Which of the follo"ing "as A83 cited in the te't as a change taking place in organi0ations( A) "orkers are more di*erse B) the typical employee is younger C) more "omen are in the "orkplace ) corporate do"nsi0ing !) global competition Ans"er# B iff# 1 %age &ef# ; 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1=) As a result of globali0ation, a manager is ________ likely to find herself in a foreign assignment. A) increasingly B) less C) ne*er ) some"hat !) not Ans"er# A iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# Analytic <kills
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1.) 3o "ork effecti*ely "ith people from a different culture, you need to understand A) ho" their culture shaped them. B) ho" their geography shaped them. C) ho" their religion shaped them. ) ho" to adapt your management style to their differences. !) all of the abo*e Ans"er# ! iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1-) As managers o*ersee the mo*ement of :obs to countries "ith lo">cost labor, A) they face little criticism. B) they must deal "ith strong criticism from labor groups. C) they manage less di*erse "orkforces. ) they a*oid markets like China and other de*eloping nations. !) they "ork themsel*es out of a :ob. Ans"er# B iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B 7/) Eensmasters, a ,.<. company that produces high quality optical systems for sur*ey equipment, has decided to e'pand its operations by opening plants in lo">"age countries in <outhern Asia. 5f this pro*es successful, it plans to reduce its ,.<. manufacturing capacity and mo*e more of its production offshore. 9anagers at Eensmasters are least likely to find their :obs changing in "hich of the follo"ing "ays due to these changes( A) 3hey "ill ha*e to adapt their management style to other cultures. B) 3hey "ill ha*e to anticipate an increased number of foreign assignments. C) 3hey "ill need to anticipate paying much higher "ages to employees outside the ,<. ) 3hey "ill need to plan to shift kno"ledge "ork to lo"er>"age companies. !) 3hey "ill need to manage the fears of terrorism of employees remaining in the ,nited <tates. Ans"er# C iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills 71) Whereas ________ focuses on differences among people from different countries, ________ addresses differences among people "ithin gi*en countries. A) "orkforce di*ersityF globali0ation B) globali0ationF "orkforce di*ersity C) cultureF di*ersity ) culturali0ationF "orkforce di*ersity !) psychologyF social psychology Ans"er# B iff# + %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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7$) ________ means that organi0ations are becoming more heterogeneous in terms of gender, race, and ethnicity. A) @lobali0ation B) Workforce di*ersity C) Affirmati*e action ) 8rgani0ational culture !) 8perational homogeneity Ans"er# B iff# 1 %age &ef# =>. 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 7+) 8ne of the most important and broad>based challenges facing organi0ations today is A) going global. B) containing costs. C) adapting to people "ho are different. ) de*eloping people. !) "inning the "ar for talent. Ans"er# C iff# 1 %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 71) Workforce di*ersity means that organi0ations are becoming more heterogeneous in terms of all of the follo"ing !2C!%3 A) age. B) gender. C) se'ual orientation. ) socio>economic status. !) ethnicity. Ans"er# iff# 1 %age &ef# =>. 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 77) 9anaging di*ersity A) is an issue :ust for the ,nited <tates. B) is not an issue in Canada. C) is not an issue in Gapan. ) has become a global concern. !) is not a business issue Ans"er# iff# $ %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
7;) Which group comprises nearly half of the ,.<. labor force( A) people o*er the age of ;7 B) EatinoCas C) African>Americans ) men !) "omen Ans"er# ! iff# $ %age &ef# !'h 1>$ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 7=) i*ersity, if properly managed, can A) increase creati*ity. B) increase inno*ation. C) pro*ide different perspecti*es on problems. ) impro*e decision making. !) all of the abo*e Ans"er# ! iff# $ %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 7.) Which of the follo"ing statements is not an implication of increased "orkplace di*ersity( A) 9anagers should recogni0e differences bet"een "orkers. B) i*ersity training should be pro*ided. C) !mployee benefits should be re*amped to accommodate the different needs of different employees. ) 5t is critical that all "orkers be treated alike. !) 5nno*ation and creati*ity in organi0ations is likely to increase. Ans"er# iff# + %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# Analytic <kills 7-) Which of the follo"ing is A83 true of di*ersity( A) 9anagers ha*e to shift their philosophy from treating e*eryone alike. B) 9anagers ha*e to recogni0e differences. C) 9anagers ha*e to pro*ide di*ersity training. ) When di*ersity is not managed properly, there is a potential for higher turno*er. !) i*ersity makes communication easier. Ans"er# ! iff# $ %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
;/) According to the te'tbook, "hen di*ersity is not managed properly, there is a potential for ________. A) higher creati*ity B) communication benefits C) labor cost inequities ) increased competiti*eness !) higher turno*er Ans"er# ! iff# $ %age &ef# .>3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding ;1) 3oday)s managers understand that the success of any effort at impro*ing quality and producti*ity must include ________. A) process reengineering B) quality management programs C) customer ser*ice impro*ements ) employees !) manufacturing simplification Ans"er# iff# $ %age &ef# 3opic# Challenges and 8pportunities for 8B ;$) 3he common characteristic of ser*ice :obs is that they require A) substantial interaction "ith an organi0ation)s customers. B) lo" pay. C) a focus on producti*ity. ) little :ob kno"ledge. !) little technical competence. Ans"er# A iff# 1 %age &ef# 3opic# Challenges and 8pportunities for 8B ;+) 3he ma:ority of employees today in de*eloped countries "ork in ________. A) manufacturing :obs B) ser*ice :obs C) 9ACs ) go*ernment agencies !) the military Ans"er# B iff# $ %age &ef# 3opic# Challenges and 8pportunities for 8B
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;1) Appro'imately ________ H of the ,.<. labor force is employed in ser*ice industries. A) 1/ B) $7 C) 1/ ) ;/ !) ./ Ans"er# ! iff# + %age &ef# 3opic# Challenges and 8pportunities for 8B ;7) !'amples of ser*ice industry :obs include all of the follo"ing e'cept ________. A) fast>food counter "orker B) sales clerk C) "aiter ) nurse !) production>line "orker Ans"er# ! iff# 1 %age &ef# 3opic# Challenges and 8pportunities for 8B ;;) Which of the follo"ing is A83 considered a key quality of an employee in a customer> responsi*e culture( A) friendly and courteous B) accessible C) kno"ledgeable ) good computer skills !) "illing to do "hat)s necessary to please the customer Ans"er# iff# + %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B ;=) Cultures in "hich employees are friendly, accessible, and prompt in responding to customer needs are considered ________ cultures. A) ethically healthy B) customer responsi*e C) inno*ati*e ) learning organi0ation !) total quality Ans"er# B iff# $ %age &ef# 3opic# Challenges and 8pportunities for 8B
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;.) What is the primary reason many large companies such as <ears and Boeing ha*e implemented cost>cutting programs and eliminated thousands of :obs( A) to e'pand globally B) to "in the "ar for talent C) to become lean and mean ) to a*oid going broke !) to merge "ith another company Ans"er# iff# $ %age &ef# 3opic# Challenges and 8pportunities for 8B ;-) 3oday)s successful organi0ations must do all of the follo"ing !2C!%3 A) foster inno*ation. B) master the art of change. C) continue doing "hat they ha*e been for years that made them successful. ) continually impro*e their quality. !) maintain their fle'ibility. Ans"er# C iff# $ %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills =/) 8rgani0ations may become candidates for e'tinction if they A) do not foster inno*ation. B) do not master the art of change. C) are not fle'ible. ) do not impro*e their quality. !) all of the abo*e Ans"er# ! iff# $ %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills =1) !*idence of temporariness is seen in all of the follo"ing !2C!%3 A) :obs are continually being redesigned. B) companies are relying more on temporary "orkers. C) the time hori0on for a sustainable competiti*e ad*antage is getting shorter. ) pensions are being redesigned to mo*e "ith people as they change :obs. !) tasks are increasingly being done by fle'ible teams rather than indi*iduals. Ans"er# C iff# + %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# Analytic <kills
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=$) 8rgani0ations are in a state of flu'. !'amples of this include A) continual reorgani0ing. B) selling off poor>performing businesses. C) replacing permanent employees "ith temporary "orkers. ) subcontracting non>critical ser*ices to other organi0ations. !) all of the abo*e Ans"er# ! iff# $ %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills =+) @i*en the climate of BtemporarinessB in modern organi0ations, employees must ________. A) continually update their kno"ledge and skills B) be prepared to stay in the same position for longer periods of time C) make closer connections to their peers ) foster friendship "ithin the "ork en*ironment !) limit their mobility if they hope to compete Ans"er# A iff# 1 %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# Analytic <kills =1) 3oday)s managers and employees A) must learn to li*e "ith fle'ibility. B) must learn to cope "ith temporariness. C) must understand ho" to o*ercome resistance to change. ) must learn to li*e "ith unpredictability. !) all of the abo*e Ans"er# ! iff# $ %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B =7) 3he blurring of the line bet"een "ork and non>"ork time has created A) personal conflicts. B) a more stable "orkforce. C) higher pay scales for more hours "orked. ) less stress. !) more stay>at>home moms. Ans"er# A iff# 1 %age &ef# 11 3opic# Challenges and 8pportunities for 8B
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=;) Which of the follo"ing has not contributed to blurring the lines bet"een employees) "ork life and personal life( A) 6ours are not clearly specified. B) Communications technology allo"s employees to "ork any time and from any place. C) 8rgani0ations asking employees to put in longer hours ) Creation of fle'ible teams !) 3he "orkplace itself is not clearly specified. Ans"er# iff# $ %age &ef# 11 3opic# Challenges and 8pportunities for 8B ==) <ituations "here an indi*idual is required to define right and "rong conduct are termed ________. A) di*ersity issues B) human resource problems C) ethical dilemmas ) loyalty situations !) social pu00les Ans"er# C iff# 1 %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =.) An e'ample of an ethical dilemma is# A) o 5 inflate an employee)s e*aluation to sa*e his :ob( B) o 5 offer a bribe to land a contract( C) o 5 "rite a check on a closed account( ) o 5 fire an employee to a*oid paying her a big bonus( !) o 5 fire a "histle blo"er for e'posing the company)s "rongdoing( Ans"er# A iff# $ %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =-) What constitutes good ethical beha*ior A) is constantly ignored B) has ne*er been clearly defined C) is "ell kno"n ) is seen "hen elected officials pad their e'pense accounts !) is not related to organi0ational culture Ans"er# B iff# $ %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities
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./) !mployees today are A) e'pressing increased confidence in management. B) e'pressing increased trust in management. C) increasingly certain about "hat constitutes appropriate ethical beha*ior. ) increasingly uncertain about "hat constitutes appropriate ethical beha*ior. !) using fe"er e'cuses for engaging in unethical beha*ior. Ans"er# iff# + %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities .1) An ethically healthy climate A) e'ists "here employees confront a minimal degree of ambiguity regarding "hat constitutes right and "rong beha*iors. B) is non>e'istent in businesses. C) seldom allo"s employees to do their "ork producti*ely. ) cannot be created by managers, but must be dictated by the organi0ation)s mission. !) interferes "ith the actual performance of the organi0ation. Ans"er# A iff# + %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities .$) %ositi*e organi0ational scholarship A) is also called positi*e organi0ational beha*ior B) is also called foundation for positi*e organi0ations C) is concerned "ith de*eloping the "eaknesses of employees ) is concerned "ith identifying "hat)s "rong "ith organi0ations and their employees Ans"er# A iff# + %age &ef# 11 3opic# Challenges and 8pportunities for 8B .+) Goseph)s manager has asked him to think about situations in "hich he "as at his Bpersonal bestB to better understand ho" to e'ploit his strengths. 3his concept is kno"n as A) reflected best>self B) minimi0ing limitations C) emotional intelligence ) best of the best Ans"er# A iff# + %age &ef# 1$ 3opic# Challenges and 8pportunities for 8B
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.1) %ositi*e organi0ational scholarship A) challenges researchers to look at 8B through a ne" lens B) denies the presence of the negati*e C) challenges organi0ations to d"ell on their limitations ) denies the *alue of critical feedback Ans"er# A iff# + %age &ef# 1$ 3opic# Challenges and 8pportunities for 8B .7) 8B is a field of study that in*estigates the impact the indi*iduals, groups, and structure ha*e on beha*ior "ithin organi0ations, for the purpose of applying such kno"ledge to"ard impro*ing A) an organi0ation)s effecti*eness. B) an organi0ation)s social responsibilities. C) the manager)s pay. ) the quality of the firm)s products. !) an organi0ation)s social audit results. Ans"er# A iff# $ %age &ef# 1+ 3opic# 5mplications for 9anagers .;) %eople skills ha*e al"ays been a critical component of business school programs. Ans"er# ?AE<! iff# $ %age &ef# 1 .=) According to the te'tbook, the most frequent problem of managers is people problems. Ans"er# 3&,! iff# 1 %age &ef# 1 ..) Although managers must be technically competent, technical kno"ledge is often not enough for success. Ans"er# 3&,! iff# $ %age &ef# $ .-) 8utstanding employees are most in demand during economic do"nturns. Ans"er# ?AE<! iff# $ %age &ef# $ -/) Companies "ith reputations as good places to "ork impro*e retention, but seldom generate impro*ed financial performance. Ans"er# ?AE<! iff# $ %age &ef# $
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-1) 8rgani0ational beha*ior is a field of study that in*estigates the impact that indi*iduals, groups, and structure ha*e on producti*ity "ithin organi0ations, for the purpose of applying such kno"ledge to"ard defining an organi0ation)s ob:ecti*es. Ans"er# ?AE<! iff# $ %age &ef# $ 3opic# 3he ?ield of 8rgani0ational Beha*ior -$) <cholars generally agree on the topics that constitute 8B and the relati*e importance of each. Ans"er# ?AE<! iff# $ %age &ef# $ 3opic# 3he ?ield of 8rgani0ational Beha*ior -+) 8B focuses on the three determinants of beha*ior in organi0ations# indi*iduals, groups, and po"er. Ans"er# ?AE<! iff# + %age &ef# $ 3opic# 3he ?ield of 8rgani0ational Beha*ior -1) Beha*ior is generally predictable, and the systematic study of beha*ior is a means to making reasonably accurate predictions. Ans"er# 3&,! iff# $ %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy -7) 9any people)s *ie"s on human beha*ior are based on intuition. Ans"er# 3&,! iff# 1 %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy -;) 5ntuition comes from Bgut feelingsB about the state of some phenomenon of interest. Ans"er# 3&,! iff# 1 %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy -=) 3he ma:ority of management decisions today are made based on a systematic study of the e*idence. Ans"er# 3&,! iff# 1 %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy -.) !*idence>based management complements systematic study. Ans"er# 3&,! iff# 1 %age &ef# 1 3opic# Complementing 5ntuition "ith <ystematic <tudy
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--) When conclusions are based on scientific e*idence, they are based on data gathered under controlled conditions and measured and interpreted in a rigorous manner. Ans"er# 3&,! iff# 1 %age &ef# 1>7 3opic# Complementing 5ntuition "ith <ystematic <tudy 1//) <ocial psychology is an area "ithin psychology, blending concepts from both psychology and socialism. Ans"er# ?AE<! iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield 1/1) What psychology is to the group, sociology is to the indi*idual. Ans"er# ?AE<! iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield AA<CB 3ag# &eflecti*e 3hinking <kills 1/$) Eearning, perception, and personality are 8B topics "hose contributions ha*e generally come from psychiatry. Ans"er# ?AE<! iff# $ %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield 1/+) Conflict and po"er ha*e been ma:or topics of concern to social psychologists. Ans"er# 3&,! iff# 1 %age &ef# 7 3opic# Contributing isciplines to the 8B ?ield 1/1) Anthropology has helped us understand differences in *alues and attitudes bet"een people in different countries. Ans"er# 3&,! iff# $ %age &ef# ; 3opic# Contributing isciplines to the 8B ?ield 1/7) 3here are many uni*ersal principles that e'plain organi0ational beha*ior. Ans"er# ?AE<! iff# 1 %age &ef# ; 3opic# ?e" Absolutes in 8B 1/;) 8B researchers cannot offer reasonably accurate e'planations of human beha*ior since people act *ery differently in similar situations. Ans"er# ?AE<! iff# $ %age &ef# ; 3opic# ?e" Absolutes in 8B
1/=) 8B concepts must reflect contingency conditions. Ans"er# 3&,! iff# $ %age &ef# ; 3opic# ?e" Absolutes in 8B 1/.) 8B research pro*ides many cause>and>effect relationships. Ans"er# ?AE<! iff# $ %age &ef# ; 3opic# ?e" Absolutes in 8B 1/-) Corporate do"nsi0ing is se*ering the bonds of loyalty. Ans"er# 3&,! iff# 1 %age &ef# ; 3opic# Challenges and 8pportunities for 8B 11/) 3he typical "orker today is younger. Ans"er# ?AE<! iff# 1 %age &ef# ; 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) As the "orld has becomes more global, managers ha*e to become capable of "orking "ith people from different cultures. Ans"er# 3&,! iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11$) 3he manager)s :ob has remained relati*ely stable e*en "ith the globali0ation of business. Ans"er# ?AE<! iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# Analytic <kills 11+) 9anagers today are more likely to find themsel*es in a foreign assignment. Ans"er# 3&,! iff# 1 %age &ef# = 3opic# Challenges and 8pportunities for 8B 111) 5n the global arena, managers quickly disco*er that the same factors moti*ate people the "orld o*er. Ans"er# ?AE<! iff# + %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
117) 9anagers today are challenged to balance the interests of their organi0ation "ith the responsibility to the communities in "hich they operate. Ans"er# 3&,! iff# + %age &ef# = 3opic# Challenges and 8pportunities for 8B 11;) Critics see the e'portation of :obs as undermining the :ob markets in de*eloping countries. Ans"er# 3&,! iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B 11=) %eople must set aside their cultural *alues and differences "hen they come to "ork. Ans"er# ?AE<! iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11.) 8ne of the most important challenges facing organi0ations today is adapting to di*ersity. Ans"er# 3&,! iff# 1 %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11-) Workforce di*ersity focuses on differences bet"een people from different countries. Ans"er# ?AE<! iff# $ %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$/) Workforce di*ersity means that organi0ations are becoming a more homogeneous mi' of people. Ans"er# ?AE<! iff# 1 %age &ef# =>. 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$1) 9anaging di*ersity is not :ust an issue in the ,nited <tates, but also in Canada, Australia, and Gapan. Ans"er# 3&,! iff# + %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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1$$) 9anagers ha*e to shift their philosophy from treating e*eryone alike. Ans"er# 3&,! iff# + %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$+) When di*ersity is not managed properly, there is a potential for higher turno*er and interpersonal conflicts. Ans"er# 3&,! iff# $ %age &ef# .>3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$1) i*ersity, if positi*ely managed, can increase creati*ity and inno*ation in organi0ations. Ans"er# 3&,! iff# 1 %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$7) ?orty percent of the ,.<. labor force is employed in ser*ice industries. Ans"er# ?AE<! iff# $ %age &ef# 3opic# Challenges and 8pportunities for 8B 1$;) 3he common characteristic of manufacturing :obs is that they require substantial interaction "ith an organi0ation)s customers. Ans"er# ?AE<! iff# + %age &ef# 3opic# Challenges and 8pportunities for 8B 1$=) 8B can be helpful in understanding ho" to include employees in quality impro*ement efforts. Ans"er# 3&,! iff# + %age &ef# 3opic# Challenges and 8pportunities for 8B 1$.) ?orty percent of the ,.<. labor force is female. Ans"er# ?AE<! iff# + %age &ef# !'h 1>$ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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1$-) &ecent polls indicate than an increasing percent of employees e'pect to "ork past the traditional retirement age of ;7. Ans"er# 3&,! iff# $ %age &ef# !'h 1>$ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+/) A gro"ing percentage of ,.<. "orkers are immigrants. Ans"er# 3&,! iff# $ %age &ef# !'h 1>$ 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+1) 5n tight labor markets, those managers "ho don)t understand human beha*ior risk ha*ing no one to manage. Ans"er# 3&,! iff# $ %age &ef# 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills 1+$) 3oday)s managers and employees must learn to cope "ith temporarinesslearning to li*e "ith fle'ibility, spontaneity, and unpredictability. Ans"er# 3&,! iff# $ %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B 1++) 9ost managers today "ork in a climate best characteri0ed as stable and permanent. Ans"er# ?AE<! iff# 1 %age &ef# 1/ 3opic# Challenges and 8pportunities for 8B 1+1) 3he blurring of the lines bet"een "ork and non>"ork has not been all bad. 5t has created opportunities for employees to structure their roles at "ork. Ans"er# 3&,! iff# 1 %age &ef# 11 3opic# Challenges and 8pportunities for 8B 1+7) !thical dilemmas are situations in "hich employees are required to define right and "rong conduct. Ans"er# 3&,! iff# 1 %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities
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1+;) 3he line differentiating right from "rong has ne*er been more clearly defined. Ans"er# ?AE<! iff# 1 %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+=) !mployees today feel increasing pressure to cut corners and break rules. Ans"er# 3&,! iff# + %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+.) An ethically healthy climate is one "here employees confront a minimal degree of ambiguity regarding "hat constitutes right and "rong. Ans"er# 3&,! iff# $ %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+-) 5n today)s highly competiti*e business en*ironment, almost all organi0ations are choosing to forego the creation of a positi*e "ork en*ironment in order to Bturn up the heatB and be more competiti*e. Ans"er# ?AE<! iff# $ %age &ef# 11 3opic# Challenges and 8pportunities for 8B 11/) 3he 8B research area kno"n as positi*e organi0ational scholarship has increasingly targeted "hat)s "rong "ith organi0ations and their employees. Ans"er# ?AE<! iff# $ %age &ef# 1$ 3opic# Challenges and 8pportunities for 8B 111) Why is it important to complement intuition "ith systematic study in our attempts to understand beha*ior "ithin organi0ations( Ans"er# 5t is important to complement intuition "ith systematic study in our attempts to understand beha*ior "ithin organi0ations in order to help unco*er important facts and relationships. 3his "ill pro*ide a base from "hich more accurate predictions of beha*ior can be made. 3hat is, "e can impro*e our predicti*e ability by complementing intuiti*e opinions "ith a more systematic approach. <ystematic studies looks at relationships, attempting to attribute causes and effects, and base conclusions on scientific e*idence. 3his process helps us to e'plain and predict beha*ior. %age &ef# + 3opic# Complementing 5ntuition "ith <ystematic <tudy
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11$) 6o" ha*e the fields of psychology and sociology contributed to our understanding of organi0ational beha*ior( Ans"er# %sychology seeks to measure, e'plain, and change the beha*ior of humans. Contributions ha*e been made by learning theorists, personality theorists, counseling psychologists, and industrial and organi0ational psychologists. Contributions ha*e been made in learning, perception, personality, emotions, training, leadership effecti*eness, moti*ation, :ob satisfaction, decision>making processes, performance appraisals, attitude measurement, employee selection techniques, "ork design, and :ob stress. <ociology studies people in relation to their social en*ironment. 3he greatest contributions by sociologists ha*e been in the study of group beha*ior in organi0ations, organi0ational culture, formal organi0ation theory, organi0ational structure, organi0ational technology, communications, po"er, and conflict. %age &ef# 1>7 3opic# Contributing isciplines to the 8B ?ield 11+) Compare and contrast the fields of psychology, social psychology, and sociology. Ans"er# %sychology focuses on the indi*idual. <ocial psychology focuses on people)s influences on one another. <ociology is concerned "ith group beha*ior in organi0ations. 3hus it could be said that social psychology falls bet"een the e'tremes of the indi*idual focus of psychology and the large group focus of sociology. %age &ef# 1>7 3opic# Contributing isciplines to the 8B ?ield 111) 8rgani0ational beha*ior is an applied beha*ioral science built upon contributions from a number of different disciplines. What are these disciplines and "hat are the contributions of each discipline( Be complete in your response and include four different beha*ioral science disciplines. Ans"er# 8rgani0ational beha*ior has been built upon the contributions of psychology, sociology, social psychology, and anthropology. %sychology has contributed to learning, perception, personality, emotions, training, leadership effecti*eness, needs and moti*ational forces, :ob satisfaction, decision>making processes, performance appraisals, attitude measurement, employee selection techniques, "ork design, and :ob stress. <ociology has contributed through the study of formal and comple' organi0ationsincluding group dynamics, design of "ork teams, organi0ational culture, formal organi0ation theory and structure, organi0ational technology, communications, po"er, and conflict. <ocial psychology has contributed in the areas of measuring, understanding, and changing attitudesF communication patternsF building trustF the "ays in "hich group acti*ities can satisfy needsF and group decision> making processes. Anthropology has contributed to an understanding of organi0ational culture, organi0ational en*ironments, and differences bet"een national cultures. %age &ef# 1>; 3opic# Contributing isciplines to the 8B ?ield
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117) 6o" does globali0ation affect a manager)s people skills( Ans"er# @lobali0ation affects a manager)s people skills in at least t"o "ays. ?irst, managers are increasingly likely to find themsel*es on foreign assignments. 8nce there, they may be managing a "ork force that is defined by *ery different needs, aspirations, and attitudes from the "orkforce back at home. <econd, managers are going to find themsel*es "orking "ith superiors, peers, and employees "ho "ere born and raised in a different culture. 3o "ork effecti*ely "ith these people, managers "ill need to understand their culture, ho" it has shaped them, and ho" to adapt a management style to these differences. %age &ef# = 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills 11;) iscuss the "ays in "hich the manager)s :ob is changing in response to globali0ation. Ans"er# 3he manager)s :ob is changing in a number of "ays in response to globali0ation. 3here are increased foreign assignments for managers and they are more likely to be "orking "ith people from different cultures Ie*en in their o"n country). 3hey are o*erseeing the mo*ement of :obs to countries "ith lo">cost labor and learning to balance the interests of their organi0ations "ith their responsibility to the communities in "hich they operate. %age &ef# =>. 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# &eflecti*e 3hinking <kills 11=) !'plain B"orkforce di*ersity.B Ans"er# Workforce di*ersity is a term used to describe ho" organi0ations are becoming more heterogeneous "ith regard to gender, race, and ethnicity. 5t also includes the physically disabled, gays and lesbians, and the elderly. %age &ef# . 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11.) iscuss the implications of "orkforce di*ersity for management practices. Ans"er# 9anagers ha*e to shift their philosophy from treating e*eryone alike to recogni0ing differences and responding to those differences in "ays that ensure employee retention and greater producti*ity "hile, at the same time, not discriminating. 3his shift includes pro*iding di*ersity training and re*amping benefits programs to accommodate the different needs of different employees. 9anaging di*ersity has become a global concern. A manager)s inability to effecti*ely manage di*ersity may lead to higher turno*er and more interpersonal conflicts in the organi0ation. %age &ef# .>3opic# Challenges and 8pportunities for 8B AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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11-) What is an ethical dilemma( %ro*ide an e'ample. Ans"er# An ethical dilemma is a situation in "hich employees are required to define right and "rong conduct. ilemmas include "hether to blo" the "histle, "hether they should follo" orders "ith "hich they don)t personally agree, "hether they should gi*e an inflated performance e*aluation to an employee "hom they like, kno"ing that such an e*aluation could sa*e that employee)s :ob, or "hether they should allo" themsel*es to play politics in the organi0ation if it "ill help their career ad*ancement. 3hese ethical dilemmas result from the blurring of the line differentiating right from "rong. %age &ef# 11 3opic# Challenges and 8pportunities for 8B AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 17/) What is positi*e organi0ational scholarship( Ans"er# %ositi*e organi0ational scholarship is concerned "ith ho" organi0ations de*elop human strengths and unlock their employees) potential. Also referred to as positi*e organi0ational beha*ior, this approach studies "hat is good about organi0ations. 8ne of the concepts studied by positi*e organi0ational scholars is Breflected best>selfB. %ositi*e organi0ational scholarship is meant to pro*ide a ne" lens through "hich 8B may be studied > challenging organi0ations to think about ho" to e'ploit the strengths of their employees rather than d"elling on their "eaknesses. %age &ef# 1$ 3opic# Challenges and 8pportunities for 8B
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 2 Personalit and !alues 1) Which of the follo"ing statements about personality is correct( A) %ersonality is al"ays stable. B) %ersonality is a part of a person. C) Personalit is an aggregate "hole. ) %ersonality is for the most part comprised of traits that cannot be measured. !) %ersonality is the primary source of emotions in most people. Ans"er# C iff# 1 %age &ef# 11>17 3opic# %ersonality $) &esearchers ha*e paid so much attention to personality traits in 8B in order to ________. #) help in e$plo ee selection and in understanding ho" to $ore e%%ectivel $anage people. B) enable the easy e*aluation of employee performance C) help identify "hich people in a "orkforce "ill "ork best together ) understand the moti*ation of outstanding "orkers !) e'clude potential trouble>makers from "ork. Ans"er# A iff# + %age &ef# 17 3opic# %ersonality AA<CB 3ag# Communication Abilities +) <tudies of t"ins separated at birth and raised separately ha*e confirmed the importance of ________ in shaping personality. A) attitudes B) heredit C) en*ironment ) parental influence Ans"er# B iff# + %age &ef# 1; 3opic# %ersonality 1) Which of the follo"ing is not considered to be completely influenced by heredity( A) facial attracti*eness B) energy le*el C) personalit ) physical stature Ans"er# C iff# + %age &ef# 1; 3opic# %ersonality
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7) Dou "ish to hire a person "ho has an original mind, is skeptical, critical, independent, and determined. Candidates for this position "ould ideally ha*e "hat classification on the 9yers> Briggs 3ype 5ndicator( #) I&'Js B) !<3Gs C) !A3%s ) 5<?%s !) !<3%s Ans"er# A iff# + %age &ef# 1= 3opic# %ersonality AA<CB 3ag# Analytic <kills ;) All of the follo"ing are classifications on the 9yers>Briggs 3ype 5ndicator e'cept ________. A) e'tro*ertedCintro*erted B) sensingCintuiti*e C) percei*ingC:udging () independent/dependent !) thinkingCfeeling Ans"er# iff# 1 %age &ef# 1= 3opic# %ersonality =) Gason is outgoing, sociable, and asserti*e. According to the 9B35, he is considered #) e)traverted B) feeling C) percei*ing ) sensing Ans"er# A iff# 1 %age &ef# 1= 3opic# %ersonality AA<CB 3ag# Analytic <kills .) 6o" "ould someone "ho is described as an !<3G on the 9yers>Briggs 3ype 5ndicator best be described( A) as a *isionary B) as a conceptuali0er C) as an inno*ator () as an organizer !) as a leader Ans"er# iff# + %age &ef# 1= 3opic# %ersonality
-) What does the 9yers>Briggs 3ype 5ndicator classification of B! or 5B stand for( A) e'tro*ertedCintuiti*e B) emotionalCintro*erted C) e)troverted/introverted ) emotionalCintuiti*e !) saneCreflecti*e Ans"er# C iff# 1 %age &ef# 1= 3opic# %ersonality 1/) What does the 9yers>Briggs 3ype 5ndicator classification of B< or AB stand for( #) sensing/intuitive B) sensingCthinking C) emotional stabilityCintuiti*e ) emotional stabilityCthinking !) saneCreflecti*e Ans"er# A iff# 1 %age &ef# 1= 3opic# %ersonality 11) Dou are assembling a team to "ork on a long>term pro:ect "hich requires creati*ity, stamina and farsightedness. 3he only piece of information a*ailable to you is the 9yers>Briggs 3ype of each of the applicants. 3hese results are sho"n belo"# Candidate Alan 9yers Briggs 5A3G 3ype Brenda !<3G Cameron rusilla !A3% !<?% !llen 5A?%
Dou need to choose a lead person for the team. 3his person must be a *isionaryF combining an original mind "ith great dri*e. Who "ould be the best candidate based on their 9yers>Briggs 3ype( #) #lan B) Brenda C) Cameron ) rusilla !) !llen Ans"er# A iff# + %age &ef# 1= 3opic# %ersonality AA<CB 3ag# Analytic <kills
1$) Dou are assembling a team to "ork on a long>term pro:ect "hich requires creati*ity, stamina and farsightedness. 3he only piece of information a*ailable to you is the 9yers>Briggs 3ype of each of the applicants. 3hese results are sho"n belo"# Candidate Alan 9yers Briggs 5A3G 3ype Brenda !<3G Cameron rusilla !A3% !<?% !llen 5A?%
Dou are looking for an organi0er, a person on "hom you can depend to be practical and realistic. Who "ould be the best candidate based on their 9yers>Briggs 3ype( A) Alan B) Brenda C) Cameron ) rusilla !) !llen Ans"er# B iff# + %age &ef# 1= 3opic# %ersonality AA<CB 3ag# Analytic <kills 1+) What is the ma:or problem "ith the 9yers>Briggs 3ype 5ndicator as a measure of personality( A) 5t is *ery difficult to administer. B) It probabl should not be used as a selection test %or choosing a$ong *ob candidates since it is not necessaril a valid $easure o% personalit . C) 5t does not include enough dimensions to differentiate all the *ariety of human personality ) 5t tends to o*eremphasi0e intuiti*e personality traits o*er analytical personality traits !) 5t is *ery difficult to accurately interpret. Ans"er# B iff# + %age &ef# 1= 3opic# %ersonality 11) A high score in "hich dimension of the Big ?i*e model predicts good :ob performance for all occupational groups( A) e'tra*ersion B) agreeableness C) conscientiousness ) emotional stability !) openness to e'perience Ans"er# C iff# $ %age &ef# 1. 3opic# %ersonality
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17) Which of the follo"ing is not included in the Big ?i*e model( A) agreeableness B) conscientiousness C) intuitiveness ) emotional stability !) e'tra*ersion Ans"er# C iff# 1 %age &ef# 1. 3opic# %ersonality 1;) Which dimension of the Big ?i*e model refers to an indi*idual)s propensity to defer to others( A) conscientiousness B) agreeableness C) e'tra*ersion ) feeling !) emotional stability Ans"er# B iff# $ %age &ef# 1. 3opic# %ersonality 1=) Which dimension of the Big ?i*e model is a measure of reliability( A) e'tra*ersion B) agreeableness C) conscientiousness ) feeling !) emotional stability Ans"er# C iff# $ %age &ef# 1. 3opic# %ersonality 1.) Dou kno" that your customers are demanding and sometimes difficult. Which personality dimension taps a person)s ability to "ithstand stress( A) e'tra*ersion B) :udging C) conscientiousness () e$otional stabilit !) intellect Ans"er# iff# $ %age &ef# 1. 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills
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1-) Gane <impson rates lo" on conscientiousness. 3his "ould this lead you to suspect that "hich of the follo"ing statements is most likely to be true about Gane( #) +he "ill be easil distracted, B) <he "ill find comfort in the familiar. C) <he "ill be ner*ous, depressed, and insecure. ) <he "ill be comfortable "ith solitude. !) <he "ill be *ery dim>"itted. Ans"er# A iff# + %age &ef# 1. 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills $/) Dou "ish to predict ho" strong organi0ational citi0enship beha*ior I8CB) is in each of your employees. Which of the fi*e facets of personality "ill probably be of the most interest in this case( A) e'tra*ersion B) agreeableness C) conscientiousness ) emotional stability !) intellect Ans"er# C iff# + %age &ef# 1. 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills $1) 8f the Big ?i*e, ________ is most strongly related to life satisfaction, to :ob satisfaction, and to lo" stress le*els. A) self>esteem B) e$otional stabilit C) agreeableness ) conscientiousness !) e'tro*ersion Ans"er# B iff# $ %age &ef# 1. 3opic# %ersonality $$) Which of the follo"ing is not true of e'tra*erts( A) !'tra*erts tend to be happier in their :obs and in their li*es as a "hole than intra*erts. B) !'tra*erts e'perience more positi*e emotions than intro*erts. C) -)traverts less %reel e)press their positive e$otions than do introverts. ) !'tra*erts ha*e more friends than intro*erts. Ans"er# C iff# $ %age &ef# 1.>13opic# %ersonality
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$+) Which of the follo"ing is not a do"nside to conscientiousness( A) Conscientious people don)t adapt "ell to changing conte'ts. B) Conscientious people ha*e trouble learning comple' tasks early in the training process. C) Conscientious people are often less creati*e than those "ho are less conscientious. () Conscientious people are rarel considered structured individuals. !) 3here are no do"nsides to conscientiousness. Ans"er# iff# + %age &ef# $/ 3opic# %ersonality $1) Games has been described as an agreeable indi*idual. 6e is better liked on the :ob and is less likely to engage in organi0ational de*iance. What "ould "e e'pect to be associated "ith his agreeableness( A) 6e "ill be happier than a disagreeable person > but only slightly more B) 6e "ill likely choose other agreeable indi*iduals as members of his team. C) 6e "ill probably be a poorer negotiator and e'perience lo"er le*els of career success. () #ll o% the above. Ans"er# iff# + %age &ef# 1->$/ 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills $7) Which of the follo"ing statements about people "ith positi*e core self>e*aluations is true( A) 3hey set goals "hich are easily obtainable. B) 3hey do not like themsel*es. C) 3hey seldom persist to reach their goals. ) 3hey *ie" themsel*es as po"erless o*er their en*ironment. -) 'he tend to be $ore co$$itted to their goals. Ans"er# ! iff# $ %age &ef# $/ 3opic# %ersonality $;) What is the term used for the degree to "hich people like or dislike themsel*es( #) core sel%.evaluation B) authoritarianism C) locus of control ) 9achia*ellianism !) efficacy Ans"er# A iff# 1 %age &ef# $/ 3opic# %ersonality
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$=) 9ary has an opening for a position requiring the indi*idual to demonstrate considerable adaptability in ad:usting their beha*ior by reading e'ternal cues. <he should identify the employee "ith aIn) ________ for a good fit. #) high sel%.$onitoring tendenc B) lo" self>monitoring tendency C) internal locus of control ) e'ternal locus of control !) high <! Ans"er# A iff# + %age &ef# $/>$1 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills $.) 6o" "ould you describe an indi*idual "ho is not capable of presenting striking contradictions bet"een "ho they are in public and "ho they are pri*ately and does not pay close attention to the beha*ior of others( A) lo" 9ach B) high 9ach C) lo" sel%.$onitoring ) high self>monitoring !) narcissistic Ans"er# C iff# $ %age &ef# $/>$1 3opic# %ersonality AA<CB 3ag# Communication Abilities $-) Which of the follo"ing statements about lo" self>monitors is true( A) 3hey ha*e a lo" beha*ioral consistency bet"een "ho they are and "hat they do. B) 3hey tend to rate their performance much more highly than do outside obser*ers. C) 'he tend to pa less attention to the behavior o% others than high sel%.$onitors. ) 3hey usually recei*e high performance ratings. !) 3hey tend to thri*e in areas that require them to take risks. Ans"er# C iff# + %age &ef# $/>$1 3opic# %ersonality AA<CB 3ag# Communication Abilities
+/) 6igh self>monitors "ill most likely be "ell>suited to "hich of follo"ing positions( #) one that re/uires the$ to pla a central role B) one that requires them not to yield to outside pressure C) one that requires them to operate independently for long periods of time ) one that requires them to take risks !) one that requires a great deal of creati*ity Ans"er# A iff# $ %age &ef# $1 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills +1) What term is used to describe the personality of an indi*idual "ho is aggressi*ely in*ol*ed in an incessant struggle to achie*e more and more in less and less time( #) ' pe # personalit B) 3ype B personality C) proacti*e personality ) narcissistic personality !) high 9ach personality Ans"er# A iff# 1 %age &ef# $1 3opic# %ersonality +$) Which of the follo"ing is true of people "ith a 3ype A personality( A) 3hey tend to be more successful than people "ith a 3ype B personality. B) 3hey play for fun and rela'ation. C) 'he tend to e$phasize /uantit over /ualit . ) 3hey generally feel little need to discuss their achie*ements. !) 3hey are generally content "ith their place in the "orld. Ans"er# C iff# $ %age &ef# $1 3opic# %ersonality ++) Which of the follo"ing beha*iors is most likely to be e'hibited in someone "ith a 3ype A personality( A) highly creati*e B) en:oys leisure and quiet time alone C) %eels i$patient "ith the rate o% $ost events ) concentrates on one task at a time !) takes long lunches and plays pool Ans"er# C iff# 1 %age &ef# $1 3opic# %ersonality
+1) Which of the follo"ing is a characteristic of the 3ype B personality( A) A 3ype B suffers from a sense of time urgency, "ith its accompanying impatience. B) A 3ype B struggles to achie*e more "ith less. C) A 3ype B stri*es to al"ays multi>task. () # ' pe B can rela) "ithout guilt. !) A 3ype B needs to discuss his or her achie*ements. Ans"er# iff# $ %age &ef# $1 3opic# %ersonality +7) %eople "ith "hich type of personality trait commonly make poor decisions because they make them too quickly. A) high self>esteem B) ' pe #s C) 3ype Bs ) self>monitors !) e'tro*erts Ans"er# B iff# 1 %age &ef# $1 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills +;) Which of the follo"ing terms best describes people "ho identify opportunities, sho" initiati*e, take action, and perse*ere until meaningful change occurs( A) 3ype A personalities B) high self>esteem C) proactive personalities ) high conscientiousness !) high 9ach Ans"er# C iff# + %age &ef# $1 3opic# %ersonality +=) Which of the follo"ing personality traits is most likely to help achie*e career success( #) proactive personalit B) high <! C) 3ype A ) e'tro*ert !) agreeable Ans"er# A iff# $ %age &ef# $1 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills
+.) Which of the follo"ing terms describes basic con*ictions that Ba specific mode of conduct or end state of e'istence is personally or socially preferable to an opposite mode of conductB( #) values B) attitudes C) con*ictions ) preferences !) affectual preferences Ans"er# A iff# 1 %age &ef# $$ 3opic# Jalues +-) What does the content attribute of a *alue state( A) that the *alue is complete B) that the $ode o% conduct is i$portant C) that the *alue is strongly or "eakly held ) the beha*ior associated "ith that *alue !) that the *alue is not transient Ans"er# B iff# $ %age &ef# $$ 3opic# Jalues 1/) When "e rank an indi*idual)s *alues in order of their ________, "e obtain the person)s *alue system. #) intensit B) content C) conte't ) social acceptance !) social needs Ans"er# A iff# $ %age &ef# $$ 3opic# Jalues 11) Which of the follo"ing statements about *alues is true( A) Jalues are fle'ible. B) Jalues are synonymous "ith attitudes. C) Jalues tend to be consistent among occupational groups. () !alues are %airl stable over ti$e. !) Jalues change easily "hen they are called into question. Ans"er# iff# + %age &ef# $$ 3opic# Jalues
1$) What is the difference bet"een terminal and instrumental *alues, as proposed by &okeach( #) 'er$inal values are the goals that a person "ould li0e to achieve during his or her li%eti$e1 "hile the instru$ental values are the pre%erable $odes o% behavior in achieving these values. B) 5nstrumental *alues are the goals that a person "ould like to achie*e during his or her lifetime, "hile terminal *alues are the preferable modes of beha*ior in achie*ing theses *alues. C) 3erminal *alues are the highest *alues in a person)s *alue system, "hile instrumental *alues are the ones that are most often used. ) 5nstrumental *alues are the *alues that are used in day to day life, terminal *alues are those that come into play at times of great stress. !) 3erminal *alues are the *alues shared by the group as a "hole, instrumental *alues are the *alues that differ "ithin a group and gi*e rise to conflict. Ans"er# A iff# $ %age &ef# $+ 3opic# Jalues 1+) Which of the follo"ing *alues "ould be most likely to be considered a terminal *alue by &okeach( A) ambitious B) broad>minded C) helpful () a sense o% acco$plish$ent !) self>controlled Ans"er# iff# $ %age &ef# !'h $>$ 3opic# Jalues AA<CB 3ag# Analytic <kills 11) Which category of dominant "ork *alues is most likely to characteri0e a 77>year>old employee in the ,nited <tates( A) hard "orking, conser*ati*e, conforming, loyalty to the organi0ation B) team>orientated, honest, self>reliant, loyal to relationships. C) success1 achieve$ent1 a$bition1 disli0e o% authorit 1 lo alt to career ) "orkClife balance, team>oriented, dislike of rules, loyalty to relationships !) confident, financial success, self>reliant but team>oriented, loyalty to both self and relationships Ans"er# C iff# + %age &ef# !'h $>$ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
17) What is the term used to describe the cohort of "orkers "ho entered the "orkforce in the 1-7/s and early 1-;/s( A) boomers B) ne'ters C) 2ers () veterans !) 9illennials Ans"er# iff# $ %age &ef# $1 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1;) What is the term used to describe those members of the population "hose li*es ha*e been shaped by globali0ation, 93J, A5 <, and computersF and "ho *alue fle'ibility, life options, and the achie*ement of :ob satisfaction( A) *eterans B) boomers C) ne'ters () 2ers !) he'ers Ans"er# iff# 1 %age &ef# $1 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1=) Jeterans are most likely to place the greatest importance on #) a co$%ortable li0e and %a$il securit B) social recognition C) true friendship ) happiness !) meaningful "ork Ans"er# A iff# $ %age &ef# $1 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
1.) What cohort of "orkers in the ,nited <tates is most likely to balk at ha*ing to "ork e'tensi*e o*ertime and "eekends( A) Jeterans B) Boomers C) Ae'ters () 2ers !) 3raditionalists Ans"er# iff# $ %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1-) What term is used for those "ho entered the ,nited <tates "orkforce from the mid>1-;/s through the mid>1-./s( A) Jeterans B) Boo$ers C) Ae'ters ) 2ers !) 3raditionalists Ans"er# B iff# $ %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 7/) As you "ork "ith 3om, "ho is $= years old, you are likely to find that he ________. #) desires %inancial success B) prefers leisure time C) sees the company merely as a *ehicle for his career ) highly *alues security !) is not interested in "ork at all Ans"er# A iff# $ %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 71) What cohort of "orkers in the ,nited <tates is most loyal to their careers( A) Jeterans B) Boo$ers C) Ae'ters ) 2ers !) 3raditionalists Ans"er# B iff# $ %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
7$) 3he most recent entrants to the ,nited <tates "orkforce are ________. A) Jeterans B) Boomers C) &e)ters ) 2ers !) 3raditionalists Ans"er# C iff# 1 %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 7+) What cohort of "orkers *alues loyalty to both self and relationships( A) Jeterans B) Boomers C) &e)ters ) 2ers !) 3raditionalists Ans"er# C iff# $ %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 71) 6olland)s personality>:ob fit theory is based on the notion of fit bet"een an indi*idual)s ________ and ________. #) personalit characteristics3 the *ob re/uire$ents B) satisfactionF the :ob C) ability to perform the :obF moti*ation ) moti*ationF on>the>:ob performance !) personality characteristicsF :ob satisfaction Ans"er# A iff# $ %age &ef# $7>$; 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace 77) According to 6olland)s personality:ob fit theory, "hat are consequences of a good fit bet"een personality and occupation( A) a lo" le*el of stress B) a high le*el of accomplishment C) high satis%action and lo" turnover ) ma'imum performance and efficiency !) a high rate of turno*er Ans"er# C iff# 1 %age &ef# $7>$; 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace
7;) ________ de*eloped a Jocational %reference 5n*entory questionnaire that contains 1;/ occupational titles. A) 9aslo" B) 4olland C) 6ofstede ) 6er0berg !) <urber Ans"er# B iff# 1 %age &ef# $; 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace 7=) According to 6olland, the closer t"o fields are in the he'agon, the ________ they are. A) more dissimilar B) $ore co$patible C) less compatible ) more difficult to categori0e !) less related to any occupation Ans"er# B iff# $ %age &ef# $; 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace 7.) 3he BenterprisingB personality from 6olland)s typology of personality and congruent occupations "ould e'hibit "hich of the follo"ing personality characteristics( A) imaginati*e, disorderly, idealistic B) shy, genuine, persistent C) sociable, friendly, cooperati*e () sel%.con%ident1 a$bitious1 energetic !) conforming, efficient, practical Ans"er# iff# $ %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# Analytic <kills 7-) Dou are seeking to fill the position of corporate accountant, and ha*e administered 6olland)s Jocational %reference 5n*entory questionnaire to all candidates. Dou "ould suspect that the questionnaire "ould indicate that the best candidates for the position "ould ha*e "hich of the follo"ing personality types( #) conventional B) realistic C) enterprising ) in*estigati*e !) social Ans"er# A iff# $ %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# &eflecti*e 3hinking <kills
;/) 9onica is ma:oring in interior design. 6er personality type is BrealisticB according to 6olland)s 3ypology. Which of the follo"ing statements is correct( A) 9onica)s personality type is "ell>suited to her ma:or. B) 9onica is better suited to be a bank teller. C) Interior design is incongruent "ith her personalit t pe. ) 5nterior design is congruent "ith a BsocialB personality type. !) 9onica prefers acti*ities that do not require strength. Ans"er# C iff# $ %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# Analytic <kills ;1) 3he BrealisticB personality from 6olland)s typology of personality and congruent occupations "ould be "ell suited for "hich of the follo"ing :obs( A) painter B) accountant C) $echanic ) la"yer !) biologist Ans"er# C iff# + %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# &eflecti*e 3hinking <kills ;$) 3he BsocialB personality from 6olland)s typology of personality "ould be "ell suited for "hich of the follo"ing :obs( A) assembly>line "orker B) economist C) teacher ) bank teller !) la"yer Ans"er# C iff# + %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# &eflecti*e 3hinking <kills ;+) Which of 6olland)s personality types prefers acti*ities that in*ol*e thinking and understanding( A) realistic B) investigative C) social ) con*entional !) artistic Ans"er# B iff# + %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# Analytic <kills
;1) Which one of the follo"ing statements is true about the si' personality types de*eloped in 6olland)s personality>:ob fit theory( !ach of the si' types has a ________. A) supplemental personality style B) congruent personality style C) congruent occupation ) supplemental occupational en*ironment !) supplemental skill set Ans"er# C iff# + %age &ef# $= 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace ;7) 5t)s more important today that employees) personalities fit "ith A) their manager)s personality B) the overall organization5s culture C) the characteristics of the :ob ) the recruiter)s personality Ans"er# B iff# + %age &ef# $= 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace ;;) A study of the !, found "hich of the Big ?i*e personality factors "as a *alid predictor of performance across :obs and occupational groups( A) agreeableness B) e'tra*ersion C) openness to e'perience () conscientiousness Ans"er# iff# + %age &ef# $=>$. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding ;=) Which of the follo"ing researchers produced a comprehensi*e analysis for analy0ing *ariations among cultures( A) 9aslo" B) 4o%stede C) ?estinger ) <kinner !) ?reud Ans"er# B iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
;.) Which of the follo"ing is not one of 6ofstede)s fi*e dimensions of national culture( A) po"er distance B) %le)ibilit versus rigidit C) indi*idualism *ersus collecti*ism# ) long>term *ersus short>term orientation# !) uncertainty a*oidance Ans"er# B iff# + %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding ;-) What is the measure of the e'tent to "hich people in a country accept the fact that po"er in institutions and organi0ations is distributed unequally( A) caste acceptance B) collecti*ism C) po"er distance ) masculinity !) rigidity Ans"er# C iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =/) Which dimension of 6ofstede)s frame"ork is the degree to "hich people prefer to act as indi*iduals rather than as members of groups( A) po"er distance B) individualis$ vs, collectivis$ C) masculinity *s. femininity ) uncertainty a*oidance !) long>term *s. short>term orientation Ans"er# B iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =1) Which of 6ofstede)s cultural dimensions emphasi0es a tight social frame"ork in "hich people e'pect others in groups of "hich they are a part to look after them( A) long>term orientation B) masculinity C) indi*idualism () collectivis$ !) femininity Ans"er# iff# + %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
=$) According to 6ofstede, people in cultures "ith ________ *alue thrift, persistence, and tradition. A) high po"er distance B) lo" po"er distance C) long.ter$ orientation ) short>term orientation !) lo" uncertainty a*oidance Ans"er# C iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =+) According to 6ofstede, cultures that score ________ tend to emphasi0e la"s and regulations. A) high on po"er distance B) high on uncertaint avoidance C) lo" on po"er distance ) lo" on uncertainty a*oidance !) high on masculinity Ans"er# B iff# 1 %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =1) Which of 6ofstede)s dimensions is the degree to "hich people in a country prefer structured to unstructured situations( A) collecti*ism B) po"er distance C) long>term orientation () uncertaint avoidance !) idiocentricity Ans"er# iff# 1 %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =7) According to 6ofstede, high femininity cultures #) e$phasize e/ualit bet"een $en and "o$en, B) fa*or achie*ement and po"er. C) emphasi0e feminine roles. ) ha*e increased an'iety about ambiguity. !) are rule>oriented. Ans"er# A iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
=;) According to 6ofstede, "hich country scored as the most indi*idualistic nation of all( A) Gapan B) Korea C) @reat Britain () 6nited +tates !) China Ans"er# iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding ==) 3he gender differentiation cultural dimension identified by @E8B! is the equi*alent of "hich of 6ofstede)s dimensions( A) po"er distance B) uncertainty a*oidance C) $asculinit .%e$ininit ) future orientation !) indi*idualism>collecti*ism Ans"er# C iff# $ %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills =.) According to 6ofstede, the ,nites <tates scores high in ________ and lo" in ________. A) po"er distanceF uncertainty a*oidance B) indi*idualismF po"er distance C) uncertaint avoidance3 individualis$ ) uncertainty a*oidanceF masculinity !) femininityF masculinity Ans"er# C iff# + %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =-) All of the follo"ing are "eaknesses of 6ofstede)s cultural dimensions pointed out by critics !2C!%3# A) 3he original data are from +/ years ago. B) 'he original data "ere based on onl %our co$panies7 IB81 (isne 1 Coca.Cola1 and 8c(onald5s. C) 9ost researchers are una"are of the :udgment calls 6ofstede had to make. ) <ome of the 6ofstede results are une'pected. !) ?e" researchers ha*e read the details of 6ofstede)s methodology closely. Ans"er# B iff# + %age &ef# +/ 3opic# @lobal 5mplications
./) 3he @E8B! team identified ________ dimensions on "hich national cultures differ. A) + B) 7 C) = () 9 !) 17 Ans"er# iff# $ %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) Which of the follo"ing is not one of the cultural dimensions identified by the @E8B! team( A) performance orientation B) future orientation C) humane orientation () age di%%erentiation !) po"er distance Ans"er# iff# $ %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .$) Which of the follo"ing cultural dimensions identified by @E8B! does not ha*e an equi*alent in 6ofstede( A) future orientation B) po"er distance C) per%or$ance orientation ) indi*idualismCcollecti*ism !) gender differentiation Ans"er# C iff# $ %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills
.+) Country Country A Country B Country C Country Country !
5n>group collecti*ism 1 + $ 7 1
5ndi*idualismC %erformance collecti*ism orientation + 1 7 $ 1 + $ 1 1 7
6umane orientation $ 1 7 + 1
%o"er distance 7 + 1 1 $
3he abo*e table sho"s the relati*e rankings of fi*e countries in fi*e of @E8B!)s cultural dimensions. 5n "hich country are people most likely to identify "ith and take pride in the company they "ork for( A) Country A B) Country B C) Country C ) Country -) Countr Ans"er# ! iff# + %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills .1) Country Country A Country B Country C Country Country ! 5n>group collecti*ism 1 + $ 7 1 5ndi*idualismC %erformance collecti*ism orientation + 1 7 $ 1 + $ 1 1 7 6umane orientation $ 1 7 + 1 %o"er distance 7 + 1 1 $
According to the abo*e table, in "hich country are people most likely to be re"arded for being altruistic, caring, and kind to others( A) Country A B) Countr B C) Country C ) Country !) Country ! Ans"er# B iff# + %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills
.7) Which of the follo"ing statements is true of the @E8B! pro:ect( A) 3he @E8B! dimensions replaced 6ofstede)s "ork. B) 3he @E8B! pro:ect confirmed that 6ofstede)s dimensions are no longer *alid. C) 'he :;OB- di$ensions have con%ir$ed 4o%stede5s "or0. ) 3he @E8B! frame"ork recogni0es that a country)s cultural *alues do not change. !) 5t is not e'pected that future cross>cultural studies "ill use the @E8B! dimensions to assess differences bet"een countries. Ans"er# C iff# + %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .;) Beha*ior is shaped by our personalities. Ans"er# 3&,! iff# 1 %age &ef# 11 3opic# What 5s %erception( .=) %ersonality looks at the parts of the person rather than the aggregate "hole. Ans"er# ?AE<! iff# 1 %age &ef# 17 3opic# %ersonality ..) A trait can be described as a characteristic or beha*ior that is sometimes e'hibited in a fe" situations. Ans"er# ?AE<! iff# $ %age &ef# 1; 3opic# %ersonality .-) 3he 9yers>Briggs 3ype 5ndicator is a 1//>question personality test that types four characteristics into si'teen personality types. Ans"er# 3&,! iff# 1 %age &ef# 1= 3opic# %ersonality -/) 5n the 9yers>Briggs typology, A stands for intuiti*e. Ans"er# 3&,! iff# $ %age &ef# 1= 3opic# %ersonality -1) 5n the 9yers>Briggs typology, < stands for sensible. Ans"er# ?AE<! iff# 1 %age &ef# 1= 3opic# %ersonality
-$) Because 9B35 results are :ob related, it is an e'cellent selection test for choosing :ob candidates. Ans"er# ?AE<! iff# $ %age &ef# 1= 3opic# %ersonality -+) 5n the 9yers>Briggs typology, % stands for preparedness. Ans"er# ?AE<! iff# $ %age &ef# 1= 3opic# %ersonality -1) 5f you "ere looking for an employee "ho "as an organi0er, you "ould probably choose one "hose type is 5A?%. Ans"er# ?AE<! iff# + %age &ef# 1= 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills -7) A substantial body of research supports the 9B35 as a *alid measure of personality. Ans"er# ?AE<! iff# 1 %age &ef# 1= 3opic# %ersonality -;) An impressi*e body of research supports that fi*e basic personality dimensions underlie all others. Ans"er# 3&,! iff# $ %age &ef# 1= 3opic# %ersonality -=) 3he Big ?i*e 9odel factor termed Be'tra*ersionB is probably a good predictor of :ob performance in most professions. Ans"er# ?AE<! iff# + %age &ef# 1=>1. 3opic# %ersonality -.) Conscientiousness refers to an indi*idual)s propensity to defer to others. Ans"er# ?AE<! iff# $ %age &ef# 1. 3opic# %ersonality --) Agreeable people tend to be less trusting than disagreeable people. Ans"er# ?AE<! iff# 1 %age &ef# 1. 3opic# %ersonality
1//) !'tra*erts are more likely to be absent from "ork than intro*erts. Ans"er# 3&,! iff# $ %age &ef# 1. 3opic# %ersonality 1/1) 5ntra*erts tend to be more impulsi*e than e'tro*erts. Ans"er# ?AE<! iff# 1 %age &ef# 1. 3opic# %ersonality 1/$) 5ndi*iduals "ho score high on openness to e'perience are more creati*e in science and in art than those "ho score lo". Because creati*ity is important to leadership, open people are more likely to be effecti*e leaders. Ans"er# 3&,! iff# + %age &ef# 13opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills 1/+) Agreeableness is associated "ith lo"er le*els of career success. 3his may be due in part because agreeable indi*iduals are poorer negotiators. Ans"er# 3&,! iff# + %age &ef# 13opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills 1/1) <elf>monitoring refers to an indi*idual)s ability to ad:ust his or her beha*ior to e'ternal, situational factors. Ans"er# 3&,! iff# 1 %age &ef# $/ 3opic# %ersonality 1/7) 6igh self>monitors tend to pay less attention to the beha*ior of other people than do lo" self monitors. Ans"er# ?AE<! iff# $ %age &ef# $/>$1 3opic# %ersonality AA<CB 3ag# Communication Abilities 1/;) Eo" self>monitors sho" high beha*ioral consistency. Ans"er# 3&,! iff# $ %age &ef# $/>$1 3opic# %ersonality
1/=) 5ndi*iduals "ith 3ype B personalities e'hibit characteristics highly pri0ed by the Aorth American culture. Ans"er# ?AE<! iff# $ %age &ef# $1 3opic# %ersonality AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1/.) Lack is al"ays mo*ing and is impatient. 6e prefers "ork to leisure and seems obsessed "ith numbers. Lack probably has a 3ype B personality. Ans"er# ?AE<! iff# 1 %age &ef# $1 3opic# %ersonality AA<CB 3ag# Analytic <kills 1/-) %eople "ith 3ype A personalities are rarely concerned "ith time. Ans"er# ?AE<! iff# 1 %age &ef# $1 3opic# %ersonality 11/) 3hose indi*iduals "ith 3ype A personalities tend to be more at risk for cardio*ascular disease. Ans"er# 3&,! iff# $ %age &ef# $1 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills 111) %eople "ith 3ype B personalities tend to operate under more stress than those "ith 3ype A personalities. Ans"er# ?AE<! iff# 1 %age &ef# $1 3opic# %ersonality 11$) %roacti*e personalities are more likely to act as change agents "ithin an organi0ation. Ans"er# 3&,! iff# + %age &ef# $1 3opic# %ersonality AA<CB 3ag# &eflecti*e 3hinking <kills 11+) 3he content attribute of a *alue says that a mode of conduct is important. Ans"er# 3&,! iff# 1 %age &ef# $$ 3opic# Jalues
111) When "e rank an indi*idual)s *alues in terms of the intensity of those *alues, "e obtain that person)s *alue system. Ans"er# 3&,! iff# $ %age &ef# $$ 3opic# Jalues 117) Jalues cannot be classified because of their spiritual and theological basis. Ans"er# ?AE<! iff# 1 %age &ef# $$ 3opic# Jalues 11;) Jalues tend to be stable and enduring. Ans"er# 3&,! iff# 1 %age &ef# $$ 3opic# Jalues 11=) %eople al"ays act in "ays consistent "ith their *alues. Ans"er# ?AE<! iff# $ %age &ef# $$ 3opic# Jalues 11.) 5nstrumental *alues are preferable modes of beha*ior, or means of achie*ing one)s terminal *alues. Ans"er# 3&,! iff# $ %age &ef# $+ 3opic# Jalues 11-) 9ilton &okeach de*eloped a sur*ey that assesses terminal and instrumental *alues. Ans"er# 3&,! iff# $ %age &ef# $+ 3opic# Jalues 1$/) &J< *alues are fairly stable and consistent across groups. Ans"er# ?AE<! iff# 1 %age &ef# $+ 3opic# Jalues 1$1) Boomers place a great deal of emphasis on achie*ement and material success. Ans"er# 3&,! iff# $ %age &ef# $1 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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1$$) Jeterans tend to be more loyal to their country and less loyal to their employer. Ans"er# ?AE<! iff# $ %age &ef# $1 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$+) 3he loyalty of Boomers is to their careers. Ans"er# 3&,! iff# $ %age &ef# !'h $>+ 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$1) 3he li*es of 2ers ha*e been shaped by "ar, "omen)s lib, A5 <, and computers. Ans"er# ?AE<! iff# $ %age &ef# $7 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$7) 3erminal *alues such as a sense of accomplishment and social recognition rank high "ith Ae'ters. Ans"er# ?AE<! iff# $ %age &ef# $7 3opic# Jalues AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1$;) A significant portion of our *alues are often established at an early age. Ans"er# 3&,! iff# $ %age &ef# $7 3opic# Jalues 1$=) 5ndi*iduals "ith 6olland)s Bin*estigati*eB personality are "ell suited for careers as small business managers. Ans"er# ?AE<! iff# + %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace 1$.) 6olland)s Bcon*entionalB personality, placed in the position of a cost accountant, is likely to be dissatisfied and quit. Ans"er# ?AE<! iff# $ %age &ef# !'h $>1 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace AA<CB 3ag# &eflecti*e 3hinking <kills
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1$-) 5n 6olland)s Jocational %reference 5n*entory questionnaire, ad:acent categories are quite similar "hile diagonally opposite ones are highly dissimilar. Ans"er# 3&,! iff# $ %age &ef# $; 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace 1+/) 5t is more important that employees) personalities fit "ith the o*erall organi0ation)s culture than "ith the characteristics of any specific :ob. Ans"er# 3&,! iff# $ %age &ef# $= 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace 1+1) 3he fi*e personality factors identified in the Big ?i*e 9odel appear in almost all cross> cultural studies. Ans"er# 3&,! iff# + %age &ef# $= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+$) !ach culture has a common personality type. Ans"er# ?AE<! iff# $ %age &ef# $=>$. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1++) @eert 6ofstede produced a *ery "idely referenced approach for analy0ing *ariations among cultures. Ans"er# 3&,! iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+1) Collecti*ism refers to a cultural attribute describing a loosely knit social frame"ork in "hich people tend to the interests of their immediate family. Ans"er# ?AE<! iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+7) 8rgani0ations in a society high in uncertainty a*oidance are likely to ha*e more rules. Ans"er# 3&,! iff# + %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills
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1+;) 5t is consistent for a country "ith a democratic go*ernment to rank belo" a*erage on po"er distance. Ans"er# 3&,! iff# $ %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills 1+=) 3he ,.<. culture ranked abo*e a*erage on po"er distance according to 6ofstede. Ans"er# ?AE<! iff# $ %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+.) 3he @E8B! research program is an ongoing cross>cultural in*estigation of leadership and national culture. Ans"er# 3&,! iff# 1 %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) @E8B!)s future orientation dimension is essentially equi*alent to 6ofstede)s long> termCshort>term orientation. Ans"er# 3&,! iff# $ %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# &eflecti*e 3hinking <kills 11/) 3he @E8B! dimensions ha*e replaced 6ofstede)s dimensions. Ans"er# ?AE<! iff# 1 %age &ef# 1= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) What is the 9yers>Briggs 3ype 5ndicator I9B35) and ho" might it be used by managers( Ans"er# 3he 9yers>Briggs 3ype 5ndicator I9B35) is one of the most "idely used personality frame"orks. 5t is essentially a 1//>question personality test that asks people ho" they usually feel or act in particular situations. 8n the basis of the ans"ers indi*iduals gi*e to the test, they are classified as e'tro*erted or intro*erted I! or 5), sensing or intuiti*e I< or A), thinking or feeling I3 or ?), and percei*ing or :udging I% or G). 3hese classifications are then combined into si'teen personality types. 3he 9B35 has a place in training and de*elopment, since it can help employees to better understand themsel*es. 5t can also pro*ide aid to teams by helping members better understand each other. 5t can also pro*ide career guidance, but should not be used as a selection test. %age &ef# 1= 3opic# %ersonality
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11$) iscuss the BBig ?i*eB model of personality. Ans"er# 3he fi*e>factor model of personality is typically called the BBig ?i*e.B 5n addition to pro*iding a unifying personality frame"ork, research on the Big ?i*e also has found important relationships bet"een these personality dimensions and :ob performance. 3he fi*e key traits in the Big ?i*e personality model are e'tro*ersion, agreeableness, conscientiousness, emotional stability, and openness to e'perience. !'tro*ersion captures one)s comfort le*el "ith relationships. Agreeableness refers to an indi*idual)s propensity to defer to others. Conscientiousness is a measure of reliability. !motional stability taps a person)s ability to "ithstand stress. 8penness to e'perience addresses one)s range of interests and fascination "ith no*elty. %age &ef# 1=>13opic# %ersonality 11+) What is self monitoring( iscuss ho" high self monitors differ from lo" self monitors. Ans"er# <elf monitoring refers to an indi*idual)s ability to ad:ust his or her beha*ior to e'ternal, situational factors. 6igh self monitors sho" considerable adaptability in ad:usting their beha*ior to e'ternal situational factors. 3hey are highly sensiti*e to e'ternal cues and can beha*e differently in different situations. 3hey are also capable of presenting striking contradictions bet"een their public persona and their pri*ate self. Eo" self monitors can)t disguise themsel*es and tend to display their true dispositions and attitudes in *ery situation. 6igh self monitors are more capable of conforming and tend to recei*e better performance ratings than lo" self monitors. 6igh self monitoring managers recei*e more career promotions and are more likely to occupy central positions in the organi0ation. %age &ef# $/>$1 3opic# %ersonality 111) escribe the 3ype B personality. Ans"er# 3ype B personalities do not suffer from a sense of time urgency or "ith its accompanying impatience. 3hey feel no need to display or discuss either their achie*ements or accomplishments. 3ype B)s play for fun and rela'ation, and can rela' "ithout guilt. 3hey are rarely harried by the desire to obtain an increasing number of things. %age &ef# $1 3opic# %ersonality 117) !'plain "hy *alues are important to the study of organi0ational beha*ior. Ans"er# Jalues lay the foundation for understanding people)s attitudes and moti*ation. Jalues also influence our perceptions. As indi*iduals enter an organi0ation "ith preconcei*ed notions of "hat BoughtB to be, they contain interpretations of right and "rong > based upon their *alues. Jalues can cloud ob:ecti*ity and rationality. ?urthermore, *alues generally influence attitudes and beha*ior. 8rgani0ations are interested in "hether the indi*idual)s *alues are aligned "ith the organi0ation)s. %age &ef# $$ 3opic# Jalues AA<CB 3ag# &eflecti*e 3hinking <kills
11;) iscuss the &okeach Jalue <ur*ey. 5nclude definitions and discussion of terminal *alues and instrumental *alues. Ans"er# 9ilton &okeach created the &okeach Jalue <ur*ey I&J<). 3he &J< consists of t"o sets of *alues, "ith each set containing 1. indi*idual *alue items. 8ne set, called terminal *alues, refers to desirable end>states of e'istence. 3hese are goals that a person "ould like to achie*e during his or her lifetime. 3he other set, called instrumental *alues, refers to preferable modes of beha*ior, or means of achie*ing the terminal *alues. %eople in the same occupations or categories tend to hold similar *alues. %age &ef# $+ 3opic# Jalues 11=) iscuss the cohort groups in the "orkforce and their dominant "ork *alues. Ans"er# Jeterans entered the "orkforce in the 1-7/s or early 1-;/s. 3here are hard"orking, conser*ati*e, and conforming. 3hey are loyal to the organi0ation. Boomers entered the "orkforce bet"een 1-;7 and 1-.7. 3hey *alues success, achie*ement, and ambition. 3hey dislike authority and are loyal to their career. 2ers entered the "orkforce bet"een 1-.7 and $///. 3hey *alue "ork>life balance, are team>oriented, dislike rules and are loyal to relationships. Ae'ters entered the "orkforce after $///. 3hey are confident, *alue financial success, are self>reliant, but team oriented, and are loyal to both self and relationships. %age &ef# $1 and !'h $>+ 3opic# Jalues 11.) escribe "hat is meant by the terms Bperson>:ob fitB and Bperson>organi0ation fit.B Ans"er# 3he person>:ob fit theory "as de*eloped by Gohn 6olland. 5t is based on the notion of fit bet"een an indi*idual)s personality characteristics and his or her occupational en*ironment. 3he theory argues that satisfaction is highest and turno*er lo"est "hen personality and occupation are in agreement. 3he key points of this model are# I1) there do appear to be intrinsic differences in personality among indi*iduals, I$) there are different types of :obs, and I+) people in :ob en*ironments congruent "ith their personality types should be more satisfied and less likely to *oluntarily resign than should people in incongruent :obs. 3he person>organi0ation fit essentially argues that people lea*e organi0ations that are not compatible "ith their personalities. %eople "ith high e'tra*ersion, for e'ample, fit better "ith aggressi*e and team>oriented cultures, "hile people "ith high agreeableness "ill match up better "ith a supporti*e organi0ational climate %age &ef# $7>$= 3opic# Einking an 5ndi*idual)s %ersonality and Jalues to the Workplace
11-) Aame and describe the *alue dimensions of culture identified by 6ofstede. Ans"er# %o"er distance is the degree to "hich people accept that po"er in institutions and organi0ations is distributed unequally. 5ndi*idualismCcollecti*ism is the degree to "hich people prefer to act as indi*iduals or as members of a group. 9asculinityCfemininity is the degree to "hich *alues such as asserti*eness, the acquisition of money and material goods and competition pre*ail *ersus the degree to "hich people *alue relationships, and sho" sensiti*ity and concern for the "elfare of others. ,ncertainty a*oidance is the degree to "hich people prefer structured o*er unstructured situations. Eong>termCshort>term orientation is the degree to "hich people look to the future or to the past and present. 3he latter emphasi0es respect for tradition and fulfilling social obligations. %age &ef# $. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 17/) Compare 6ofstede)s cultural dimensions "ith the @E8B! frame"ork. Ans"er# 3he @lobal Eeadership and 8rgani0ational Beha*ior !ffecti*eness research program identified nine dimensions on "hich national cultures differ. Asserti*eness is essentially equi*alent to 6ofstede)s quantity>of>life dimensions. ?uture orientation is equi*alent to 6ofstede)s long>termCshort term orientation. @ender differentiation is the e'tent to "hich a society ma'imi0es gender role differences. ,ncertainty a*oidance, po"er distance, and indi*idualismCcollecti*ism "ere also identified by 6ofstede. 5n>group collecti*ism encompasses the e'tent to "hich members of a society take pride in membership in small groups. %erformance orientation is the degree to "hich a society encourages and re"ards group members for performance impro*ement and e'cellence. 6umane orientation is defined as the degree to "hich a society encourages and re"ards indi*iduals for being fair, altruistic, generous, caring, and kind to others. 3his is close to 6ofstede)s quality>of>life dimension. %age &ef# +/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter < Perception and Individual (ecision 8a0ing 1) What do "e call the process by "hich indi*iduals organi0e and interpret their sensory impressions in order to gi*e meaning to their en*ironment( A) interpretation B) en*ironmental analysis C) social *erification ) outlook !) perception Ans"er# ! iff# 1 %age &ef# +$ 3opic# What 5s %erception( $) What are the three classes of factors that influence perception( A) factors in the setting, factors in the en*ironment and factors in the moti*es B) factors in the percei*er, factors in the target and factors in the situation C) factors in the character, factors in kno"ledge and factors in e'perience ) factors in the personality, factors in the character and factors in the *alues !) factors in the senses, factors in the surroundings and factors in the lighting Ans"er# B iff# 1 %age &ef# ++ 3opic# What 5s %erception( +) 3"o people see the same thing at the same time yet interpret it differently. Where do the factors that operate to shape their dissimilar perceptions reside( A) the percei*ers B) the target C) the timing ) the conte't !) the situation Ans"er# A iff# $ %age &ef# ++ 3opic# What 5s %erception( 1) What is the relationship bet"een "hat one percei*es and ob:ecti*e reality( A) 3hey are the same. B) 3hey can be substantially different. C) 3hey should be the same. ) 3hey are rarely if e*er the same. !) 3hey cannot be the same. Ans"er# B iff# $ %age &ef# ++ 3opic# What 5s %erception(
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7) a*id has the opinion that people "ho dri*e <,Js are dangerous dri*ers. 6e often percei*es that people dri*ing <,Js are doing so in a dangerous manner, e*en "hen other obser*ers can see nothing "rong "ith the beha*ior of the <,J dri*ers. What factor in a*id is affecting his perception in this case( A) his interests B) his e'periences C) his e'pectations ) his moti*es !) his background Ans"er# C iff# $ %age &ef# ++ 3opic# What 5s %erception( AA<CB 3ag# Analytic <kills ;) 3he time at "hich an ob:ect or e*ent is seen is an e'ample of "hat type of factor influencing the perceptual process( A) percei*er B) target C) social ) reality !) situation Ans"er# ! iff# $ %age &ef# ++ 3opic# What 5s %erception( =) What is the theory that suggests that "hen "e obser*e an indi*idual)s beha*ior, "e attempt to determine "hether it "as internally or e'ternally caused( A) Beha*ioral 3heory B) Gudgment 3heory C) <electi*e %erception 3heory ) Attribution 3heory !) !quality 3heory Ans"er# iff# $ %age &ef# ++ 3opic# %erson %erception# 9aking Gudgments About 8thers
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.) 5f a manager attributes an employee)s reasons for being late to internally caused beha*iors, the manager A) "ould see the the employee as ha*ing been forced into being late by the situation. B) might attribute the employee)s lateness to construction that tied up traffic on the road this employee regularly tra*els. C) might attribute the employee)s lateness to partying the night before and then o*ersleeping. ) might attribute the lateness to outside causes. !) all of the abo*e. Ans"er# C iff# + %age &ef# ++>+1 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills -) Which of the follo"ing is an internally caused beha*ior( A) "orking late in order to get a promotion B) arri*ing at "ork late because of an accident that tied up traffic C) "orking late because you don)t ha*e a ride home from "ork ) dri*ing "ith the flo" of traffic under the speed limit so that you do not get a ticket !) running from an angry dog Ans"er# A iff# 1 %age &ef# ++>+1 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills 1/) Dou are on a team "ith t"o indi*iduals "ho are Bdifficult.B 3he "ork has been di*ided among the three of you and each time your team meets, Ganet and Gim disagree about the progress of the team pro:ect. Ganet is con*inced that Gim)s lack of progress is because he is inherently la0y and not because of some o*er"helming problem "ith the pro:ect itself. 3he truth seems to be that Ganet is not doing her part of the "ork. What might you use to try to understand Ganet and Gim)s beha*ior( A) perception theory B) attribution theory C) decision>making theory ) satisficing theory !) <urber)s theory Ans"er# B iff# 1 %age &ef# ++>+1 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills
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11) Which of the follo"ing is an e'ample of e'ternally caused beha*ior( A) An employee is late because he "as partying late and then o*erslept. B) An employee is late because of a flat tire. C) An employee "as fired because he slept on the :ob. ) An employee "as promoted because he "as hard "orking. !) An employee died from lung cancer after e'cessi*e tobacco use. Ans"er# B iff# $ %age &ef# ++>+1 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills 1$) 5n attribution theory, "hat is distincti*eness( A) "hether an indi*idual displays consistent beha*iors in different situations B) "hether an indi*idual displays different beha*iors in different situations C) "hether an indi*idual displays consistent beha*iors in similar situations ) "hether an indi*idual displays different beha*iors in similar situations !) "hether an indi*idual displays different beha*ior from other people Ans"er# B iff# + %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers 1+) What sort of actions are most likely to be attributed to e'ternal causes( A) actions that ha*e high distincti*eness, high consensus and high consistency B) actions that ha*e high distincti*eness, high consensus and lo" consistency C) actions that ha*e high distincti*eness, lo" consensus and lo" consistency ) actions that ha*e lo" distincti*eness, lo" consistency and high consensus !) actions that ha*e lo" distincti*eness, lo" consensus and lo" consistency Ans"er# B iff# $ %age &ef# !'h +>1 3opic# %erson %erception# 9aking Gudgments About 8thers 11) What does consensus refer to in attribution theory( A) 3here is general agreement about a perception. B) ifferent people respond the same "ay in the same situation. C) 3here is general agreement about ho" people desire to respond to the same situation. ) ifferent people percei*e a situation similarly. !) All people beha*e precisely the same "ay in certain situations. Ans"er# B iff# + %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers
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17) What term is used for the e'tent to "hich an indi*idual displays different beha*iors in different situations( A) continuity B) integrity C) stability ) fle'ibility !) distincti*eness Ans"er# ! iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers 1;) 5f e*eryone "ho is faced "ith a similar situation responds in the same "ay, attribution theory states that the beha*ior sho"s ________. A) consensus B) similarity C) reliability ) consistency !) stability Ans"er# A iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers 1=) Ganice is late for "ork each day by about ten minutes. 6o" "ould attribution theory describe this beha*ior( A) 5t sho"s consensus and is attributed to internal causes. B) 5t sho"s similarity and is attributed to e'ternal causes. C) 5t sho"s reliability and is attributed to e'ternal causes. ) 5t sho"s consistency and is attributed to internal causes. !) 5t sho"s distincti*eness and is attributed to internal causes. Ans"er# iff# 1 %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills 1.) 3he more consistent a beha*ior, the more the obser*er is inclined to attribute it to ________. A) interpretation B) internal causes C) consensus ) e'ternal causes !) distincti*eness Ans"er# B iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers
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1-) 5f a person responds the same "ay o*er time, attribution theory states that the beha*ior sho"s ________. A) distincti*eness B) consensus C) consistency ) continuity !) stability Ans"er# B iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers $/) Dou are on a team "ith t"o indi*iduals "ho are Bdifficult.B 3he "ork has been di*ided among the three of you and each time your team meets, Ganet and Gim disagree about the progress of the team pro:ect. Ganet is con*inced that Gim)s lack of progress is because he is inherently la0y and not because of some o*er"helming problem "ith the pro:ect itself. 3he truth seems to be that Ganet is not doing her part of the "ork. What error or bias does Ganet seem to be making( A) selecti*e perception B) an e'ternal bias C) the fundamental attribution error ) self>ser*ing bias !) the ultimate attribution error Ans"er# C iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills $1) What term is used for the tendency to underestimate the influence of e'ternal factors and o*erestimate the influence of internal factors "hen making :udgments about the beha*ior of others( A) fundamental attribution error B) self>ser*ing bias C) selecti*e perception ) consistency !) actor bias Ans"er# A iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers
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$$) Dour boss ne*er gi*es you the benefit of the doubt. When you "ere late back from lunch, he assumed that you had simply taken too much time. 6e ne*er considered that the ele*ators "ere out and you had to "alk up 1/ flights of stairs. Dour boss is guilty of ________. A) self>ser*ing bias B) selecti*e perception C) fundamental attribution error ) inconsistency !) stereotyping Ans"er# C iff# + %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills $+) What name is used for the tendency of an indi*idual to attribute his o"n successes to internal factors "hile putting the blame for failures on e'ternal factors( A) the fundamental attribution error B) the self>ser*ing bias C) consistency ) selecti*e perception !) stereotyping Ans"er# B iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers $1) Whene*er Gane is successful she takes full credit for "hat has happened, but "hene*er she is unsuccessful she attributes her failure to bad luck or blames one of her fello" employees. <he is guilty of ________. A) the fundamental attribution error B) attribution bias C) the halo effect ) distincti*eness !) the self>ser*ing bias Ans"er# ! iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills
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$7) 5n*estors bragged about their in*esting e'pertise during the stock market rally bet"een 1--; and early $///, then blamed analysts, brokers, and the ?ederal &eser*e "hen the market imploded in $/// What sort of bias "ere these in*estors most probably guilty of( A) the fundamental attribution error B) the self>ser*ing bias C) the halo effect ) distincti*eness !) selecti*e perception Ans"er# B iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills $;) <hortcuts in :udging others include all of the follo"ing e'cept ________. A) stereotyping B) halo effect C) selecti*e perception ) self>ser*ing bias !) contrast effects Ans"er# iff# 1 %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers $=) Because it is impossible for us to assimilate e*erything "e percei*e, "e engage in ________. A) selecti*e perception B) memori0ation C) mental desensiti0ation ) periodic listening !) linear clustering Ans"er# A iff# 1 %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers
$.) A committee is made up of 1$ managersF three each from the sales, production, accounting and human resources departments. 3hey read a comprehensi*e study of the company they "ork for, and are asked "hich of its recommendations are most important. 5n discussion they find that the managers percei*e that the most important recommendations are those concerning their o"n department. 3his finding is most likely the result of "hat type of bias( A) selecti*e perception B) halo effect C) %ygmalion effect ) self>ser*ing bias !) pro:ection Ans"er# A iff# + %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills $-) What is the term used for dra"ing a general impression about an indi*idual based on a single characteristic such as intelligence, sociability, or appearance( A) the contrast effect B) personal bias C) pre:udice ) the halo effect !) pro:ection Ans"er# iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers +/) Dour rating in a :ob inter*ie" is high in contrast to the candidate "ho "as inter*ie"ed directly before you, "ho "as rated e'tremely lo". Dour o"n high rating might be partially attributed to "hich of the follo"ing( A) the halo effect B) the contrast effect C) pro:ection ) stereotyping !) prototyping Ans"er# B iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills
+1) 8ne of the shortcuts used to :udge others in*ol*es the influence by other persons "e ha*e recently encountered. What is this shortcut called( A) selecti*e perception B) the contrast effect C) the halo effect ) pre:udice !) stereotyping Ans"er# B iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers +$) Gennifer has already presented t"o e'cellent reports. 3he report she has :ust presented is clearly not as good as the first t"o reports, yet she is gi*en the same high grade as before. What shortcut has the teacher used in this case( A) the contrast effect B) the halo effect C) stereotyping ) pro:ection !) assertion Ans"er# B iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills ++) Allison has :ust presented her paper and has done an e'cellent :ob. Why should you not "ant to present your o"n paper directly after she does( A) to a*oid the stereotyping effect B) to a*oid the halo effect C) to a*oid the contrast effect ) to a*oid the pro:ection effect !) to a*oid the ultimate attribution error Ans"er# C iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills +1) Dou ha*e heard that the teacher belie*es that men perform better in oral presentations than "omen. What shortcut has the teacher used in this case( A) the halo effect B) the contrast effect C) pro:ection ) stereotyping !) prototyping Ans"er# iff# $ %age &ef# +7>+; 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills
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+7) What do "e call it "hen "e :udge someone on the basis of our perception of the group to "hich heCshe belongs( A) grouping B) stereotyping C) categori0ing ) assimilating !) prototyping Ans"er# B iff# 1 %age &ef# +7>+; 3opic# %erson %erception# 9aking Gudgments About 8thers +;) When ?. <cott ?it0gerald said, B3he *ery rich are different from you and meB and 6eming"ay replied, BDes, they ha*e more money,B 6eming"ay refused to engage in "hat shortcut to :udge others( A) pro:ection B) contrast effect C) halo effect ) stereotyping !) prototyping Ans"er# iff# + %age &ef# +7>+; 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# &eflecti*e 3hinking <kills +=) Which of the follo"ing statements is not an e'ample of stereotyping( A) 3here is no need to offer child>care to himF men aren)t interested in child care. B) on)t hire an older "orkerF they can)t learn ne" skills. C) <he "as good at her last :ob, so she "ill be good at this one. ) <he "on)t relocate for a promotion, since "omen don)t relocate. !) 3he ne" hire "ill be emotionally insensiti*e, since he is a man. Ans"er# C iff# + %age &ef# +7>+; 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills +.) Which of the follo"ing is a strong indicator that inter*ie"ers often base their :udgments on perception, rather than simply on the facts they are presented "ith( A) ifferent inter*ie"ers often arri*e at different conclusions about the same applicant. B) Applicants "ho do not ha*e any negati*e traits are *ie"ed more highly than those "ith a mi' of negati*e and positi*e traits. C) !thnic profiling is often needed to sort out large numbers of applicants. ) 5nter*ie"ers do not ha*e recourse to ob:ecti*e measures in many cases. !) !'perience sho"s that in many cases the best person is not hired for the :ob. Ans"er# A iff# 1 %age &ef# +;>+= 3opic# 3he Eink Bet"een %erception and 5ndi*idual ecision>9aking AA<CB 3ag# &eflecti*e 3hinking <kills
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+-) Why is decision making a perceptual issue( A) ecisions must be made on ho" to mo*e from the current state of affairs to some desired state. B) 9iddle> and lo"er>le*el managers may ha*e different perceptions on ho" to sol*e a problem than their underlings or top le*el managers. C) ecision making is generally by consensus. ) 3here may be more than one "ay to sol*e a problem. !) Before a decision is made, a problem must be percei*ed to e'ist. Ans"er# ! iff# $ %age &ef# +;>+= 3opic# 3he Eink Bet"een %erception and 5ndi*idual ecision>9aking AA<CB 3ag# &eflecti*e 3hinking <kills 1/) What is the first step in the &ational ecision>9aking 9odel( A) de*eloping alternati*es B) defining the problem C) identifying the decision criteria ) "eighing the decision criteria !) collecting rele*ant data Ans"er# B iff# 1 %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations 11) 9el has e'ceeded her budget by at least M$// e*ery month for the last three months. After recogni0ing that this is a problem, she decides to use the rational decision>making model to decide "hat to do. What might be the ne't step she takes if she follo"s this model( A) determining "hat she needs to take into account "hen making her decision B) choosing a method to cut her e'penses C) "eighing the relati*e importance of each of her e'penses ) coming up "ith different "ays that "ould either reduce her e'penses or increase her income !) e*aluating different "ays that she could use to either reduce her e'penses or increase her income Ans"er# A iff# $ %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills 1$) 5n the follo"ing steps in rational decision making, "hich "ould come first( A) @enerate alternati*es. B) 5dentify criteria. C) 9ake a choice. ) 5mplement the decision. !) Assess the outcome. Ans"er# B iff# 1 %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations
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1+) 3he factors an indi*idual *ie"s as important in a decision are assessed in "hich step in the rational model( A) decision criteria B) de*eloping alternati*es C) e*aluation of alternati*es ) problem definition !) reflection Ans"er# A iff# $ %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations 11) <arah is responsible for purchasing a ne" computer system for her department. @i*en the significant financial in*estment, <arah has decided to use the rational decision>making model. 3he first step occurred "hen <arah)s manager informed her that the old computer system "as not able to accommodate the e'pected customer load. What is this step( A) identifying decision criteria B) defining the problem C) rating each alternati*e on each criterion ) computing the optimal decision !) creating an agenda Ans"er# B iff# $ %age &ef# !'h +>$ 3opic# 3he Eink Bet"een %erception and 5ndi*idual ecision>9aking AA<CB 3ag# Analytic <kills 17) <arah is responsible for purchasing a ne" computer system for her department. @i*en the significant financial in*estment, <arah has decided to use the rational decision>making model. What should <arah do in the rational decision>making process after she identifies the decision criteria( A) ?ind out "ho "ill be using the computer system, "hat they need it to be able to do, cost constraints and any other criteria that needs to be taken into account. B) Weight the criteria that must be met by the ne" system and identify "hich are simply preferences. C) ?ind out "hich systems "ould fulfill the criteria identified. ) Work out "hich computer system is the best of all the possible alternati*es. !) <elect the ne" computer system that best fits the "eighted criteria. Ans"er# B iff# $ %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills
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1;) <arah is responsible for purchasing a ne" computer system for her department. @i*en the significant financial in*estment, <arah has decided to use the rational decision>making model. What is <arah doing "hen she looks at all of the possible computer systems, sees ho" "ell that system meets the "eighted criteria and then selects the alternati*e "ith the highest total score( A) identifying decision criteria B) defining the problem C) rating each alternati*e on each criterion ) computing the optimal decision !) modifying her decision criteria Ans"er# iff# $ %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills 1=) Which is not one of the steps in the rational decision>making model( A) defining the problem B) identifying the decision criteria C) rating the alternati*es ) computing the decision alternati*es !) selecting the best alternati*e Ans"er# iff# $ %age &ef# !'h +>$ 3opic# ecision 9aking in 8rgani0ations 1.) Which of the follo"ing is an assumption of the rational decision>making model( A) 3he decision maker has unlimited time to make the decision. B) 3he decision criteria are fle'ible. C) 3he decision maker can identify all the rele*ant criteria in an unbiased "ay. ) 3he decision maker is a"are of all the possible consequences of each alternati*e. !) 3he decision maker does not ha*e complete information. Ans"er# C iff# + %age &ef# += 3opic# ecision 9aking in 8rgani0ations 1-) 9eltonCorp has installed a ne" email system, but many staff do not kno" of its features. ,pper management decides to allocate a small portion of the company)s budget to sol*ing this problem. A team that uses rational decision making to arri*e at a solution should be a"are that this case de*iates from the assumptions of the rational decision>making model in "hat "ay( A) 3here are constraints on the options a*ailable to them. B) 3here are cost constraints. C) 3he options a*ailable to the team are not kno"n. ) 3he problem is not clearly defined. !) 3here is a lack of strong leadership. Ans"er# B iff# + %age &ef# += 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills
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7/) ecision makers construct simplified models that e'tract the essential features from problems "ithout capturing all their comple'ity. 3hat is, they operate "ithin the confines of ________. A) optimal decision making B) intuiti*e decision making C) bounded rationality ) rationality !) common sense Ans"er# C iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 71) 6o" is the satisficing decision maker best characteri0ed( A) as using rationality B) as using bounded rationality C) as affected by anchoring bias ) as using creati*ity !) as relying on others to make decisions Ans"er# B iff# + %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 7$) Why do people satisfice( A) &esource restraints usually pre*ent people from entertaining all the options possible. B) <olutions that sol*e a problem, e*en if they are not the best solution, are generally satisfactory. C) Any solution that sol*es a problem "ill be considered to be acceptable if the other possible options are not e'plored. ) 5n general, people lack the moti*ation to perform rational decision>making fully. !) 3he limited information>processing capability of human beings makes it impossible to assimilate and understand all the information necessary to optimi0e. Ans"er# ! iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 7+) Which of the follo"ing statements concerning intuition is A83 true( A) ecision>makers) use of intuition is irrational and ineffecti*e. B) &elying on intuition can impro*e decision making. C) Care must be taken not to rely too much on intuition. ) 5ntuition should be supplemented "ith e*idence and good :udgment. Ans"er# A iff# + %age &ef# +. 3opic# ecision 9aking in 8rgani0ations
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71) What is the unconscious process created out of distilled e'perience( A) rational problem>sol*ing B) bounded rationality C) intuiti*e decision>making ) randomness !) creati*ity Ans"er# C iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 77) Dou are part of a group making a decision about "hether it is appropriate to discontinue research on a ne" drug. 3his ne" drug "ould sa*e li*es, but it is uncertain "hether you can de*elop it "ithin a reasonable time frame and at a reasonable cost. Dour firm has already spent a small fortune on this drug. Dou ha*e gathered so much information in preparation to making the decision that you are unable to sort the good information from the superfluous data. Dour e'perience tells you that this pro:ect has merit. What form of decision>making are you using if you decide to continue the pro:ect on this basis( A) compulsi*e B) intuiti*e C) rational ) satisficing !) compelling Ans"er# B iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills 7;) Which of the follo"ing conditions "ould probably not lead to intuiti*e decision making( A) 3ime is limited and there is pressure to come up "ith the right decision. B) ?acts don)t clearly point the "ay to go. C) 3here is a high le*el of certainty. ) 3here are se*eral plausible solutions from "hich to choose. !) %eople are feeling pressured to make a decision. Ans"er# C iff# + %age &ef# +. 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills
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7=) Where is o*erconfidence most likely to surface( A) outside your area of e'pertise B) in your area of e'pertise C) "ith more education and training ) among higher "age earners !) among older "orkers Ans"er# A iff# + %age &ef# +3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills 7.) Which decision making bias is particularly likely "hen negotiating salary( A) confirmation bias B) anchoring bias C) a*ailability bias ) o*erconfidence bias Ans"er# B iff# + %age &ef# +3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills 7-) Dou are part of a group making a decision about "hether it is appropriate to discontinue research on a ne" drug. 3his ne" drug "ould sa*e li*es, but it is uncertain "hether you can de*elop it "ithin a reasonable time frame and at a reasonable cost. Dour firm has already spent a small fortune on this drug. Dou ha*e gathered so much information in preparation to making the decision that you are unable to sort the good information from the superfluous data. Well after you ha*e started trying to make a decision, ne" information comes to light that implies that the drug may be able to be synthesi0ed much more cheaply than "as pre*iously thought. Which error in decision making should your group be especially a"are of( A) anchoring bias B) o*erconfidence bias C) confirmation bias ) a*ailability bias !) representati*e bias Ans"er# A iff# $ %age &ef# +3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# &eflecti*e 3hinking <kills
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;/) What do "e call the tendency for people to base their :udgments on information that they can easily obtain( A) representati*e bias B) a*ailability bias C) confirmation bias ) anchoring bias !) principality Ans"er# B iff# $ %age &ef# +3opic# ecision 9aking in 8rgani0ations ;1) What is the term used for an increased commitment to a pre*ious decision in spite of negati*e information( A) escalation of commitment B) hindsight C) satisficing ) representati*e !) rose>colored>glasses Ans"er# A iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations ;$) Dou are part of a group making a decision about "hether it is appropriate to discontinue research on a ne" drug. 3his ne" drug "ould sa*e li*es, but it is uncertain "hether you can de*elop it "ithin a reasonable time frame and at a reasonable cost. Dour firm has already spent a small fortune on this drug. Dou ha*e gathered so much information in preparation to making the decision that you are unable to sort the good information from the superfluous data. 3he group decides to continue the pro:ect so that all the resources already spent on it "ill not ha*e been "asted. 5n this case the group has done "hich of the follo"ing( A) used the a*ailability bias B) used the anchoring bias C) made an escalation of commitment ) satisficed !) made the ultimate attribution error Ans"er# C iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills
;+) When one Bthro"s good money after bad,B "hich :udgment bias is present( A) escalation of commitment B) hindsight C) satisficing ) representati*e !) rose>colored glasses Ans"er# A iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills ;1) Which decision making bias reduces our ability to learn from the past( A) hindsight bias B) escalation of commitment C) o*erconfidence bias ) anchoring bias Ans"er# A iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations ;7) All of the follo"ing are considered organi0ational constraints on managerial decision making !2C!%3 A) performance e*aluation criteria B) re"ard systems C) historical precedents ) lack of deadlines Ans"er# iff# + %age &ef# 1/>11 3opic# 8rgani0ational Constraints on ecision 9aking ;;) When the budget committee of a ma:or uni*ersity determines this year)s budget on last year)s, their decision making is constrained by A) performance e*aluation criteria B) re"ard systems C) historical precedents ) lack of deadlines Ans"er# C iff# + %age &ef# 11 3opic# 8rgani0ational Constraints on ecision 9aking AA<CB 3ag# Analytic <kills
;=) Which of the follo"ing terms in*ol*es making decisions so as to pro*ide the greatest good for the greatest number( A) utilitarianism B) :ustice C) rights ) satisficing !) humanitarianism Ans"er# A iff# $ %age &ef# 11 3opic# What About !thics in ecision 9aking( ;.) Dou are the manager of a de*elopment group in a large computer soft"are company. Dou ha*e decided that it is important for your group to understand the many "ays that ethical decisions can be made and you are designing a training program on the sub:ect of ethics. Dou "ant to teach the decision criterion that currently dominates business decision>making. Which decision criterion "ill you teach( A) utilitarian B) :ustice C) rights ) pri*ilege !) assertion Ans"er# A iff# + %age &ef# 11>1$ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# &eflecti*e 3hinking <kills ;-) Dou are the manager of a de*elopment group in a large computer soft"are company. Dou ha*e decided that it is important for your group to understand the many "ays that ethical decisions can be made and you are designing a training program on the sub:ect of ethics. Dou "ant to teach the decision criterion that currently dominates business decision>making. 5f you "ish to emphasi0e the importance of making decisions consistent "ith fundamental liberties and pri*ileges, the focus of your teaching "ill also be on "hich of the follo"ing( A) utilitarianism B) :ustice C) rights ) pri*ilege !) ser*ice Ans"er# C iff# $ %age &ef# 11>1$ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities
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=/) 5n making ethical choices, the criterion that requires managers to enforce policies impartially to ensure an equitable distribution of costs and benefits is A) :ustice B) utilitarianism C) rights ) pri*ilege Ans"er# A iff# $ %age &ef# 11>1$ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =1) Which criterion for ethical decision making "ould protect <arah if she ble" the "histle on her company for illegal dumping( A) utilitarianism B) :ustice C) rights ) pri*ilege Ans"er# B iff# $ %age &ef# 11>1$ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =$) <usan is in*ol*ed in making a *ery important decision for her uni*ersity. 3he uni*ersity is searching for a ne" president and <usan is a member of the selection committee. <he "ants to make certain that the best candidate is chosen. <usan "ants the committee to produce no*el and useful ideas for identifying and selecting the candidate. <he has decided she should stimulate ________. A) consensus B) creati*ity C) di*ersity ) clarity !) obedience Ans"er# B iff# 1 %age &ef# 1$ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# &eflecti*e 3hinking <kills =+) What trait does a decision maker need to ha*e if they are to fully appraise a problem and e*en see problems that others are not a"are of( A) creati*ity B) rationality C) conceptual style ) intuition !) indi*iduality Ans"er# A iff# $ %age &ef# 1$>1+ 3opic# What About !thics in ecision 9aking(
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=1) What is creati*ity)s greatest *alue in decision making( A) identifying the problem B) computing the optimal decision C) allocating "eights to the alternati*es ) helping identify all *iable alternati*es !) generating consensus Ans"er# iff# $ %age &ef# 1$>1+ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# &eflecti*e 3hinking <kills =7) %eople "ho score high on "hich personality dimension are more likely to be creati*e( A) e'ternal locus of control B) openness to e'perience C) risk a*oidance ) intolerance for ambiguity !) 9achia*ellianism Ans"er# B iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =;) What should <usan a*oid doing if she is to encourage creati*ity in her committee( A) encourage the flo" of ideas B) :udge ideas fairly and constructi*ely C) sharply define the problem to be sol*ed ) gi*e re"ards and recognition for creati*e "ork !) support the committee Ans"er# C iff# + %age &ef# 1+>11 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities ==) @ene is regarded by his peers as an e'tremely creati*e designer of "atercraft. 6e attributes much of his success to his family# he "as raised by a traditional boat builder and from a *ery early age "as surrounded by boats and the people "ho made them. 3o "hat element of the three> component model of creati*ity does @ene attribute his success( A) intuiti*eness B) insight C) intrinsic task moti*ation ) e'pertise !) creati*e thinking skills Ans"er# iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# Analytic <kills
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=.) What is the segment of the three>component model of creati*ity that is the foundation for all creati*e "ork( A) e'pertise B) creati*e thinking skills C) intrinsic task moti*ation ) intuition !) reali0ation Ans"er# A iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =-) What segment of the three>component model of creati*ity encompasses personality characteristics that are associated "ith imagination( A) e'pertise B) creati*e thinking skills C) intrinsic task moti*ation ) intuition !) reali0ation Ans"er# B iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( ./) What is the segment in the three>component model of creati*ity that turns creati*e potential into actual creati*e ideas( A) e'pertise B) creati*e thinking skills C) intrinsic task moti*ation ) intuition !) reali0ation Ans"er# C iff# $ %age &ef# 1+>11 3opic# What About !thics in ecision 9aking( .1) 5f Goseph "ants to be more creati*e, research suggests that he should A) do things that make him happy. B) listen to music he en:oys. C) sociali0e "ith others. ) all of the abo*e. Ans"er# iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# &eflecti*e 3hinking <kills
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.$) !*en though attribution theory "as de*eloped largely based on e'periments "ith ,< and "estern !uropean "orkers, A) attribution theory predictions hold true across the globe in all cultures. B) attribution theory predictions are not reliable outside the ,< and "estern !urope. C) caution is suggested in making predictions in collecti*ist traditions. ) a study of Korean managers suggested that attribution theory predictions are especially reliable in Asian cultures. Ans"er# C iff# $ %age &ef# 11 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .+) All of the follo"ing statements concerning decision making are true !2C!%3 A) 3he rational decision making model makes no ackno"ledgment of cultural differences. B) 3he cultural background of a decision maker does not influence the decision making process. C) While there are reasons to belie*e that cultural differences influence decision making, there is not much research to substantiate this belief. ) 3he collecti*ist nature of the Gapanese culture influences managers to make more group oriented decision than their ,< counterparts. Ans"er# B iff# $ %age &ef# 11>17 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) Criteria defining right and "rong A) are much clearer in the West than in Asia. B) are highly ambiguous across the "orld. C) are much clearer in Asia than in the West. ) do not e'ist. Ans"er# A iff# $ %age &ef# 17 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .7) 3o impro*e their decision making, managers should do all of the follo"ing !2C!%3 A) !nhance their creati*ity. B) Be a"are of biases, then try to minimi0e their impact. C) ,se rational analysis and a*oid intuition. ) Analy0e the situation. Ans"er# C iff# $ %age &ef# 17>1; 3opic# 5mplications for 9anagers AA<CB 3ag# &eflecti*e 3hinking <kills
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.;) %erception refers to the "ay "e organi0e and interpret the "orld around us. Ans"er# 3&,! iff# 1 %age &ef# +$ 3opic# What 5s %erception( .=) 3he reality of a situation is "hat is beha*iorally important. Ans"er# ?AE<! iff# $ %age &ef# +$ 3opic# What 5s %erception( ..) 5ndi*iduals in*ol*ed in the same situation "ill usually percei*e that situation similarly. Ans"er# ?AE<! iff# 1 %age &ef# ++ 3opic# What 5s %erception( .-) When an indi*idual looks at a target and attempts to interpret "hat he or she sees, that interpretation is hea*ily influenced by personal characteristics of the indi*idual percei*er. Ans"er# 3&,! iff# 1 %age &ef# ++ 3opic# What 5s %erception( AA<CB 3ag# Analytic <kills -/) %ersonal characteristics affecting perception include the time at "hich an ob:ect or e*ent is seen. Ans"er# ?AE<! iff# $ %age &ef# ++ 3opic# What 5s %erception( -1) An indi*idual)s e'pectations ha*e little effect on perception. Ans"er# ?AE<! iff# 1 %age &ef# ++ 3opic# What 5s %erception( -$) !'pectations can distort your perceptions in that you "ill see "hat you did not e'pect. Ans"er# ?AE<! iff# 1 %age &ef# ++ 3opic# What 5s %erception( -+) 3he relationship of a target to its background influences our perception of that target. Ans"er# 3&,! iff# $ %age &ef# ++ 3opic# What 5s %erception( -1) !lements in the surrounding en*ironment are ignored in our perceptions. Ans"er# ?AE<! iff# $ %age &ef# ++ 3opic# What 5s %erception(
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-7) 8ur perceptions and :udgments of others) actions "ill seldom be influenced by the assumptions "e make about their internal states. Ans"er# ?AE<! iff# $ %age &ef# ++ 3opic# %erson %erception# 9aking Gudgments About 8thers -;) Attribution theory looks at the internal and e'ternal causes of beha*ior. Ans"er# 3&,! iff# $ %age &ef# ++ 3opic# %erson %erception# 9aking Gudgments About 8thers -=) Assigning an e'ternal cause for a person)s beha*ior means you assume that the indi*idual is responsible for his or her o"n beha*ior. Ans"er# ?AE<! iff# $ %age &ef# ++>+1 3opic# %erson %erception# 9aking Gudgments About 8thers -.) Games is consistently late to "ork, is the source of regular complaints by his co>"orkers, and produces lo" quality "ork. 6is manager is most likely, then, to gi*e the beha*ior an e'ternal attribution. Ans"er# ?AE<! iff# $ %age &ef# ++>+1 3opic# %erson %erception# 9aking Gudgments About 8thers AA<CB 3ag# Analytic <kills --) 5n attribution theory, Bdistincti*enessB refers to "hether an indi*idual displays different beha*iors in different situations. Ans"er# 3&,! iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers 1//) 5n attribution theory, BconsensusB refers to "hether an indi*idual displays similar beha*iors in similar situations. Ans"er# ?AE<! iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers 1/1) 3he more consistent the beha*ior, the more the obser*er is inclined to attribute it to internal causes. Ans"er# 3&,! iff# $ %age &ef# +1 3opic# %erson %erception# 9aking Gudgments About 8thers
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1/$) 3he tendency for indi*iduals to attribute their successes to internal factors "hile putting the blame for failures on e'ternal factors is called the fundamental attribution error. Ans"er# ?AE<! iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/+) 3he self>ser*ing bias e'plains "hy a sales manager is prone to attribute the poor performance of her sales agents to la0iness rather than to the inno*ati*e product line introduced by a competitor. Ans"er# ?AE<! iff# + %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/1) 3he self>ser*ing bias suggests that feedback pro*ided to employees in performance re*ie"s is *ery likely to be distorted by recipients. Ans"er# 3&,! iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/7) <electi*e perception allo"s us to Bspeed readB others "ith a high degree of accuracy. Ans"er# ?AE<! iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/;) 3he halo effect occurs because it is impossible for us to assimilate e*erything "e see. Ans"er# ?AE<! iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/=) An indi*idual)s place in the inter*ie" schedule may affect the inter*ie"er)s e*aluation of the applicant. 3his is an e'ample of the halo effect. Ans"er# ?AE<! iff# + %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/.) A :ob candidate is likely to recei*e a more fa*orable e*aluation if preceded by mediocre or poor applicants. Ans"er# 3&,! iff# $ %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 1/-) When you are :udging someone based upon your perception of a group to "hich he belongs, you are guilty of selecti*e perception. Ans"er# ?AE<! iff# 1 %age &ef# +7>+; 3opic# %erson %erception# 9aking Gudgments About 8thers
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11/) 5nter*ie"ers make perceptual :udgments that are generally accurate during an employment inter*ie". Ans"er# ?AE<! iff# 1 %age &ef# +; 3opic# %erson %erception# 9aking Gudgments About 8thers 111) A"areness that a problem e'ists and that a decision needs to be made is an analytical issue. Ans"er# ?AE<! iff# $ %age &ef# +; 3opic# 3he Eink Bet"een %erception and 5ndi*idual ecision>9aking 11$) 8ne person)s problem may be considered by another person to be a satisfactory state of affairs. Ans"er# 3&,! iff# 1 %age &ef# +; 3opic# 3he Eink Bet"een %erception and 5ndi*idual ecision>9aking 11+) 3he perceptions of the decision makers "ill determine "hat data is e*en rele*ant to the decision. Ans"er# 3&,! iff# 1 %age &ef# +; 3opic# 3he Eink Bet"een %erception and 5ndi*idual ecision>9aking 111) 5f a decision maker chooses not to identify some factor as a decision criterion in step t"o of the decision>making process, it is considered irrele*ant to the process. Ans"er# 3&,! iff# + %age &ef# += 3opic# ecision 9aking in 8rgani0ations 117) 3he rational decision>making model assumes that the decision maker has complete information. Ans"er# 3&,! iff# $ %age &ef# += 3opic# ecision 9aking in 8rgani0ations 11;) 3he rational decision>making model assumes that the alternati*e that yields the highest utility "ill be chosen. Ans"er# 3&,! iff# $ %age &ef# += 3opic# ecision 9aking in 8rgani0ations 11=) 3he intuiti*e decision>making model assumes the problem is clear and unambiguous. Ans"er# ?AE<! iff# + %age &ef# += 3opic# ecision 9aking in 8rgani0ations
11.) All rational decision makers can be e'pected to identify and select the same problems to sol*e. Ans"er# ?AE<! iff# + %age &ef# += 3opic# ecision 9aking in 8rgani0ations 11-) 9ost decisions in the business "orld follo" the rational model. Ans"er# ?AE<! iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills 1$/) 3he bounded rationality model assumes that the decision maker "ill complicate the problem. Ans"er# ?AE<! iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 1$1) 3he bounded rationality model uses pre*iously tried>and>true solutions. Ans"er# 3&,! iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 1$$) 3o optimi0e an outcome, the bounded>rational decision>making process should be used. Ans"er# ?AE<! iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 1$+) A satisficing solution is satisfactory but not sufficient. Ans"er# ?AE<! iff# 1 %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 1$1) 5ntuition occurs outside conscious thought and usually engages emotions. Ans"er# 3&,! iff# 1 %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 1$7) 5ntuiti*e decision making is a conscious process created out of e'perience. Ans"er# ?AE<! iff# + %age &ef# +. 3opic# ecision 9aking in 8rgani0ations 1$;) 5ntuiti*e decision analysis must operate independently of rational analysis. Ans"er# ?AE<! iff# $ %age &ef# +. 3opic# ecision 9aking in 8rgani0ations
1$=) 3he anchoring bias is al"ays e'perienced any time a negotiation occurs. Ans"er# 3&,! iff# $ %age &ef# +3opic# ecision 9aking in 8rgani0ations 1$.) As managers become more kno"ledgeable about an issue, the less likely they are to display o*erconfidence. Ans"er# 3&,! iff# + %age &ef# +3opic# ecision 9aking in 8rgani0ations 1$-) 3he confirmation bias is a specific case of anchoring. Ans"er# ?AE<! iff# 1 %age &ef# +3opic# ecision 9aking in 8rgani0ations 1+/) 3he a*ailability bias is the tendency for people to base :udgments on information that is readily a*ailable to them. Ans"er# 3&,! iff# $ %age &ef# +3opic# ecision 9aking in 8rgani0ations 1+1) Gackson continues to put money into car repair e*en though he kno"s the car is a Blemon.B 3his is an e'ample of the a*ailability bias. Ans"er# ?AE<! iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills 1+$) 5t has been "ell documented that indi*iduals escalate commitment to a failing course of action "hen they *ie" themsel*es as responsible for the failure. Ans"er# 3&,! iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations 1++) 3he hindsight bias reduces our ability to learn from the past. Ans"er# 3&,! iff# $ %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations 1+1) 8rgani0ations can constrain decision makers. Ans"er# 3&,! iff# 1 %age &ef# 1/>11 3opic# 8rgani0ational Constraints on ecision 9aking
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1+7) By programming decisions, organi0ations limit the decision>maker)s choice. Ans"er# 3&,! iff# 1 %age &ef# 11 3opic# 8rgani0ational Constraints on ecision 9aking AA<CB 3ag# Analytic <kills 1+;) ,tilitarianism dominates business decision making. Ans"er# 3&,! iff# 1 %age &ef# 11 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+=) 3he :ustice criterion for decision making requires that indi*iduals impose and enforce rules fairly and impartially so there is an equitable distribution of benefits and costs. Ans"er# 3&,! iff# $ %age &ef# 1$ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+.) 9ost people do not ha*e creati*e potential. Ans"er# ?AE<! iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+-) !'pertise is the foundation for all creati*e "ork. Ans"er# 3&,! iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking( 11/) 3he three>component model of creati*ity proposes that indi*idual creati*ity requires e'pertise, creati*e>thinking skills, and intrinsic task moti*ation. Ans"er# 3&,! iff# $ %age &ef# 1+ 3opic# What About !thics in ecision 9aking(
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111) iscuss the three primary factors that operate to shape and sometimes distort perception. Ans"er# A number of factors operate to shape and sometimes distort perception. 3hese factors can reside in the percei*er, in the ob:ect or target being percei*ed, or in the conte't of the situation in "hich the perception is made. When an indi*idual looks at a target and attempts to interpret "hat he or she sees, that interpretation is hea*ily influenced by personal characteristics of the indi*idual percei*er. %ersonal characteristics affecting perception include his or her attitudes, personality, moti*es, interests, past e'periences, and e'pectations. Characteristics of the target being obser*ed can affect "hat is percei*ed. 3he relationship of a target to its background influences perception, as does our tendency to group close things and similar things together. 3he conte't in "hich "e see ob:ects or e*ents is also important. 3he time at "hich an ob:ect or e*ent is seen can influence attention, as can location, light, heat, or any number of other factors. %age &ef# ++ 3opic# What 5s %erception( 11$) Contrast the fundamental attribution error and the self>ser*ing bias. Ans"er# When "e make :udgments about the beha*ior of other people, "e ha*e a tendency to underestimate the influence of e'ternal factors and o*erestimate the influence of internal or personal factors. 3his is called the fundamental attribution error. 3here is also a tendency for indi*iduals to attribute their o"n successes to internal factors such as ability or effort "hile putting the blame for failure on e'ternal factors such as bad luck or unproducti*e co"orkers. 3his is called the self>ser*ing bias. %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers 11+) iscuss the influence of the contrast effect in the inter*ie"ing process. Ans"er# 3he contrast effect can distort perceptions. <ince people are not e*aluated in isolation, our reaction to a person is influenced by others "e ha*e recently encountered. 5nter*ie"ers can make distortions as a result of a candidate)s placement in the inter*ie" schedule. An applicant that follo"s mediocre applicants is likely to be percei*ed more fa*orably . 3he re*erse is also true. %age &ef# +7 3opic# %erson %erception# 9aking Gudgments About 8thers
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111) 8utline the si' steps in the rational decision>making model. Ans"er# 3he rational decision>making model begins by defining the problem. 8nce a decision maker has defined the problem, he or she needs to identify the decision criteria that "ill be important in sol*ing the problem. 3hat is, the decision maker determines "hat is rele*ant in making the decision. 3he third step requires the decision maker to "eight the pre*iously identified criteria in order to gi*e them the correct priority in the decision. 3he fourth step requires the decision maker to generate possible alternati*es that could succeed in resol*ing the problem. 8nce the alternati*es ha*e been generated, the decision maker must critically analy0e and e*aluate each one. 3his is done by rating each alternati*e on each criterion. 3he final step requires computing the optimal decision. 3his is done by e*aluating each alternati*e against the "eighted criteria and selecting the alternati*e "ith the highest total score. %age &ef# += and !'h +>$ 3opic# ecision 9aking in 8rgani0ations 117) 6o" is bounded rationality related to decision making( Ans"er# <ince the capacity of the human mind for formulating and sol*ing comple' problems is far too small to meet the requirements for full rationality, indi*iduals operate "ithin the confines of bounded rationality. 3hey construct simplified models that e'tract the essential features from problems "ithout capturing all their comple'ity. 5ndi*iduals can then beha*e rationally "ithin the limits of the simple model. 8nce the limited set of alternati*es is identified, the decision maker "ill begin re*ie"ing it. But the re*ie" "ill not be comprehensi*e. 5nstead, the decision maker "ill begin "ith alternati*es that differ only in a relati*ely small degree from the choice currently in effect. ?ollo"ing along familiar and "ell>"orn paths, the decision maker proceeds to re*ie" alternati*es only until he or she identifies an alternati*e that is Bgood enough.B 3he first alternati*e that meets the Bgood enoughB criterion ends the search. <o the final solution represents a satisficing choice rather than an optimum one. %age &ef# +=>+. 3opic# ecision 9aking in 8rgani0ations
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11;) Eist and e'plain si' biases in decision making. Ans"er# Overcon%idence Bias, When "e)re gi*en factual questions and asked to :udge the probability that our ans"ers are correct, "e tend to be far too optimistic. #nchoring Bias, 3he anchoring bias is a tendency to fi'ate on initial information as a starting point. 8nce set, "e then fail to adequately ad:ust for subsequent information. 3he anchoring bias occurs because our mind appears to gi*e a disproportionate amount of emphasis to the first information it recei*es. <o initial impressions, ideas, prices, and estimates carry undue "eight relati*e to information recei*ed later. Con%ir$ation Bias, 3he rational decision>making process assumes that "e ob:ecti*ely gather information. But "e don)t. We selecti*ely gather information. 3he confirmation bias represents a specific case of selecti*e perception. We seek out information that reaffirms our past choices, and "e discount information that contradicts past :udgments. #vailabilit Bias, 3his is the tendency for people to base their :udgments on information that is readily a*ailable to them. !*ents that e*oke emotions, that are particularly *i*id, or that ha*e occurred more recently tend to be more a*ailable in our memory. As a result, "e tend to be prone to o*erestimating unlikely e*ents like an airplane crash. 3he a*ailability bias can also e'plain "hy managers, "hen doing annual performance appraisals, tend to gi*e more "eight to recent beha*iors of an employee than those beha*iors of si' or nine months ago. -scalation o% Co$$it$ent -rror, 3his refers to staying "ith a decision e*en "hen there is clear e*idence that it)s "rong. 5ndi*iduals escalate commitment to a failing course of action "hen they *ie" themsel*es as responsible for the failure. !scalation of commitment is also congruent "ith e*idence that people try to appear consistent in "hat they say and do. 5ncreasing commitment to pre*ious actions con*eys consistency. 4indsight Bias, 3he hindsight bias is the tendency for us to belie*e falsely that "e)d ha*e accurately predicted the outcome of an e*ent, after that outcome is actually kno"n. When something happens and "e ha*e accurate feedback on the outcome, "e seem to be pretty good at concluding that this outcome "as relati*ely ob*ious. %age &ef# +->1/ 3opic# ecision 9aking in 8rgani0ations 11=) efine the term escalation of commitment and pro*ide an e'ample. Ans"er# A bias that creeps into decisions is a tendency to escalate commitment "hen a decision stream represents a series of decisions. !scalation of commitment refers to staying "ith a decision e*en "hen there is clear e*idence that it is "rong. 5ndi*iduals tend to escalate commitment to a failing course of action "hen they *ie" themsel*es as responsible for the failure. ?or e'ample, a poor product "as rolled out and continued to lose money. &ather than pulling the plug and cutting the organi0ations losses, the product continued to be offered. %age &ef# 1/ 3opic# ecision 9aking in 8rgani0ations AA<CB 3ag# Analytic <kills
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11.) iscuss some of the "ays in "hich an organi0ation constrains decision makers. Ans"er# 9anagers are strongly influenced in their decision making by the criteria by "hich they are e*aluated. 3he organi0ation)s re"ard system influences decision makers by suggesting to them "hat choices are preferable in terms of personal payoff. &ules, policies, procedures, and other formali0ed regulations standardi0e beha*ior of organi0ational members. By programming decisions, organi0ations are able to get indi*iduals to achie*e high le*els of performance "ithout paying for the years of e'perience that "ould be necessary in the absence of regulations. 8rgani0ations impose deadlines on decisions. 3hese conditions create time pressures on decision makers and often make it difficult, if not impossible, to gather all the information they might like to ha*e before making a final choice. ecisions ha*e a conte't. ecisions made in the past are ghosts "hich continually haunt current choices. Choices made today, therefore, are largely a result of choices made o*er the years. %age &ef# 1/>11 3opic# 8rgani0ational Constraints on ecision 9aking 11-) iscuss three different criteria for ethical decision making. Ans"er# 3here are three different criteria in making ethical choices. 3he first is the utilitarian criterion, in "hich decisions are made solely on the basis of their outcomes or consequences. 3he goal of utilitarianism is to pro*ide the greatest good for the greatest number. 3his is the *ie" that tends to dominate business decision making. Another criterion is to focus on rights. 3his calls on indi*iduals to make decisions consistent "ith fundamental liberties and pri*ileges as set forth in documents like the Bill of &ights. An emphasis on rights in decision making means respecting and protecting the basic rights of indi*iduals. A third criterion is to focus on :ustice. 3his requires indi*iduals to impose and enforce rules fairly and impartially so there is an equitable distribution of benefits and costs. %age &ef# 11>1$ 3opic# What About !thics in ecision 9aking( 17/) iscuss the three>component model of creati*ity. Ans"er# 3he three>component model of creati*ity proposes that indi*idual creati*ity essentially requires e'pertise, creati*e>thinking skills, and intrinsic task moti*ation. !'pertise is the foundation for all creati*e "ork. 3he potential for creati*ity is enhanced "hen indi*iduals ha*e abilities, kno"ledge, proficiencies, and similar e'pertise in their field of endea*or. 3he second component is creati*e>thinking skills. 3his encompasses personality characteristics associated "ith creati*ity, the ability to use analogies, as "ell as the talent to see the familiar in a different light. 3he final component is intrinsic task moti*ation. 3his is the desire to "ork on something because it is interesting, in*ol*ing, e'citing, satisfying, or personally challenging. 3his moti*ational component is "hat turns creati*ity potential into actual creati*e ideas. 5t determines the e'tent to "hich indi*iduals fully engage their e'pertise and creati*e skills. %age &ef# 1+ 3opic# What About !thics in ecision 9aking(
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter = Job #ttitudes 1) Which of the follo"ing is the best definition of attitudes( A) Attitudes indicate ho" one "ill react to a gi*en e*ent. B) Attitudes are the yardstick by "hich one measures one)s actions. C) Attitudes are the emotional part of an e*aluation of some person, ob:ect or e*ent. ) Attitudes are e*aluati*e statements of "hat one belie*es about something or someone. !) Attitudes are a measure of ho" the "orth of an ob:ect, person or e*ent is e*aluated. Ans"er# iff# $ %age &ef# 1= 3opic# Attitudes $) 3he belief that B*iolence is "rongB is an descripti*e statement. <uch an opinion constitutes the ________ component of an attitude. A) cogniti*e B) affecti*e C) reflecti*e ) beha*ioral !) reacti*e Ans"er# A iff# $ %age &ef# 1. 3opic# Attitudes AA<CB 3ag# Analytic <kills +) What are the three components of an attitude( A) cogniti*e, beha*ioral, and dissonant B) cogniti*e, affecti*e, and beha*ioral C) dissonant, affecti*e, and beha*ioral ) beha*ioral, affecti*e, and correspondent !) correspondent, cogniti*e, and affecti*e Ans"er# B iff# $ %age &ef# 1. 3opic# Attitudes 1) 3he ________ component of an attitude is the emotional or feeling component of that attitude. A) affecti*e B) cogniti*e C) beha*ioral ) e*aluati*e !) reaffecti*e Ans"er# A iff# 1 %age &ef# 1. 3opic# Attitudes
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7) Gan is a security officer. Gan belie*es that it is important to kno" e'actly "ho is in the office at any gi*en time. <he notices that some employees do not sign out of the office "hen they take lunch, "hich makes it impossible to keep track of "ho is actually in the office. Gan becomes frustrated "ith those employees. <he makes note of them and reports them to their super*isors. What is the beha*ioral component of Gan)s attitude to the employees "ho did not sign out of the office( A) Gan belie*es that it is important that she kno" e'actly "ho is in the office at any gi*en time. B) Gan notices that some employees do not sign out of the office "hen they take lunch. C) Gan finds it impossible to keep track of "ho is actually in the office. ) Gan becomes frustrated "ith those employees "ho do not sign out of the office. !) Gan notes "hich employees lea*e the office "ithout signing out, and reports them to their super*isors. Ans"er# ! iff# + %age &ef# 1. 3opic# Attitudes AA<CB 3ag# Analytic <kills ;) Which of the follo"ing is an e'ample of the affecti*e component of an attitude( A) <atisfaction "ith a :ob "ell done. B) 3he obser*ation that most dogs ha*e four legs. C) 3he opinion that it is ne*er acceptable to steal. ) Anger at being unfairly accused of a "rongdoing. !) 3he a*oidance of a restaurant "here one once recei*ed bad ser*ice. Ans"er# iff# $ %age &ef# 1. 3opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills =) Which of these actions are the most likely to be taken by <arah if she beha*es in a "ay that is inconsistent "ith an attitude that she holds( A) Change the beha*ior. B) Change the attitude. C) &ationali0e the beha*ior. ) 5gnore the inconsistency. !) All of the abo*e. Ans"er# ! iff# $ %age &ef# 1. 3opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills
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.) Any incompatibility bet"een t"o or more attitudes or bet"een beha*ior and attitudes results in ________. A) organi0ational dissonance B) cogniti*e dissonance C) attitudinal clarification ) *alues clarification !) affecti*e reactance Ans"er# B iff# $ %age &ef# 13opic# Attitudes -) When there are inconsistencies bet"een attitudes or bet"een beha*ior and attitudes, indi*iduals "ill attempt to A) increase their :ob>related social relationships. B) confront their super*isor. C) reduce their :ob in*ol*ement. ) reduce dissonance. !) increase their :ob satisfaction Ans"er# iff# 1 %age &ef# 13opic# Attitudes 1/) 3he primary organi0ational implication of cogniti*e dissonance theory is that it helps to predict ________. A) o*erall :ob satisfaction for employees B) the likelihood of a gi*en employee engaging in impression management C) the o*erall le*el to "hich the "orkforce "ill accept gender, racial or other types of bias ) the "illingness of the "orkforce to accept company rules and "ork practices !) the inclination to"ards attitude and beha*ioral change of the "orkforce Ans"er# ! iff# $ %age &ef# 13opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills 11) 3he theory of cogniti*e dissonance "as proposed by ________. A) 9aslo" B) ?estinger C) 6ofstede ) <kinner !) %a*lo* Ans"er# B iff# 1 %age &ef# 13opic# Attitudes
1$) B issonanceB means ________. A) reactance B) constance C) resistance ) consistency !) inconsistency Ans"er# ! iff# $ %age &ef# 13opic# Attitudes 1+) Eeon ?estinger argued that ________ follo"Is) ________. A) beha*iorF :ob satisfaction B) beha*iorF attitude C) attitudesF beha*ior ) attitudesF :ob satisfaction !) :ob satisfactionF beha*ior Ans"er# C iff# $ %age &ef# 13opic# Attitudes 11) 5f Goe kno"s that stealing from the company is "rong, but he continues to take paper for his computer home fro his son)s home"ork, ?estinger "ould argue that Goe is e'periencing A) de*iant "ork beha*iors. B) cogniti*e dissonance. C) a poor conscience. ) :ob dissatisfaction !) disengagement Ans"er# B iff# + %age &ef# 13opic# Attitudes AA<CB 3ag# Analytic <kills 17) ?estinger argued that dissonance is ________. 3herefore, people "ill attempt to reduce it. A) monotonous B) confounding C) physically painful ) e'hausting !) uncomfortable Ans"er# ! iff# + %age &ef# 13opic# Attitudes
1;) Go is a courier, deli*ering parcels throughout the metropolitan area. Although she considers herself la" abiding, she often breaks the speed limit "hile making her deli*eries. Which of the follo"ing statements does not reflect a likely response to the conflict bet"een her attitude and her beha*ior( A) B5t)s not a problem that 5 speed a little bit, it)s not much o*er the limit, and e*eryone else speeds some.B B) B3he speed limits are :ust too lo" around hereF anyone dri*ing at a reasonable speed "ill break them.B C) B3his speeding is irresponsible. ?rom no" on 5 am obser*ing the speed limits.B ) B5)*e got to dri*e fast sometimes, other"ise 5 "ill not make all my deli*eries and 5)ll lose clients.B !) B5t)s "rong to break e*en minor la"s, but 5)ll probably keep speeding any"ay.B Ans"er# ! iff# + %age &ef# 13opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills 1=) According to ?estinger, people "ill seek aIn) ________. A) *ariable state "ith *ariable dissonance B) stable state "ith ma'imal dissonance C) unstable state "ith ma'imal dissonance ) unstable state "ith minimal dissonance !) stable state "ith minimal dissonance Ans"er# ! iff# $ %age &ef# 13opic# Attitudes 1.) 9rs. Gonas belie*es strongly that it is important that "orkers) rights be respected, and that one of the more important "ays of doing this is to ensure that all "orkers be properly documented. <he is super*ising a contracting company that is building a ne" "arehouse for her company. While doing this she disco*ers that many of the "orkers employed by the contractor are undocumented aliens "orking for "ell belo" minimum "age. 9rs. Gonas is likely e'periencing ________. A) cogniti*e dissonance B) unresol*ed anger C) ethical e*asion ) uncertainty a*oidance !) social pressure Ans"er# A iff# $ %age &ef# 13opic# Attitudes AA<CB 3ag# Analytic <kills
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1-) 9rs. Gonas belie*es strongly that it is important that "orker)s rights be respected, and that one of the more important "ays of doing this is to ensure that all "orkers be properly documented. <he is super*ising a contracting company that is building a ne" "arehouse for her company. While doing this she disco*ers that many of the "orkers employed by the contractor are undocumented aliens "orking for "ell belo" minimum "age. 9rs. Gonas is e'periencing cogniti*e dissonance. 5n this situation 9rs. Gonas has aIn) ________ that is in conflict "ith aIn) ________. A) beha*iorF beha*ior B) attitudeF attitude C) social needF social interest ) social needF social need !) beha*iorF attitude Ans"er# ! iff# $ %age &ef# 13opic# Attitudes AA<CB 3ag# Analytic <kills $/) 9rs. Gonas belie*es strongly that it is important that "orker)s rights be respected, and that one of the more important "ays of doing this is to ensure that all "orkers be properly documented. <he is super*ising a contracting company that is building a ne" "arehouse for her company. While doing this she disco*ers that many of the "orkers employed by the contractor are undocumented aliens "orking for "ell belo" minimum "age. 5t is safe to say that this "ouldn)t be a problem if 9rs. Gonas "as ________. A) a "orker rather than a super*isor B) "orking for the construction company C) more of an ethical character ) an undocumented "orker !) indifferent to "orkers) rights Ans"er# ! iff# $ %age &ef# 13opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills
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$1) 9rs. Gonas belie*es strongly that it is important that "orker)s rights be respected, and that one of the more important "ays of doing this is to ensure that all "orkers be properly documented. <he is super*ising a contracting company that is building a ne" "arehouse for her company. While doing this she disco*ers that many of the "orkers employed by the contractor are undocumented aliens "orking for "ell belo" minimum "age. 9rs. Gonas comes to you for an e'planation of "hy she is so uncomfortable. Dou might refer her to the theories of ________. A) 6ofstede B) 9aslo" C) <kinner ) ?estinger !) <urber Ans"er# iff# $ %age &ef# 13opic# Attitudes AA<CB 3ag# Analytic <kills $$) 9rs. Gonas belie*es strongly that it is important that "orker)s rights be respected, and that one of the more important "ays of doing this is to ensure that all "orkers be properly documented. <he is super*ising a contracting company that is building a ne" "arehouse for her company. While doing this she disco*ers that many of the "orkers employed by the contractor are undocumented aliens "orking for "ell belo" minimum "age. 9rs. Gonas can be e'pected to relie*e the discomfort she is e'periencing by engaging in "hich of the follo"ing beha*iors( A) deciding this issue is unimportant B) rationali0ing that it is not her problem since she is not the contractor C) attempting to stop the contractor using undocumented "orkers ) coming to accept that using undocumented "orkers does not harm "orkers) rights !) all of the abo*e Ans"er# ! iff# $ %age &ef# 13opic# Attitudes AA<CB 3ag# Analytic <kills $+) ?estinger proposed that the desire to reduce dissonance is determined by three factors including the ________. A) *alues of the elements creating the dissonance B) degree of influence the indi*idual belie*es he or she has o*er the elements C) degree of positi*e affect the person has to"ard the beha*ior ) fact that *alues and attitudes "ill *ary o*er the short term !) a"areness that dissonance e'ists Ans"er# B iff# + %age &ef# 7/ 3opic# Attitudes
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$1) Which of the follo"ing is not a moderating *ariable of the attitude>beha*ior relationship( A) direct e'perience B) correspondence to beha*ior C) po"er ) accessibility !) importance Ans"er# C iff# $ %age &ef# 7/ 3opic# Attitudes $7) 3he attitude>beha*ior relationship is likely to be much stronger if the attitude ________. A) refers to something that the indi*idual has direct personal e'perience "ith B) must be defended against the attitudes of society at large C) is percei*ed to be of little importance ) is related to organi0ational structure !) is not regularly discussed and e'amined Ans"er# A iff# $ %age &ef# 7/ 3opic# Attitudes $;) 3he degree to "hich a person identifies "ith his or her :ob, acti*ely participates in it, and considers his or her performance as being important to self>"orth is ________. A) :ob satisfaction B) :ob in*ol*ement C) :ob stability ) organi0ational commitment !) social embeddedness Ans"er# B iff# $ %age &ef# 71 3opic# Attitudes $=) A person "ith a high le*el of :ob satisfaction holds A) positi*e attitudes to"ard the :ob. B) negati*e attitudes to"ard the :ob. C) positi*e attitudes to"ard the organi0ation. ) negati*e attitudes to"ard the organi0ation. !) indifferent attitudes to"ard both the organi0ation and the :ob. Ans"er# A iff# $ %age &ef# 71 3opic# Attitudes
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$.) ________ refers to an indi*idual)s general attitude to"ard his or her :ob. A) Gob satisfaction B) Gob in*ol*ement C) Gob stability ) 8rgani0ational commitment !) <ocial in*estment Ans"er# A iff# $ %age &ef# 71 3opic# Attitudes $-) Which of the follo"ing statements "ould ha*e been most likely made by an employee "ith a high degree of :ob in*ol*ement( A) B9y skills make me e'ceptionally *aluable to the company.B B) B5)m a harder "orker than most of my colleagues, e*en to the degree 5 am carrying some of the la0ier ones.B C) B5t felt great to get promotedF 5 guess the guys upstairs really did appreciate the "ay 5 had been running things.B ) B5 lo*e my :ob, it is engaging, "ell>paid, and lo" pressure enough that 5 don)t ha*e to be al"ays "orrying about it in my time off.B !) B5 en:oy "orking "ith my hands, so much so that on the days "hen my :ob requires me to actually physically build something time flies by "ithout me e*en noticing it.B Ans"er# C iff# + %age &ef# 71 3opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills +/) 5n her "ork in the publishing industry, Jera seeks out ne" authors "ho she considers promising. 5n the past t"o years she has found a number of ne" "riters "hose "ork she thought "as e'ceptional, and immersed herself in the task of helping them shape their manuscripts for submission to her managers for publishing. Although she "as e'tremely proud of the results, none of the authors she "orked "ith "ere chosen for publication. Jera belie*es that the decision not to publish these authors "as based on personal ri*alries "ithin management, rather than the quality of her "riters) "ork. <he is e'tremely frustrated, dreads coming into "ork each morning and is seriously thinking of resigning. 6o" can Jera)s :ob attitudes best be described( A) lo" :ob satisfaction and lo" :ob in*ol*ement B) lo" :ob satisfaction and high :ob in*ol*ement C) high :ob satisfaction and lo" :ob in*ol*ement ) high :ob satisfaction and high :ob in*ol*ement !) lo" organi0ational commitment Ans"er# B iff# + %age &ef# 71 3opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills
+1) 8B research has focused on all of the follo"ing attitudes !2C!%3 A) :ob satisfaction. B) :ob in*ol*ement. C) employee engagement. ) percei*ed organi0ational support. !) employee turno*er Ans"er# ! iff# $ %age &ef# 71 3opic# Attitudes +$) Gob satisfaction is best described as ________. A) a result B) a *alue C) an attitude ) causing high performance !) a *alued discipline Ans"er# C iff# $ %age &ef# 71 3opic# Attitudes ++) 3he follo"ing ans"er choices are quotes from employees about their :ob at 6ealthy !ating, a chain of health food stores. Which quote most likely comes from an employee "ho has a great deal of organi0ational commitment( A) B5 am a great belie*er in the importance of a healthy diet, so 5)m glad 5 am "orking for a company that is trying to make simple, healthy food a*ailable to all.B B) B5 like the fact that in my role as a buyer for 6ealthy !ating 5 get to make choices about "hich food is good enough for us to sell.B C) B!*en though 5 only "ork in the produce department for no", it)s good to kno" that the suggestions 5 make about ho" the store could be impro*ed are heard and considered by my managers.B ) B3he challenging nature of the "ork and the thoughtful and generous "ay they treat their staff has made 6ealthy !ating the best place 5 ha*e e*er "orked.B !) BWith the benefits it pro*ides, it is *ital for me to keep my :ob. 5n fact, 5 "ill stay "ith 6ealthy !ating for as long as 5 possibly can.B Ans"er# A iff# + %age &ef# 71 3opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills
+1) 8rgani0ational commitment is defined as ________. A) the degree to "hich an employee identifies "ith the organi0ation they "ork for and its goals B) an employee)s belief that the organi0ation they "ork for "ill go to considerable lengths to ensure that its employees are treated fairly C) the degree to "hich an employee)s sense of fulfillment and self>"orth is related to their :ob ) the amount of effort an employee "ill make in order to keep or ad*ance their position in an organi0ation !) the degree to "hich an employee belie*es their "ork impacts their organi0ation Ans"er# A iff# $ %age &ef# 71 3opic# Attitudes +7) <am "orks for the <%CA because of their in*ol*ement "ith animals. 6e is demonstrating "hich dimension to organi0ation commitment( A) general organi0ational commitment B) affecti*e commitment C) continuance commitment ) normati*e commitment !) in*ol*ement commitment Ans"er# B iff# + %age &ef# 71 3opic# Attitudes AA<CB 3ag# Analytic <kills +;) Which dimension to organi0ational commitment is reflected in the percei*ed economic *alue of remaining "ith an organi0ation compared to lea*ing it( A) general organi0ational commitment B) affecti*e commitment C) continuance commitment ) normati*e commitment Ans"er# C iff# + %age &ef# 71 3opic# Attitudes +=) Which dimension to organi0ational commitment describes an employee "ho is BtetheredB to an employer simply because there isn)t anything better a*ailable( A) general organi0ational commitment B) affecti*e commitment C) normati*e commitment ) continuance commitment Ans"er# iff# 1 %age &ef# 71 3opic# Attitudes
+.) 8f the follo"ing, the best predictor of turno*er is ________. A) :ob satisfaction B) :ob in*ol*ement C) affecti*e commitment ) cogniti*e dissonance !) affecti*e dissonance Ans"er# C iff# + %age &ef# 7$ 3opic# Attitudes +-) 6igh le*els of :ob in*ol*ement are related A) positi*ely to organi0ational citi0enship. B) negati*ely to absences. C) positi*ely to :ob performance. ) negati*ely to resignation rates. !) all of the abo*e. Ans"er# ! iff# + %age &ef# 7$ 3opic# Attitudes 1/) 6igh :ob in*ol*ement means identifying "ith ________, "hile high organi0ational commitment means identifying "ith ________. A) your employing organi0ationF your specific :ob B) your specific :obF your employing organi0ation C) your professionF your specific :ob ) your co>"orkersF your specific :ob !) your specific :obF your co>"orkers Ans"er# B iff# $ %age &ef# 7$ 3opic# Attitudes 11) 3he degree to "hich employees belie*e the organi0ation *alues their contribution and cares about their "ell>being is kno"n as A) employee engagement. B) :ob in*ol*ement. C) percei*ed organi0ational support. ) :ob satisfaction. Ans"er# C iff# + %age &ef# 7$ 3opic# Attitudes
1$) What can a manager do to ensure his employees percei*e the organi0ation as supporti*e( A) !nsure re"ards are deemed fair. B) Allo" employees a *oice in decisions. C) %ro*ide a participati*e en*ironment. ) %ro*ide support for employees. !) All of the abo*e. Ans"er# ! iff# 1 %age &ef# 7$ 3opic# Attitudes AA<CB 3ag# Analytic <kills 1+) An indi*idual)s in*ol*ement "ith, satisfaction "ith, and enthusiasm for the "ork he performs is kno"n as A) employee engagement. B) :ob in*ol*ement. C) loyalty. ) :ob satisfaction. Ans"er# A iff# 1 %age &ef# 7$>7+ 3opic# Attitudes 11) 3hose employees "ho ha*e been described as Bretired on the :obB are considered A) dissatisfied. B) disengaged. C) disloyal. ) unin*ol*ed. Ans"er# B iff# 1 %age &ef# 7$>7+ 3opic# Attitudes 17) Which of the follo"ing is A83 generally found in businesses "hose employees ha*e high> a*erage le*els of engagement( A) higher le*els of customer satisfaction B) higher le*els of producti*ity C) higher profits ) higher turno*er !) lo"er accident rates Ans"er# iff# $ %age &ef# 7+ 3opic# Attitudes AA<CB 3ag# &eflecti*e 3hinking <kills
1;) B5t is suggested that "ith a "eakening of the loyalty of employers to employees Iand *ice> *ersa) in today)s "orkplace, organi0ational commitment may be replaced "ith ________ commitment.B A) family B) occupational C) hierarchical ) department !) socially stratified Ans"er# B iff# $ %age &ef# 7+ 3opic# Gob <atisfaction 1=) What are the most "idely used approaches to measuring :ob satisfaction( A) engagement sur*eys B) a single global rating and a summation score C) super*ision and pay ratings ) standardi0ed :ob in*ol*ement sur*eys Ans"er# B iff# $ %age &ef# 71 3opic# Gob <atisfaction 1.) Which of the follo"ing might be a typical element in a :ob used to measure :ob satisfaction( A) nature of the "ork B) super*ision C) present pay ) promotion opportunity !) all of the abo*e Ans"er# ! iff# $ %age &ef# 71 3opic# Gob <atisfaction 1-) Which of the follo"ing statements is A83 true about :ob satisfaction ( A) 9ore "orkers are satisfied "ith their :obs o*erall than are dissatisfied. B) ,.<. trends are generally applicable to other de*eloped countries, C) !mployees tend to be most satisfied by the "ork itself. ) &ate of pay is strongly correlated "ith :ob satisfaction for almost all "orkers. !) !mployees tend to be least satisfied "ith pay and promotion opportunities. Ans"er# iff# + %age &ef# 71 3opic# Gob <atisfaction
7/) Which ma:or :ob>satisfaction facet is the one most strongly correlated "ith high le*els of o*erall :ob satisfaction( A) ad*ancement opportunity B) pay C) en:oying the "ork ) super*ision Ans"er# C iff# 1 %age &ef# 77 3opic# Gob <atisfaction 71) All of the follo"ing are true about pay and :ob satisfaction !2C!%3 A) ?or people "ho are poor, pay correlates "ith :ob satisfaction. B) 8nce an indi*idualF reaches a le*el of comfortable li*ing, pay correlates highly "ith :ob satisfaction. C) %eople in the ,.<. "ho earn M=7,/// e'perience no greater le*els of :ob satisfaction than those "ho earn M1/,///. ) 3here is no relationship bet"een a*erage pay and a*erage le*el of :ob satisfaction. !) 3he richest people on the ?orbes 1// list do not ha*e significantly higher o*erall "ell>being scores than 9aasai herdsmen in !ast Africa. Ans"er# B iff# $ %age &ef# 77>7; 3opic# Gob <atisfaction AA<CB 3ag# &eflecti*e 3hinking <kills 7$) 3he e'it>*oice>loyalty frame"ork aids in understanding the consequences of A) pay. B) lo" moti*ation. C) dissatisfaction. ) lack of loyalty. !) lo" le*els of employee engagement. Ans"er# C iff# 1 %age &ef# 7; 3opic# Gob <atisfaction 7+) Which response is demonstrated "hen Goe speaks up to support his company)s actions e*en "hen the local ne"spaper is critici0ing them( A) e'it response B) *oice response C) loyalty response ) neglect response !) performance response Ans"er# C iff# $ %age &ef# 7;>7= 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills
71) When Goe responds to his dissatisfaction "ith his :ob by discussing his problems "ith his manager, he is using "hich response( A) e'it response. B) *oice response. C) loyalty response. ) neglect response. !) performance response. Ans"er# B iff# $ %age &ef# 7;>7= 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills 77) Which responses to dissatisfaction allo" indi*iduals to tolerate unpleasant situations( A) e'it and neglect responses. B) neglect and loyalty responses. C) *oice and neglect responses. ) *oice and loyalty responses. !) e'it and *oice responses. Ans"er# iff# $ %age &ef# 7;>7= 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills 7;) When union members e'press dissatisfaction through the grie*ance procedure, this allo"s them to continue in their :obs "hile con*incing themsel*es they are acting to impro*e the situation. Which response is being used( A) e'it response B) *oice response C) loyalty response ) neglect response !) performance response Ans"er# B iff# $ %age &ef# 7;>7= 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills 7=) Which of the follo"ing is A83 a response to dissatisfaction( A) e'it response B) *oice response C) loyalty response ) neglect response !) performance response Ans"er# ! iff# $ %age &ef# 7;>7= 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills
7.) Which of the follo"ing is A83 true( A) 8rgani0ations "ith more satisfied employees tend to be more effecti*e than organi0ations "ith fe"er satisfied employees. B) 9aking "orkers happy causes higher le*els of producti*ity. C) 6appy "orkers are likely to be producti*e "orkers. ) 3he relationship bet"een :ob satisfaction and :ob performance is no longer considered a myth. !) Gob satisfaction is a determinant of 8CB. Ans"er# B iff# + %age &ef# 7= 3opic# Gob <atisfaction 7-) 5n "hich facet of :ob satisfaction are people least satisfied( A) "ork itself B) pay and promotion opportunities C) :ob o*erall ) super*isor !) co"orkers Ans"er# B iff# $ %age &ef# !'h 1>$ 3opic# Gob <atisfaction ;/) !*idence suggests that :ob satisfaction A) creates producti*e "orkers. B) is unrelated to performance. C) is the ma:or determinant of a "orker)s 8CB. ) is unrelated to fairness of outcomes, treatments or procedures. !) is caused by high pay. Ans"er# C iff# $ %age &ef# 7= 3opic# Gob <atisfaction ;1) !arly studies of organi0ational citi0enship beha*ior I8CB) assumed that it "as closely linked "ith satisfaction. 9ore recent e*idence suggests that satisfaction influences 8CB, but through perceptions of ________. A) fairness B) consistency C) producti*ity ) leadership ability !) out marketing Ans"er# A iff# $ %age &ef# 7= 3opic# Gob <atisfaction
;$) Which of the follo"ing statements are true( A) !mployee satisfaction is related to positi*e customer outcomes for those employees "ith regular customer contact. B) <atisfied employees increase customer satisfaction. C) issatisfied customers can increase an employee)s :ob dissatisfaction. ) <atisfied employees increase customer loyalty. !) All of the abo*e. Ans"er# ! iff# 1 %age &ef# 7. 3opic# Gob <atisfaction ;+) Which of the follo"ing statements is A83 true( A) <atisfied employees increase customer satisfaction and loyalty. B) issatisfied customers can increase an employee)s :ob dissatisfaction. C) 5n ser*ice organi0ations, customer retention and defection are highly dependent on ho" front> line employees deal "ith customers. ) <atisfied employees are likely to be more producti*e. !) 3he most effecti*e "ay to impro*e :ob satisfaction is a raise in pay. Ans"er# ! iff# $ %age &ef# 7. 3opic# Gob <atisfaction ;1) Why do satisfied employees increase customer satisfaction( A) <atisfied employees are more likely to be friendly. B) <atisfied employees are less prone to turno*er. C) Customer satisfaction and loyalty are built "ith employees "ho customers are familiar "ith. ) Customer retention is highly dependent on their interactions "ith front line employees. !) All of the abo*e. Ans"er# ! iff# $ %age &ef# 7. 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills ;7) <er*ice>oriented businesses like <outh"est Airlines obsess about pleasing customers. 3o accomplish this end, they also focus on A) pro*iding the best benefits to employees. B) building employee satisfaction. C) paying the highest salaries. ) offering fle'time. !) offering tuition reimbursement Ans"er# B iff# 1 %age &ef# 7. 3opic# Gob <atisfaction
;;) 3o focus on building a ser*ice>oriented business, companies might do all of the follo"ing !2C!%3 A) hire upbeat, friendly employees. B) pro*ide training in customer ser*ice. C) conduct e'ternal pay sur*eys. ) re"ard customer ser*ice. !) track employee satisfaction through attitude sur*eys. Ans"er# C iff# $ %age &ef# 7. 3opic# Gob <atisfaction AA<CB 3ag# &eflecti*e 3hinking <kills ;=) Which company "as the focus of a study on ho" satisfaction directly leads to attendance( A) Aeiman 9arcus B) <outh"est C) <ears ) 9acy)s !) ?our <easons Ans"er# C iff# 1 %age &ef# 7.>73opic# Gob <atisfaction ;.) What did the study of <ears employees that e'amined satisfaction and absenteeism find( A) Workers "ith high satisfaction scores had much higher attendance than those "ith lo"er satisfaction le*els. B) Workers "ith high satisfaction scores had much lo"er attendance during sno" storms. C) Workers "ith lo" satisfaction scores had much higher attendance than those "ith higher satisfaction le*els. ) 3here "as no relationship bet"een satisfaction and attendance. !) !*en satisfied employees "ill e'perience high absenteeism during sno" storms. Ans"er# A iff# + %age &ef# 7.>73opic# Gob <atisfaction ;-) Gob satisfaction is negati*ely related to A) turno*er. B) absenteeism. C) customer satisfaction. ) turno*er and absenteeism. !) turno*er and customer satisfaction. Ans"er# iff# + %age &ef# 7.>73opic# Gob <atisfaction
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=/) Which of the follo"ing is true regarding the relationship bet"een satisfaction and absenteeism( A) 3here is a consistent positi*e relationship bet"een the t"o. B) 3here is a consistent, moderate negati*e relationship bet"een the t"o. C) 3here is a cur*ilinear relationship bet"een the t"o. ) When fairness is controlled for, there is a direct relationship bet"een the t"o. !) Ao relationship can be established bet"een the t"o. Ans"er# B iff# $ %age &ef# 7.>73opic# Gob <atisfaction =1) An important moderator of the satisfaction>turno*er relationship is the ________. A) employee)s le*el of performance B) organi0ation)s culture C) management)s style ) employee)s *alues and attitudes !) employee)s le*el of "orkplace de*iance Ans"er# A iff# + %age &ef# 73opic# Gob <atisfaction =$) Which of the follo"ing statements is A83 true( A) An important moderator of the satisfaction>turno*er relationship is the employee)s le*el of performance. B) Gob satisfaction is more important in influencing superior performers to stay than in influencing poor performers to stay. C) Gob satisfaction is more important in influencing poor performers to stay than in influencing superior performers to stay. ) <uperior performers are more likely to remain "ith the organi0ation because of other re"ards they recei*e. !) All of the abo*e. Ans"er# B iff# + %age &ef# 73opic# Gob <atisfaction AA<CB 3ag# &eflecti*e 3hinking <kills =+) Which of the follo"ing factors is likely to impact the :ob satisfaction>turno*er relationship( A) labor>market conditions B) length of time "ith the organi0ation C) e'pectations about alternati*e :ob opportunities ) employee)s le*el of performance !) all of the abo*e Ans"er# ! iff# $ %age &ef# 73opic# Gob <atisfaction
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=1) Which of the follo"ing is a predictor of de*iant beha*iors in the "orkplace( A) turno*er B) absenteeism C) dissatisfaction ) loyalty !) :ob in*ol*ement Ans"er# C iff# 1 %age &ef# 73opic# Gob <atisfaction =7) Gason has been spending a great deal of "ork time talking to his co>"orkers about ho" dissatisfied he is "ith the :ob. 6e has spent quite a bit of time discussing unioni0ation. he has arri*ed at "ork into'icated t"ice in the last "eek and has repeatedly taken office supplies home "ith him. 6is beha*ior might be classified as A) :ob enlargement. B) de*iant beha*ior. C) separation anticipation. ) theft. !) cogniti*e dissonance. Ans"er# B iff# $ %age &ef# 73opic# Gob <atisfaction AA<CB 3ag# Analytic <kills =;) issatisfied employees "ho don)t like their :obs "ill attempt to Bget e*enB. 3his may manifest itself in "hich of the follo"ing beha*iors( A) quitting B) surfing the 5nternet on company time C) stealing from the company ) spending more time sociali0ing on the :ob !) all of the abo*e Ans"er# ! iff# + %age &ef# 73opic# Gob <atisfaction AA<CB 3ag# Analytic <kills ==) A study conducted by a management consulting firm found that those companies "ith higher morale A) e'perienced a larger gro"th in their stock prices. B) e'perienced a larger gro"th in market share. C) e'perienced a smaller decrease in their stock prices. ) e'perienced a smaller decrease in their market share. !) had more dissatisfied employees. Ans"er# A iff# $ %age &ef# 73opic# Gob <atisfaction
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=.) 5n a study of large employers, the te't reported that ________ percent of senior managers belie*e the organi0ation treated its employees "ell and ________ percent of the employees agreed. A) .;F 77 B) 77F .; C) 77F 77 ) 1//F 1// !) 1//F / Ans"er# A iff# $ %age &ef# 73opic# Gob <atisfaction =-) <ur*ey results highlighting the discrepancy bet"een employee morale as percei*ed by management and employees themsel*es suggests that managers need to A) do more to impro*e employee morale. B) administer salary sur*eys more frequently. C) care about :ob satisfaction and then measure it rather than assuming e*erything is fine. ) treat employee better. !) all of the abo*e. Ans"er# C iff# $ %age &ef# 73opic# Gob <atisfaction ./) Which of the follo"ing statements about :ob satisfaction is A83 true( A) 9ost of the research on :ob satisfaction has not been conducted in the ,.<. B) %eople in other cultures form :udgments of :ob satisfaction. C) <imilar factors cause :ob satisfaction across cultures. ) %ay is "eakly related to :ob satisfaction in industriali0ed nations. !) all of the abo*e. Ans"er# A iff# $ %age &ef# ;/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) 3he highest le*els of :ob satisfaction ha*e been reported in A) Gapan. B) all the collecti*ist cultures. C) the ,.<. and "estern !urope. ) "estern !urope. !) most of Asia. Ans"er# C iff# + %age &ef# !'h 1>1 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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.$) 6igher le*els of :ob satisfaction ha*e been reported in the ,.<. and "estern !urope. 3his may be because A) indi*iduals in "estern cultures need to "ork. B) indi*iduals in "estern cultures emphasi0e positi*e emotions. C) there is more industriali0ation in "estern cultures. ) indi*iduals in "estern cultures are more self>critical and geared to"ard continuous impro*ement. !) these are collecti*ist societies not focused on indi*idual happiness. Ans"er# B iff# + %age &ef# ;/>;1 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .+) Which of the follo"ing statements is A83 true about attitudes( A) 9anagers need to focus more on keeping resignations and absences do"n than on employees) attitudes. B) 9anagers should be interested in their employees) attitudes since they gi*e "arnings of potential problems. C) 9anagers should be interested in their employees) attitudes since they influence beha*ior. ) 9easurement of o*erall :ob attitude is a useful piece of organi0ational information. Ans"er# A iff# + %age &ef# ;1 3opic# 5mplications for 9anagers AA<CB 3ag# &eflecti*e 3hinking <kills .1) @i*en that managers "ant to keep resignations and absences at a minimum, they should focus on generating A) positi*e :ob attitudes. B) happy employees. C) the highest pay rates. ) the best benefit package. Ans"er# A iff# + %age &ef# ;1 3opic# 5mplications for 9anagers AA<CB 3ag# Analytic <kills .7) 3he most important thing a manager can do to raise employee satisfaction is to focus on A) employee pay. B) benefits. C) "ork hours. ) intrinsic parts of the :ob. !) employee producti*ity. Ans"er# iff# $ %age &ef# ;1 3opic# 5mplications for 9anagers
.;) Attitudes are e*aluati*e statements about ob:ects, people or e*ents that reflect ho" "e feel about something. Ans"er# 3&,! iff# 1 %age &ef# 1= 3opic# Attitudes .=) When <arah says B5 don)t like %aris 6iltonB, she is e'pressing an attitude. Ans"er# 3&,! iff# 1 %age &ef# 1= 3opic# Attitudes AA<CB 3ag# Analytic <kills ..) Attitudes are often concrete matters of fact. Ans"er# ?AE<! iff# 1 %age &ef# 1= 3opic# Attitudes .-) Attitudes and *alues are synonymous terms. Ans"er# ?AE<! iff# 1 %age &ef# 1. 3opic# Attitudes -/) 3here are three components of an attitude# cognition, affect, and beha*ior. Ans"er# 3&,! iff# + %age &ef# 1. 3opic# Attitudes -1) 3he intent to act in a certain "ay is the affecti*e component of an attitude. Ans"er# ?AE<! iff# 1 %age &ef# 1. 3opic# Attitudes -$) 5t is often difficult to separate cognition, affect, and beha*ior. Ans"er# 3&,! iff# $ %age &ef# 1. 3opic# Attitudes -+) 5n organi0ations, attitudes are important because they affect :ob beha*ior. Ans"er# 3&,! iff# $ %age &ef# 13opic# Attitudes -1) ?estinger argued that beha*ior follo"s attitudes. Ans"er# ?AE<! iff# $ %age &ef# 13opic# Attitudes
-7) &esearch has concluded that people seek consistency among their attitudes but not bet"een their attitudes and beha*ior. Ans"er# ?AE<! iff# $ %age &ef# 13opic# Attitudes -;) According to ?estinger, people seek consistency among their attitudes and bet"een attitudes and beha*ior. Ans"er# 3&,! iff# 1 %age &ef# 13opic# Attitudes -=) 5f dissonance arises o*er beha*ior that people are compelled to take, then their propensity to act to reduce that dissonance is reduced. Ans"er# 3&,! iff# $ %age &ef# 13opic# Attitudes -.) 3he theory of cogniti*e dissonance seeks to e'plain the linkage bet"een *alues and attitudes. Ans"er# ?AE<! iff# $ %age &ef# 13opic# Attitudes --) ?estinger argued that indi*iduals "ill seek a stable state "here there is a minimum of dissonance. Ans"er# 3&,! iff# 1 %age &ef# 13opic# Attitudes 1//) 5f there is an inconsistency bet"een an indi*idual)s attitude on a specific issue and his or her beha*ior, there are only t"o courses of action a*ailablealter the attitude or alter the beha*ior. Ans"er# ?AE<! iff# + %age &ef# 13opic# Attitudes 1/1) &ecent research sho"s that attitudes predict future beha*ior and refute ?estinger)s belief about moderating *ariables. Ans"er# ?AE<! iff# + %age &ef# 1->7/ 3opic# Attitudes AA<CB 3ag# Analytic <kills 1/$) Cogniti*e dissonance helps to e'plain the linkage bet"een attitudes and beha*ior. Ans"er# 3&,! iff# 1 %age &ef# 1->7/ 3opic# Attitudes
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1/+) 3he desire to reduce dissonance bet"een attitude and beha*ior is in general not moderated by outside factors. Ans"er# ?AE<! iff# $ %age &ef# 7/ 3opic# Attitudes 1/1) 5f the elements creating dissonance are relati*ely unimportant, the pressure to correct this imbalance "ill be lo". Ans"er# 3&,! iff# 1 %age &ef# 7/ 3opic# Attitudes 1/7) 5f indi*iduals percei*e the dissonance to be an uncontrollable result, they "ill be more moti*ated to reduce dissonance. Ans"er# 3&,! iff# + %age &ef# 7/ 3opic# Attitudes 1/;) &e"ards can offset dissonance. Ans"er# 3&,! iff# $ %age &ef# 7/ 3opic# Attitudes 1/=) 3he more specific the attitude and the more specific the beha*ior, the stronger the link bet"een the t"o. Ans"er# 3&,! iff# $ %age &ef# 7/ 3opic# Attitudes 1/.) 9oderating *ariables in the attitude beha*ior relationship include the importance of the attitude, its applicability, its accessibility, social pressures, and direct e'perience "ith the attitude. Ans"er# ?AE<! iff# + %age &ef# 7/ 3opic# Attitudes 1/-) A person "ith a high le*el of :ob satisfaction holds positi*e attitudes to"ard the :ob. Ans"er# 3&,! iff# 1 %age &ef# 71 3opic# Attitudes 11/) Gane strongly identifies "ith her teaching :ob and regularly communicates ho" much she cares about her "ork. <he has a high le*el of :ob in*ol*ement. Ans"er# 3&,! iff# 1 %age &ef# 71 3opic# Attitudes AA<CB 3ag# Analytic <kills
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111) Gob in*ol*ement refers to an indi*idual)s general attitude to"ard his or her :ob. Ans"er# ?AE<! iff# $ %age &ef# 71 3opic# Attitudes 11$) 6igh le*els of :ob in*ol*ement are positi*ely related to higher absences. Ans"er# ?AE<! iff# $ %age &ef# 71 3opic# Attitudes 11+) An organi0ational commitment to remain "ith a company because of moral or ethical obligations is affecti*e commitment. Ans"er# ?AE<! iff# + %age &ef# 71>7$ 3opic# Attitudes 111) 8rgani0ational commitment is a more global response to the organi0ation than is :ob satisfaction. Ans"er# 3&,! iff# + %age &ef# 71>7$ 3opic# Attitudes 117) 8rgani0ational commitment is a measure of the personal compatibility of a person and their position. Ans"er# ?AE<! iff# + %age &ef# 71>7$ 3opic# Attitudes 11;) 8rgani0ational commitment is probably less important in predicting :ob satisfaction today than it "as a generation ago. Ans"er# 3&,! iff# $ %age &ef# 7$ 3opic# Attitudes 11=) 8ccupational commitment may be more rele*ant today because it better reflects today)s fluid "orkforce. Ans"er# 3&,! iff# $ %age &ef# 7$ 3opic# Attitudes 11.) 3he degree to "hich employees belie*e the organi0ation *alues their contribution and care and their "ell>being is kno"n as employee engagement. Ans"er# ?AE<! iff# $ %age &ef# 7$>7+ 3opic# Attitudes
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11-) isengaged employees ha*e Bchecked outB and ha*e been described as Bretired on the :obB. Ans"er# 3&,! iff# 1 %age &ef# 7$>7+ 3opic# Attitudes 1$/) &esearch has sho"n that people "ho ha*e a negati*e personality are usually less satisfied "ith their :obs. Ans"er# 3&,! iff# $ %age &ef# 71 3opic# Attitudes 1$1) When measuring :ob satisfaction, the research has supported the summation score approach. Ans"er# ?AE<! iff# $ %age &ef# 71 3opic# Gob <atisfaction 1$$) 8*erall, studies o*er the past +/ years indicated that "orkers in the ,.<. are generally more satisfied "ith their :obs than dissatisfied. Ans"er# 3&,! iff# $ %age &ef# 71>77 3opic# Gob <atisfaction 1$+) 8f the ma:or :ob>satisfaction facets, the one most strongly correlated "ith high le*els of o*erall :ob satisfaction is pay. Ans"er# ?AE<! iff# $ %age &ef# 77 3opic# Gob <atisfaction 1$1) 5ndi*iduals "ho are more highly compensated generally ha*e higher a*erage :ob satisfaction. Ans"er# ?AE<! iff# $ %age &ef# 77>7; 3opic# Gob <atisfaction 1$7) 3he e'it>*oice>loyalty>neglect frame"ork helps us understand "hy employees are disengaged from their :obs. Ans"er# ?AE<! iff# $ %age &ef# 7;>7= 3opic# Gob <atisfaction 1$;) 3he loyalty response to :ob dissatisfaction in*ol*es passi*ely but optimistically "aiting for conditions to impro*e. Ans"er# 3&,! iff# 1 %age &ef# 7;>7= 3opic# Gob <atisfaction
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1$=) When dissatisfied employees still remain "ith the organi0ation, it might be e'plained by the *oice and loyalty response. Ans"er# 3&,! iff# 1 %age &ef# 7;>7= 3opic# Gob <atisfaction AA<CB 3ag# Analytic <kills 1$.) At the indi*idual le*el, satisfaction generally leads to producti*ity. Ans"er# 3&,! iff# $ %age &ef# 7= 3opic# Gob <atisfaction 1$-) 5f 9arie is more satisfied "ith her :ob, "e might e'pect her to engage in more 8CBs. Ans"er# 3&,! iff# $ %age &ef# 7= 3opic# Gob <atisfaction AA<CB 3ag# &eflecti*e 3hinking <kills 1+/) 3he e*idence indicates that satisfied employees increase customer satisfaction and loyalty. Ans"er# 3&,! iff# $ %age &ef# 7. 3opic# Gob <atisfaction 1+1) issatisfied customers can increase an employee)s :ob dissatisfaction. Ans"er# 3&,! iff# $ %age &ef# 7. 3opic# Gob <atisfaction AA<CB 3ag# &eflecti*e 3hinking <kills 1+$) 3here is a strong negati*e relationship bet"een :ob satisfaction and absenteeism. Ans"er# ?AE<! iff# $ %age &ef# 7. 3opic# Gob <atisfaction 1++) 3he propensity to quit a :ob tends to be in*ersely related to :ob satisfaction. Ans"er# 3&,! iff# $ %age &ef# 73opic# Gob <atisfaction 1+1) Dour super*isor is trying to assess the degree to "hich those "orking for her are satisfied "ith their :obs. Dou are trying to gather information from your peers that might help her in her aim to impro*e :ob satisfaction. <he "ill find that turno*er and absenteeism are both negati*ely related to satisfaction, but the correlation is stronger for absenteeism than for turno*er. Ans"er# ?AE<! iff# + %age &ef# 7.>73opic# Gob <atisfaction
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1+7) Gob satisfaction has greater influence on poor performers than superior performers as it relates to turno*er. Ans"er# 3&,! iff# $ %age &ef# 73opic# Gob <atisfaction 1+;) Gob satisfaction can affect a company)s bottom line and stock prices. Ans"er# 3&,! iff# $ %age &ef# 73opic# Gob <atisfaction 1+=) 3he research has suggested that :ob satisfaction is a ,.<. concept and other cultures do not form :udgments of :ob satisfaction. Ans"er# ?AE<! iff# $ %age &ef# ;/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+.) 3he highest le*els of :ob satisfaction been reported in the ,.<. and Asia. Ans"er# ?AE<! iff# $ %age &ef# ;/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) 9anagers should be interested in their employees) attitudes because attitudes influence beha*ior. Ans"er# 3&,! iff# $ %age &ef# ;1 3opic# 5mplications for 9anagers 11/) 8ne of the most important things managers can do to raise employee satisfaction is to make the "ork challenging and interesting. Ans"er# 3&,! iff# $ %age &ef# ;1 3opic# 5mplications for 9anagers 111) iscuss the three components of an attitude. Ans"er# 3he three components of an attitude are cognition, affect, and beha*ior. 3he cogniti*e component is a *alue statement. Affect is the emotional or feeling segment of an attitude. 3he beha*ioral component of an attitude refers to an intention to beha*e in a certain "ay to"ard someone or something. Jie"ing attitudes as being made up of three components helps to understand the potential relationship bet"een attitudes and beha*ior. %age &ef# 1. and !'h 1>1 3opic# Attitudes
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11$) iscuss cogniti*e dissonance theory and three "ays in "hich indi*iduals might alle*iate dissonance. Ans"er# Cogniti*e dissonance "as proposed in the late 1-7/s by Eeon ?estinger. 3he theory seeks to e'plain the linkage bet"een attitudes and beha*ior. issonance means an inconsistency. Cogniti*e dissonance refers to any incompatibility that an indi*idual might percei*e bet"een t"o or more of his or her attitudes, or bet"een his or her beha*ior and attitudes. 5ndi*iduals "ill seek a stable state "here there is a minimum of dissonance. 5ndi*iduals may change their beha*ior, reduce dissonance by concluding that the dissonant beha*ior is not so important after all, or change their attitude. %age &ef# 1->7/ 3opic# Attitudes 11+) iscuss the most po"erful moderators of the attitudes>beha*ior relationship. Ans"er# 3he most po"erful moderators of the attitudes>beha*ior relationship are the importance of the attitude, its correspondence to beha*ior, its accessibility, "hether there e'ist social pressures, and "hether a person has direct e'perience "ith the attitude. Attitudes that indi*iduals consider important tend to sho" a strong relationship to beha*ior. 3he more closely the attitude and the beha*ior are matched, the stronger the relationship. Attitudes easily remembered are more likely to predict our beha*ior. iscrepancies bet"een attitudes and beha*ior are more likely to occur "hen social pressures to beha*e in certain "ays hold e'ceptional po"er. And he attitude>beha*ior relationship is likely to be much stronger if an attitude refers to something "ith "hich the indi*idual has direct personal e'perience. %age &ef# 7/>71 3opic# Attitudes 111) !'plain the difference bet"een :ob satisfaction, :ob in*ol*ement, and organi0ational commitment. Ans"er# Gob satisfaction refers to an indi*idual)s general attitude to"ard his or her :ob. A person "ith a high le*el of :ob satisfaction holds positi*e attitudes to"ard the :ob, "hile a person "ho is dissatisfied "ith his or her :ob holds negati*e attitudes about the :ob. Gob in*ol*ement measures the degree to "hich a person identifies psychologically "ith his or her :ob and considers his or her percei*ed performance le*el important to self>"orth. !mployees "ith a high le*el of :ob in*ol*ement strongly identify "ith and really care about the kind of "ork they do. 8rgani0ational commitment is defined as a state in "hich an employee identifies "ith a particular organi0ation and its goals, and "ishes to maintain membership in the organi0ation. <o high organi0ational commitment means identifying "ith one)s employing organi0ation. %age &ef# 71>7$ 3opic# Attitudes
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117) What are the three dimensions to organi0ational commitment( Ans"er# 8rgani0ational commitment is a state in "hich an employee identifies "ith a particular organi0ation and its goals and "ishes to maintain membership in that organi0ation. 3he three dimensions to organi0ational commitment are affecti*e, continuance and normati*e. An affecti*e commitment is an emotional attachment to the organi0ation and a belief in its *alues. A continuance commitment is the percei*ed economic *alue of remaining "ith the organi0ation compared to lea*ing it. And a normati*e commitment is an obligation to remain "ith the organi0ation for ethical or moral reasons. %age &ef# 71>7$ 3opic# Attitudes 11;) What are the ma:or causes of :ob satisfaction( Ans"er# 3he ma:or :ob satisfaction facets are the "ork itself, pay, ad*ancement opportunities, super*ision, and co"orkers. !n:oying the "ork itself is almost al"ays the facet most strongly correlated "ith high le*els of o*erall :ob satisfaction. 9ost people prefer "ork that is challenging and stimulating o*er "ork that is predictable and routine. ?or people "ho are poor or "ho li*e in poor countries, pay does correlate "ith :ob satisfaction and "ith o*erall happiness. But, once an indi*idual reaches a le*el of comfortable li*ing the relationship *irtually disappears. %ersonality also plays a role in :ob satisfaction. &esearch has sho"n that people "ho ha*e a negati*e personality Ifor e'ample, those "ho tend to be grumpy, critical, and negati*e) are usually less satisfied "ith their :obs. %age &ef# 77>7; 3opic# Gob <atisfaction 11=) !'plain the e'it>*oice>loyalty>neglect frame"ork. Ans"er# 3he e'it>*oice>loyalty>neglect frame"ork is helpful in understanding the consequences of dissatisfaction. 3he e'it response in*ol*es directing beha*ior to"ard lea*ing the organi0ation. 3he *oice response in*ol*es acti*ely and constructi*ely attempting to impro*e conditions. 3he loyalty response in*ol*es passi*ely but optimistically "aiting for conditions to impro*e and trusting the organi0ation to do the right thing. 3he neglect response in*ol*es passi*ely allo"ing conditions to "orsen. %age &ef# 7;>7= 3opic# Gob <atisfaction 11.) iscuss ho" :ob satisfaction can impact producti*ity, absenteeism and turno*er. Ans"er# 6appy employees are more likely to be producti*e employees. 8rgani0ations "ith more satisfied employees tend to be more effecti*e than organi0ations "ith fe"er satisfied employees. 3here is a consistent negati*e relationship bet"een satisfaction and absenteeism, but the correlation is moderate. <atisfaction is also negati*ely related to turno*er, but the correlation is stronger than "hat "as found for absenteeism. An important moderator of the satisfaction> turno*er relationship is the employee)s le*el of performance. %age &ef# 7=>7. 3opic# Gob <atisfaction
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11-) iscuss ho" employee satisfaction is related to customer satisfaction. Ans"er# 3he e*idence indicates that satisfied employees increase customer satisfaction and loyalty. 5n ser*ice organi0ations, customer retention and defection are highly dependent on ho" front>line employees deal "ith customers. <atisfied employees are more likely to be friendly, upbeat, and responsi*e"hich customers appreciate. And because satisfied employees are less prone to turno*er, customers are more likely to encounter familiar faces and recei*e e'perienced ser*ice. 3hese qualities build customer satisfaction and loyalty. issatisfied customers can increase an employee)s :ob dissatisfaction. !mployees "ho ha*e regular contact "ith customers report that rude, thoughtless, or unreasonably demanding customers ad*ersely effect the employees) :ob satisfaction. %age &ef# 7. 3opic# Gob <atisfaction 17/) iscuss "hether :ob satisfaction is a ,.<. concept. Ans"er# While most of the research on :ob satisfaction has been conducted in the ,.<., the e*idence strongly suggests that this is not a ,.<. concept. %eople in other cultures form :udgments of :ob satisfaction. ?urthermore, similar factors cause, and result from, :ob satisfaction across cultures. %age &ef# ;/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter > 8otivation Concepts 1) Gim is a student "ho cannot "ork at "riting a paper for more than +/ minutes, yet he can spend many hours "riting comments on blogs. What accounts for the change in moti*ation in this case( A) his ability B) the direction C) his personality ) the congruence !) the structure of the task Ans"er# B iff# $ %age &ef# ;$>;+ 3opic# efining 9oti*ation $) 9oti*ation is best defined as a process that ________. A) results in a le*el of effort B) intensifies an indi*idual)s efforts C) accounts for an indi*idual)s efforts to"ard attaining a goal ) meets an indi*idual)s needs !) stabili0es o*er time Ans"er# C iff# $ %age &ef# ;$ 3opic# efining 9oti*ation +) What are the three key elements of moti*ation( A) reactance, congruence and circumstance B) interest, acti*ity and re"ard C) a"areness, effort and outcome ) stimulation, progress and achie*ement !) intensity, direction and persistence Ans"er# ! iff# $ %age &ef# ;$>;+ 3opic# efining 9oti*ation 1) 5n 9aslo")s hierarchy of needs theory, "hat is the term used for the dri*e to become "hat one is capable of becoming( A) perfection B) self>actuali0ation C) hypo>glorification ) self>esteem !) attainment Ans"er# B iff# 1 %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation
7) 3he most "ell>kno"n theory of moti*ation is Abraham 9aslo")s ________. A) 3heories 2 and D B) 6ierarchy of Aeeds C) 3"o>factor 3heory ) 9oti*ator>6ygiene 3heory !) Cogniti*e !*aluation 3heory Ans"er# B iff# 1 %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation ;) 9aslo")s hierarchy has fi*e le*els of needs. Which of the follo"ing is not one of those le*els( A) safety needs B) social needs C) animal needs ) self>actuali0ation needs !) physiological needs Ans"er# C iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation =) Which le*el of 9aslo")s hierarchy of needs deals "ith satisfying one)s hunger, thirst, and need for se'( A) safety B) physiological C) social ) esteem !) psychological Ans"er# B iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation .) anielle "ants to become a surgeon, not only because achie*ing this goal "ill gi*e her self> respect and autonomy, but also because she "ants a :ob "ith high status and recognition from others. Which of 9aslo")s needs is anielle trying to fill( A) self>actuali0ation B) social C) esteem ) psychological !) safety Ans"er# C iff# + %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills
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-) 9aslo")s hierarchy of needs arranges those fi*e needs in "hich of the follo"ing orders( A) physiological, esteem, safety, social, and self>actuali0ation B) physiological, safety, social, esteem, and self>actuali0ation C) safety, physiological, esteem, social, and self>actuali0ation ) physiological, social, safety, esteem, and self>actuali0ation !) safety, physiological, social, esteem, and self>actuali0ation Ans"er# B iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation 1/) 6ans deri*es a great sense of belongingness, acceptance and friendship from his relationships "ith his e'tended family. Which of 9aslo")s needs is 6ans fulfilling through these relationships( A) lo"er>order B) self>actuali0ation C) esteem ) social !) physiological Ans"er# iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills 11) What is the primary organi0ational factor that satisfies people)s physiological needs( A) their relationships "ith co>"orkers B) recognition C) pay ) admiration !) their position "ithin the organi0ation Ans"er# C iff# + %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills
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1$) Dour church is made up of people "ho are *ery different in their lifestyles and their stages of life. 9ary is a $+>year>old single parent "ho is "orking for minimum "age. Gonathan is ;/ years old, e'tremely "ealthy and "orks because he en:oys it. Gane is single, 17 years old and has fe" interests outside of the office. Dou ha*e decided to attempt to apply 9aslo")s hierarchy of needs to determine "hat moti*ates each of these indi*iduals. What is the need that you "ould e'pect that 9ary is trying to satisfy( A) social B) esteem C) physiological ) self>actuali0ation !) alter>actuali0ation Ans"er# C iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills 1+) Dour church is made up of people "ho are *ery different in their lifestyles and their stages of life. 9ary is a $+>year>old single parent "ho is "orking for minimum "age. Gonathan is ;/ years old, e'tremely "ealthy and "orks because he en:oys it. Gane is single, 17 years old and has fe" interests outside of the office. Dou ha*e decided to attempt to apply 9aslo")s hierarchy of needs to determine "hat moti*ates each of these indi*iduals. Dou "ould e'pect that Gane is trying to satisfy her ________ needs. A) social B) esteem C) physiological ) self>actuali0ation !) psychophysical Ans"er# B iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills 11) Dour church is made up of people "ho are *ery different in their lifestyles and their stages of life. 9ary is a $+>year>old single parent "ho is "orking for minimum "age. Gonathan is ;/ years old, e'tremely "ealthy and "orks because he en:oys it. Gane is single, 17 years old and has fe" interests outside of the office. Dou ha*e decided to attempt to apply 9aslo")s hierarchy of needs to determine "hat moti*ates each of these indi*iduals. According to 9aslo", "hich of the follo"ing do you think "ould moti*ate Gonathan the most( A) physiological needs B) higher>order needs C) lo"er>order needs ) none since he is "ealthy !) the need for achie*ement Ans"er# B iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation
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17) According to 9aslo", "hen does a need stop moti*ating( A) "hen it is substantially satisfied B) it ne*er stops moti*ating C) "hen one returns to a lo"er>le*el need ) "hen one chooses to mo*e to a higher>le*el need !) only "hen it is completely satisfied Ans"er# A iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation 1;) Which of the follo"ing "ere considered higher>order needs by 9aslo"( A) physiological, safety, social B) safety, social, esteem C) esteem, self>actuali0ation ) social, esteem, self>actuali0ation !) recognition, pay, admiration Ans"er# iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation 1=) What is the ma:or problem "ith 9aslo")s hierarchy of needs in organi0ational beha*ior( A) 5t is difficult to apply to the "orkplace. B) 5t is *ague as to ho" a "orkplace can satisfy higher>order needs. C) 5ts terminology tends to alienate those to "hom it is applied. ) 5t has recei*ed little recognition among managers. !) 3he research does not *alidate the theory. Ans"er# ! iff# + %age &ef# ;+>;1 3opic# !arly 3heories of 9oti*ation 1.) Which of the follo"ing theories "as proposed by ouglas 9c@regor( A) 6ierarchy of Aeeds 3heory B) 3heories 2 and D C) 3"o>?actor 3heory ) !&@ 3heory !) !'pectancy 3heory Ans"er# B iff# $ %age &ef# ;1 3opic# !arly 3heories of 9oti*ation
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1-) 6o" "ould a 3heory 2 manager *ie" employees( A) seeking responsibility B) needing to be coerced to achie*e goals C) *ie"ing "ork as a normal daily acti*ity ) e'ercising self control !) not moti*ated by re"ards Ans"er# B iff# 1 %age &ef# ;1 3opic# !arly 3heories of 9oti*ation $/) Which of the follo"ing is a beha*ior that "ould most likely be e'hibited by a 3heory 2 manager( A) <he lets her employees choose their o"n goals. B) <he trusts her employees to use discretion in most matters. C) <he strictly controls the details of any pro:ect she is managing. ) <he delegates authority e'tensi*ely to :unior managers. !) <he honestly informs her employees of the likelihood that they "ill lose their :obs. Ans"er# C iff# + %age &ef# ;1 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills $1) 5n "hat "ay are 3heory 2 and 3heory D managers alike( A) 3hey are skeptical about their employees) ability to operate independently. B) 3hey ha*e a negati*e *ie" of human beha*ior. C) 3hey ackno"ledge that people in the "orkplace are mostly moti*ated by higher>order needs. ) 3heir beha*ior follo"s their assumptions. !) 3hey both moti*ate their "orkers in the optimal "ay gi*en the conditions "ithin their "orkplace. Ans"er# iff# $ %age &ef# ;1 3opic# !arly 3heories of 9oti*ation $$) A 3heory D manager "ould assume that employees "ould ________. A) dislike "ork B) need to be controlled C) a*oid responsibility ) accept responsibility !) attempt to a*oid "ork Ans"er# iff# 1 %age &ef# ;1 3opic# !arly 3heories of 9oti*ation
$+) 3"o managers are talking about ho" they get the best out of their employees# Go# B5 tell my employees that times are tough and there is no "ay of telling "hen the guys in head office might try to do"nsi0e. Eet me tell you, a bit of fear keeps them focused on the task at hand.B Chris# B5 tell them that head office is making them more responsible for deciding ho" to do their "ork. 3he increased sense of o"nership they ha*e makes producti*ity go "ay up.B 6o" "ould these managers be best characteri0ed by ouglas 9c@regor( A) Both hold 3heory 2 assumptions. B) Both hold 3heory D assumptions. C) Chris holds 3heory 2 assumptionsF Go holds 3heory D assumptions. ) Go holds 3heory 2 assumptionsF Chris holds 3heory D assumptions. !) 3he statements "ould not indicate that either manager is predisposed to either 3heory 2 or 3heory D assumptions. Ans"er# iff# + %age &ef# ;1 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills $1) <omeone subscribing to 3heory D "ould agree "ith "hich of the follo"ing statements( A) 5ndi*iduals are dominated by 9aslo")s lo"er>le*el needs. B) 5ndi*iduals are dominated by 9aslo")s higher>le*el needs. C) 5ndi*iduals are not clearly dominated by any particular le*el of 9aslo")s hierarchy of needs. ) 5ndi*iduals are in reality independent of 9aslo")s hierarchy of needs. !) 5ndi*iduals are dominated by their needs in a situational conte't rather than in a strict hierarchy. Ans"er# B iff# $ %age &ef# ;1 3opic# !arly 3heories of 9oti*ation $7) Dou are a ne" employee "ith Acme, 5nc. Dour super*isor has e'plained your :ob to you and has indicated that you "ill ha*e a great deal of control o*er your :ob once you become proficient at it. 6e compliments your history of accepting responsibility and suggests that you are to feel free to offer constructi*e criticism about the "ay that your :ob is structured. Dour super*isor seems to possess ________ assumptions. A) 3heory 3 B) 3heory J C) 3heory L ) 3heory 2 !) 3heory D Ans"er# ! iff# 1 %age &ef# ;1 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills
$;) Dou are a ne" employee "ith Acme, 5nc. Dour super*isor has e'plained your :ob to you and has indicated that you "ill ha*e a great deal of control o*er your :ob once you become proficient at it. 6e compliments your history of accepting responsibility and suggests that you are to feel free to offer constructi*e criticism about the "ay that your :ob is structured. Which of the follo"ing is something you "ould not e'pect your super*isor to do( A) assume that you "ill be internally moti*ated B) assume that you "ant to do your :ob C) allo" you freedom to do your :ob as you belie*e it should be done ) monitor your "ork *ery closely !) empo"er you to take responsibility Ans"er# iff# + %age &ef# ;1 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills $=) Who proposed the t"o>factor theory of moti*ation( A) 9aslo" B) 9cClelland C) 9c@regor ) Jroom !) 6er0berg Ans"er# ! iff# 1 %age &ef# ;7 3opic# !arly 3heories of 9oti*ation $.) What other name is the t"o>factor theory kno"n by( A) 3heories 2 and D B) 9oti*ator>6ygiene 3heory C) 6ierarchy of Aeeds 3heory ) <atisfactionC issatisfaction 3heory !) 9inimal Gustification 3heory Ans"er# B iff# $ %age &ef# ;7 3opic# !arly 3heories of 9oti*ation $-) 3he t"o>factor theory suggests that dissatisfaction is caused by e'trinsic factors. Which of the follo"ing is an e'ample of such a factor( A) ad*ancement B) "orking conditions C) achie*ement ) recognition !) nature of the "ork itself Ans"er# B iff# $ %age &ef# ;7>;; 3opic# !arly 3heories of 9oti*ation
+/) Which of the follo"ing is not true about the t"o>factor theory( A) Working conditions are characteri0ed as hygiene factors. B) 5ntrinsic factors are moti*ators. C) A :ob becomes satisfying "hen the dissatisfying characteristics are remo*ed. ) &esponsibility is a satisfier. !) 6ygiene factors are demoti*ators. Ans"er# C iff# $ %age &ef# ;7>;; 3opic# !arly 3heories of 9oti*ation +1) @erry has a :ob that pays an e'cellent salary. <he has a good relationship "ith her peers and her super*isors. <he also likes the fact that the company policy fits "ell "ith "hat she personally belie*es, and that she has recei*ed considerable recognition for her achie*ements at the company. Which of these factors is most likely responsible for the fact that @erry lo*es her :ob( A) high compensation B) good nature of peer relationships C) good nature of super*isor relationships ) good fit bet"een personal beliefs and company policy !) recognition for her achie*ements Ans"er# ! iff# + %age &ef# ;7>;; 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills +$) Which one of the follo"ing "ould be considered a moti*ator in the t"o>factor theory( A) salary B) super*ision C) "orking conditions ) bonuses !) responsibility Ans"er# ! iff# + %age &ef# ;7>;; 3opic# !arly 3heories of 9oti*ation
++) Dour fello" employees ha*e a terrible "ork situation. 3hey "ork in an old, run>do"n building "ith an antiquated heating system. 3he "ork itself is tedious and the super*isor is rarely a*ailable and only sho"s up to gi*e reprimands for production shortfalls. Aobody has recei*ed a promotion in t"o years. 3he "ork is boring, repetitious, and unre"arding. Dou ha*e decided to try to apply 6er0berg)s t"o>factor theory. Dou decide that your first :ob should be to remedy the hygiene factors. Which are they( A) "orking conditions B) intrinsic re"ards C) recognition ) ad*ancement !) reprimands Ans"er# A iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills +1) Dour fello" employees ha*e a terrible "ork situation. 3hey "ork in an old, run>do"n building "ith an antiquated heating system. 3he "ork itself is tedious and the super*isor is rarely a*ailable and only sho"s up to gi*e reprimands for production shortfalls. Aobody has recei*ed a promotion in t"o years. 3he "ork is boring, repetitious, and unre"arding. Dou ha*e decided to try to apply 6er0berg)s t"o>factor theory. Which of the follo"ing statements "ould likely be true( A) When the "orking conditions are impro*ed, employees "ill be satisfied. B) 3he relationship "ith the super*isor is a moti*ation factor. C) ?i'ing the conditions that make the employees dissatisfied "ill not make them satisfied > only not dissatisfied. ) !mployees are dissatisfied due to lack of recognition. !) 3he ma:or reason for dissatisfaction is probably the nature of the "ork itself. Ans"er# C iff# + %age &ef# ;; 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills
+7) Dour fello" employees ha*e a terrible "ork situation. 3hey "ork in an old, run>do"n building "ith an antiquated heating system. 3he "ork itself is tedious and the super*isor is rarely a*ailable and only sho"s up to gi*e reprimands for production shortfalls. Aobody has recei*ed a promotion in t"o years. 3he "ork is boring, repetitious, and unre"arding. Dou ha*e decided to try to apply 6er0berg)s t"o>factor theory. What "ould be the action that could be taken that "ould probably most moti*ate the employees( A) impro*ement in "orking conditions B) fi'ing the heating system C) recei*ing recognition for a :ob "ell done ) ha*ing the super*isor Bhang aroundB more to closely monitor their "ork !) a greater reliance on punishment for poor performance Ans"er# C iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills +;) What continuum in the t"o>factor theory is influenced by the hygiene factors( A) no dissatisfaction to dissatisfaction B) no dissatisfaction to satisfaction C) satisfaction to no satisfaction ) satisfaction to dissatisfaction !) dissatisfaction to e'it beha*ior Ans"er# A iff# + %age &ef# ;; 3opic# !arly 3heories of 9oti*ation +=) Which of the follo"ing is a not a criticism of the t"o>factor theory( A) Ao o*erall measure of satisfaction is utili0ed. B) 3he research methodology does not e'amine producti*ity. C) 3he theory is inconsistent "ith pre*ious research and lacks broad appeal. ) 3he system used by raters is too rigid and not open to interpretation. !) 6e assumed a strong relationship bet"een satisfaction and producti*ity, but the research methodology e'amined only satisfaction. Ans"er# C iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation +.) 9cClelland)s theory of needs concentrates on "hich three needs( A) achie*ement, reali0ation and acceptance B) achie*ement, po"er and affiliation C) po"er, acceptance and confirmation ) affiliation, control and reali0ation !) control, status and relationships Ans"er# B iff# 1 %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation
+-) 6o" does 9cClelland define the need for affiliation( A) dri*e to e'cel, to stri*e to succeed. B) need to make others beha*e in a no*el "ay C) desire for friendship and close interpersonal relationships ) same as 9aslo")s social need !) all of the abo*e Ans"er# C iff# $ %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation 1/) Gasmine is trying to gain control of her department. Although she "ill be greatly compensated if she achie*es this aim, and "ill gain control o*er many subordinates, the main reason she is pursuing this position is that she thinks she can do the :ob better than her predecessors and "ants people to kno" that this is so. What need "ould 9cClelland say primarily dri*es Gasmine in this case( A) the need for control B) the need for success C) the need for attainment ) the need for influence !) the need for po"er Ans"er# ! iff# + %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation 11) Who proposed that there are three ma:or rele*ant moti*es, or needs, that dri*e one)s beha*ior in the "orkplace( A) 9cClelland B) Alderfer C) 6er0berg ) 9aslo" !) Wittenbaum Ans"er# A iff# $ %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation 1$) According to 9cClelland, "hat is the need to make others beha*e in a "ay that they "ould not ha*e beha*ed other"ise( A) the need for po"er B) the need for achie*ement C) the need for affiliation ) the need for control !) the need for social *alidation Ans"er# A iff# 1 %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation
1+) According to 9cClelland, indi*iduals "ho ha*e a desire to e'cel and to succeed are high in A) the need for po"er. B) the need for achie*ement. C) the need for moti*ation. ) the need for affiliation. !) the need for social *alidation. Ans"er# B iff# $ %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation 11) Which of 9aslo")s needs best appro'imates 9cClelland)s need for achie*ement( A) esteem B) self>actuali0ation C) social ) physiological !) gratification Ans"er# B iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills 17) Dou manage a department of fi*e employees. Dou ha*e identified that Goe scores high in the need for achie*ement, 9ary scores high in the need for po"er, and 3im scores high in the need for affiliation. <arah scored high in the need for po"er and lo" in the need for affiliation. oug scores lo" in both need for po"er and need for affiliation. Which employee "ould be best suited to a challenging ne" assignment "here they "ould recei*e rapid feedback( A) Goe B) 9ary C) 3im ) <arah !) oug Ans"er# A iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills
1;) Dou manage a department of fi*e employees. Dou ha*e identified that Goe scores high in the need for achie*ement, 9ary scores high in the need for po"er, and 3im scores high in the need for affiliation. <arah scored high in the need for po"er and lo" in the need for affiliation. oug scores lo" in both need for po"er and need for affiliation. Which employee "ould be best suited as a mentor to ne" employees "ith a chance to de*elop friendships( A) Goe B) 9ary C) 3im ) <arah !) oug Ans"er# C iff# 1 %age &ef# ;= 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills 1=) A manager "ishes to moti*ate a sales employee "ho is a high achie*er. According to 9cClelland, "hich of the follo"ing sales territories should be assigned to such a salesperson( A) one "here he is loosely controlled and he is certain to meet his sales targets B) one "here he recei*es rapid feedback and the probability of success in meeting his sales targets is .7 C) one "here he is loosely controlled and there is a moderate chance he "ill e'ceed his sales targets ) one "here he is closely controlled and there is a small chance he "ill greatly e'ceed his sales targets !) one "here he is loosely controlled and there is a small chance he "ill greatly e'ceed his sales targets Ans"er# B iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills 1.) According to 9cClelland, an indi*idual "ho stri*es for personal achie*ement rather than the re"ards of success per se, probably "ould ha*e high need for ________. A) achie*ement B) affiliation C) po"er ) esteem !) lo*e Ans"er# A iff# 1 %age &ef# ;= 3opic# !arly 3heories of 9oti*ation
1-) Dou are super*ising a team leader "ho has a high need for achie*ement. 6e is in charge of training employees to use a ne" phone system. According to 9cClelland, "hich of the follo"ing courses of action "ill best ensure this employee stays moti*ated in his task( A) 3rust him to do the :ob independently, and do not gi*e feedback until the pro:ect is completed. B) 3rust him to do the :ob independently, and do not gi*e any feedback unless it is asked for. C) 3rust him to do the :ob independently, but do not fail to pro*ide plenty of feedback. ) Closely super*ise him, and pro*ide moderate amounts of feedback. !) Closely super*ise him and pro*ide a great deal of feedback. Ans"er# C iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills 7/) 3he need for ________ identified by 9cClelland has recei*ed the most attention from researchers. A) achie*ement B) affiliation C) po"er ) esteem !) belongingness Ans"er# A iff# $ %age &ef# ;= 3opic# !arly 3heories of 9oti*ation 71) 5ndi*iduals "ith a high need to achie*e prefer all of the follo"ing e'cept ________. A) :ob situations "ith a high degree of personal responsibility B) a high degree of risk C) o*ercoming obstacles ) feedback !) personal empo"erment Ans"er# B iff# $ %age &ef# ;= 3opic# !arly 3heories of 9oti*ation 7$) Which of the follo"ing appears to be the combination of needs found in the best managers( A) high nAch, high nPow B) high nAch, lo" nPow C) high nPow, lo" nAff ) lo" nPow, high nAff !) lo" nAff, high nAch Ans"er# C iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation
7+) 3he issue of "hether or not intrinsic and e'trinsic moti*ators are independent is considered in "hich theory( A) e'pectancy B) reinforcement C) equity ) cogniti*e e*aluation !) t"o>factor Ans"er# iff# $ %age &ef# ;=>;. 3opic# Contemporary 3heories of 9oti*ation 71) Cogniti*e e*aluation theory suggests that "hich of the follo"ing "ould not ser*e to increase an employee)s moti*ation( A) base pay on performance B) praise good performance C) make the "ork interesting ) support employee de*elopment !) pro*ide *erbal re"ards Ans"er# A iff# + %age &ef# ;=>;. 3opic# Contemporary 3heories of 9oti*ation 77) According to the goal>setting theory of moti*ation, highest performance is reached "hen goals are set to "hich le*el( A) impossible but inspirational B) difficult but attainable C) slightly beyond a person)s actual potential ) Bdo your bestB !) easily attained Ans"er# B iff# $ %age &ef# ;3opic# Contemporary 3heories of 9oti*ation 7;) eborah "orks for a ,.<.>based firm "ith e'tensi*e business interests in Eatin America. eborah has successfully used goal>setting theory in her efforts to moti*ate her ,.<. employees. When she tries to use it on her Chilean employees, she has much poorer results. Why is this probably so( A) Eanguage difference makes it *ery difficult to translate the necessary concepts into <panish. B) @oal setting theory is culture>bound. C) Chilean employees tend to score high on measures of the need for achie*ement. ) 3he goals the "orkers in Chile must reach are substantially simpler than those her ,.<. employees must reach. !) <he publicly announced the goals she "anted her Chilean "orkers to reach. Ans"er# B iff# + %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
7=) 9B8 emphasi0es translating o*erall organi0ational ob:ecti*es into ________. A) capital gains B) specific ob:ecti*es for organi0ational units and indi*idual members C) operational units ) terms that the indi*idual "orker can understand and accept !) personal gain Ans"er# B iff# 1 %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation 7.) Who sets 9B8 ob:ecti*es( A) the boss B) the boss and immediate subordinates C) they are set :ointly by superior and subordinate ) the employees performing the task in question !) each "orking di*ision in cooperation "ith management Ans"er# C iff# 1 %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation 7-) What sort of goals does 9anagement By 8b:ecti*es I9B8) emphasi0e( A) tangible, *erifiable and measurable B) achie*able, controllable and profitable C) inspirational, teachable and creati*e ) challenging, emotional and constructi*e !) hierarchical, attainable and effecti*e Ans"er# A iff# $ %age &ef# =/>=1 3opic# Contemporary 3heories of 9oti*ation ;/) What does 9B8 pro*ide for the indi*idual employee( A) specific personal performance ob:ecti*es B) precise :ob descriptions C) e'plicit task ob:ecti*es ) clear direction and purpose !) higher salaries Ans"er# A iff# $ %age &ef# =/>=1 3opic# Contemporary 3heories of 9oti*ation
;1) Which of the follo"ing is an e'ample of an 9B8 ob:ecti*e( A) ecrease payroll costs in the accounting department by ;H o*er the ne't ; months. B) 9oderni0e outdated equipment. C) 3rain employees to use ne" in*oicing soft"are. ) 5mpro*e customer ser*ice. !) 5ncrease employee satisfaction. Ans"er# A iff# $ %age &ef# =/>=1 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills ;$) Which of the follo"ing is not an ingredient common to all 9B8 programs( A) an e'plicit time period B) participati*e decision making C) consistent monetary re"ards ) performance feedback !) goal specificity Ans"er# C iff# 1 %age &ef# =/>=1 3opic# Contemporary 3heories of 9oti*ation ;+) What is the term used for an indi*idual)s personal e*aluation of their ability to perform( A) e'pectancy B) autonomy C) self>efficacy ) task identity !) auto>discrimination Ans"er# C iff# 1 %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation ;1) All of the follo"ing are "ays to increase self>efficacy !2C!%3 A) arousal B) *icarious modeling C) *erbal persuasion ) enacti*e mastery !) focused training Ans"er# ! iff# $ %age &ef# =$ 3opic# Contemporary 3heories of 9oti*ation
;7) 5n equity theory, indi*iduals assess the ________. A) cost>benefit ratio B) efficiency>effecti*eness trade>off C) quantity>quality trade>off ) outcome>input ratio for themsel*es as compared to others !) pareto efficient outcome Ans"er# iff# $ %age &ef# =+ 3opic# Contemporary 3heories of 9oti*ation ;;) When people percei*e an imbalance in their outcome>input ratio relati*e to others, ________. A) reinforcement theory is imbalanced B) e'pectancy theory is *iolated C) equity tension is created ) distributi*e :ustice is questioned !) they seek to mo*e to another position of authority Ans"er# C iff# $ %age &ef# =+ 3opic# Contemporary 3heories of 9oti*ation ;=) Dou graduated from college t"o years ago and began "orking at 6ampstead !lectronics. Dou ha*e recei*ed good performance e*aluations and a raise. Dou :ust found out that a recent college graduate "ith no e'perience has been hired at a higher salary than you are no" making. Which of the follo"ing "ill you probably use to e*aluate this situation( A) equity B) e'pectancy C) goal setting ) reinforcement !) self>enhancement Ans"er# A iff# $ %age &ef# =+ 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills
;.) Dou graduated from college t"o years ago and began "orking at 6ampstead !lectronics. Dou ha*e recei*ed good performance e*aluations and a raise. Dou :ust found out that a recent college graduate "ith no e'perience has been hired at a higher salary than you are no" making. Dour referent comparison Ithe recent college graduate) for equity theory is termed ________. A) self>inside B) self>outside C) other>inside ) other>outside !) inside>outside Ans"er# C iff# + %age &ef# =+ 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills ;-) Dou graduated from college t"o years ago and began "orking at 6ampstead !lectronics. Dou ha*e recei*ed good performance e*aluations and a raise. Dou :ust found out that a recent college graduate "ith no e'perience has been hired at a higher annual salary than you are no" making. 6o" can your beha*ior at "ork be predicted to change( A) Dou "ill "ork harder. B) Dou "ill call in sick more often. C) Dou "ill ackno"ledge that the ne" person hired is "orth more. ) Dou "ill not "ork so hard. !) Dou "ill act to undermine the ne" employee. Ans"er# iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills =/) Games is an employee "hose :ob it is to proofread legal documents. 6e is paid by the number of documents that he proofs. 6e disco*ers that he is paid substantially more than his colleagues, e*en though their :obs and performances are *ery similar. What is likely to be his reaction to this disco*ery according to equity theory( A) 3he quantity of documents he proofreads "ill decrease. B) 3he quality of documents he proofreads "ill decrease. C) 3he quality of documents he proofreads "ill increase. ) 6e "ill seek a position "ithin the company commensurate "ith his pay. !) 3here "ill be no effect. Ans"er# C iff# + %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills
=1) What "ould be the predicted result of underpaying a piece>rate "orker, according to equity theory( A) Nuality "ill increase. B) Nuantity "ill increase "hile quality "ill decrease. C) Nuality "ill decrease. ) 3here "ill be no effect. !) 3he employee "ill seek a higher "age. Ans"er# B iff# + %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation =$) Contemporary research in equity theory focuses on ________ :ustice. A) interpersonal B) distributi*e C) organi0ational ) procedural !) interactional Ans"er# C iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation =+) !quity theory historically focused on ________ :ustice. A) procedural B) distributi*e C) interpersonal ) organi0ational !) interactional Ans"er# B iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation =1) @loria thinks that she is paid less than other "orkers in her di*ision and feels e'tremely resentful. <he starts taking long breaks and generally "asting time. 6er actions "ere a result of her percei*ing "hat kind of in:ustice( A) interacti*e B) interpersonal C) procedural ) distributi*e !) interactional Ans"er# iff# 1 %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills
=7) Gessica belie*es that she recei*ed an appropriate salary increase this year but she does not belie*e that the company)s methods for determining salary increases "ere fair. <he belie*es that there is a problem "ith the firm)s ________ :ustice. A) interpersonal B) distributi*e C) equity ) procedural !) outcome Ans"er# iff# + %age &ef# =7 3opic# Contemporary 3heories of 9oti*ation =;) %eople "ho percei*e that they are *ictims of interactional in:ustice tend to blame their immediate super*isor rather than the organi0ation at large. Why is this( A) 5nteractional :ustice or in:ustice is intimately tied to the con*eyer of the information. B) 5nteractional in:ustice can only occur during face>to>face encounters. C) When people are not treated "ith respect, they tend to retaliate against those closest to hand. ) 5nteractional in:ustice is in the eyes of those "ho percei*e they are disrespected. !) 5nteractional in:ustice is most often the result of impersonal policies of the organi0ation. Ans"er# A iff# $ %age &ef# =7>=; 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills ==) %rocedural :ustice relates most strongly to A) :ob satisfaction. B) employee trust. C) citi0enship beha*iors. ) :ob performance. !) all of the abo*e Ans"er# ! iff# $ %age &ef# =7>=; 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =.) What theory attempts to measure the strength of one)s e'pectations and predict moti*ation( A) !'pectancy theory B) !quity theory C) @oal setting theory ) !&@ theory !) <urberist theory Ans"er# A iff# $ %age &ef# =;>== 3opic# Contemporary 3heories of 9oti*ation
=-) 3he degree to "hich an indi*idual belie*es that performing at a particular le*el "ill generate a desired outcome is defined by e'pectancy theory as "hat kind of relationship. A) performance>re"ard B) effort>performance C) re"ard>personal goal ) effort>satisfaction !) agent>actor Ans"er# A iff# $ %age &ef# == 3opic# Contemporary 3heories of 9oti*ation ./) Which of the follo"ing is one of the relationships proposed in e'pectancy theory( A) re"ard>satisfaction relationship B) satisfaction>performance relationship C) re"ards>personal goals relationship ) effort>satisfaction relationship !) performance>achie*ement relationship Ans"er# C iff# $ %age &ef# == 3opic# Contemporary 3heories of 9oti*ation .1) 6elen is an office "orker "ho processes health insurance forms. <he has "orked at her present :ob for three years. 5nitially she "as critici0ed by her super*isor for sloppy "ork, but in the months after that she impro*ed considerably. Ao" she consistently processes her forms "ithout errors and abo*e quota. 6o"e*er she has found her super*isor has not responded to the e'tra effort she puts in, gi*ing her no praise and no financial re"ard. 6elen "ill most likely percei*e that there is a problem in "hich of the follo"ing relationships( A) re"ards>personal goals B) performance>re"ard C) effort>performance ) re"ards>effort !) performance>achie*ement Ans"er# B iff# $ %age &ef# == 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills
.$) According to e'pectancy theory, the degree to "hich organi0ational re"ards satisfy an indi*idual)s personal goals or needs and the attracti*eness of those potential re"ards for the indi*idual is kno"n as "hat sort of relationship. A) performance>re"ard B) effort>performance C) re"ards>personal goals ) effort>satisfaction !) performance>achie*ement Ans"er# C iff# $ %age &ef# == 3opic# Contemporary 3heories of 9oti*ation .+) 9ost current moti*ation theories ha*e a strong emphasis on indi*idualism and goal accomplishment. Why is this( A) 3hey "ere de*eloped in the ,nited <tates by Americans. B) 3hese are the traits needed to successfully moti*ate people. C) &esearchers tend to concentrate on those traits that are easiest to quantify. ) 9oti*ation theory relies on the study of personality traits to understand "hat dri*es people. !) 3hese are the t"o traits that are most distinct in most people "orld"ide. Ans"er# A iff# + %age &ef# =. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) Which of the follo"ing moti*ation concepts clearly has an American bias( A) need for po"er B) need for affiliation C) need for achie*ement ) social needs !) need for association Ans"er# C iff# $ %age &ef# =. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .7) Which of the follo"ing desires "ould most likely be common to a "orker in China, Australia, Kenya, Canada and Ku"ait( A) interesting "ork B) higher pay C) more fle'ibility ) telecommuting options !) ad*ancement Ans"er# A iff# $ %age &ef# =. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
.;) 9oti*ation is a personality trait. Ans"er# ?AE<! iff# $ %age &ef# ;$ 3opic# efining 9oti*ation .=) Eeadership is the processes that accounts for an indi*idual)s intensity, direction, and persistence of effort to"ard attaining a goal. Ans"er# ?AE<! iff# $ %age &ef# ;$ 3opic# efining 9oti*ation ..) 6igh intensity is unlikely to lead to fa*orable :ob>performance outcomes unless the effort is channeled in a direction that benefits the organi0ation. Ans"er# 3&,! iff# $ %age &ef# ;$>;+ 3opic# efining 9oti*ation .-) 3he persistence dimension of moti*ation is a measure of ho" long a person can maintain effort. Ans"er# 3&,! iff# 1 %age &ef# ;+ 3opic# efining 9oti*ation -/) 3he early theories of moti*ation are most used by practicing managers. Ans"er# 3&,! iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation -1) According to 9aslo", a need that is essentially satisfied no longer moti*ates. Ans"er# 3&,! iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation -$) !steem is considered a lo"er>order need. Ans"er# ?AE<! iff# $ %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation -+) 6igher>order needs are satisfied e'ternally, "hereas lo"er>order needs are predominantly satisfied internally. Ans"er# ?AE<! iff# + %age &ef# ;+ 3opic# !arly 3heories of 9oti*ation
-1) &esearch acti*ely *alidates 9aslo")s hierarchy of needs theory. Ans"er# ?AE<! iff# 1 %age &ef# ;+>;1 3opic# !arly 3heories of 9oti*ation -7) An assumption of 3heory D is that people are inherently la0y. Ans"er# ?AE<! iff# 1 %age &ef# ;1 3opic# !arly 3heories of 9oti*ation -;) 3heory 2 assumes that human beings *ie" "ork as being as natural as play. Ans"er# ?AE<! iff# $ %age &ef# ;1 3opic# !arly 3heories of 9oti*ation -=) 9c@regor referred to the positi*e assumptions about human beings as 3heory D. Ans"er# 3&,! iff# $ %age &ef# ;1 3opic# !arly 3heories of 9oti*ation -.) 3heory 2 assumes that higher>order needs dominate indi*iduals. Ans"er# ?AE<! iff# $ %age &ef# ;1 3opic# !arly 3heories of 9oti*ation --) 9aslo" proposed a t"o>factor theory, suggesting that intrinsic :ob factors moti*ate, "hereas e'trinsic factors only maintain and placate employees. Ans"er# ?AE<! iff# $ %age &ef# ;7 3opic# !arly 3heories of 9oti*ation 1//) According to 6er0berg, the opposite of BsatisfactionB is Bdissatisfaction.B Ans"er# ?AE<! iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation 1/1) According to 6er0berg, some factors lead to satisfaction, and if you remo*e these factors you create dissatisfaction. Ans"er# ?AE<! iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation 1/$) According to 6er0berg, pay strongly moti*ates. Ans"er# ?AE<! iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation
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1/+) 6er0berg)s t"o>factor theory has not been "ell supported in the literature. Ans"er# 3&,! iff# $ %age &ef# ;; 3opic# !arly 3heories of 9oti*ation 1/1) 9cClelland)s theory of needs contains a frustration>regression dimension. Ans"er# ?AE<! iff# $ %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation 1/7) A dri*e to succeed "ould be described by 9cClelland as a need for achie*ement. Ans"er# 3&,! iff# $ %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation 1/;) 6igh achie*ers attempt the most difficult goals because once achie*ed, they gain more recognition. Ans"er# ?AE<! iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation 1/=) 5ndi*iduals "ith a high need to achie*e prefer :ob situations "ith personal responsibility, feedback, and an intermediate degree of risk. Ans"er# 3&,! iff# $ %age &ef# ;= 3opic# !arly 3heories of 9oti*ation 1/.) !*idence indicates that high achie*ers make good managers. Ans"er# ?AE<! iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation 1/-) !*idence indicates that the best managers are high in n%o" and lo" in nAff. Ans"er# 3&,! iff# + %age &ef# ;= 3opic# !arly 3heories of 9oti*ation 11/) &esearch sho"s that contemporary theories of moti*ation are generally more *alid than the early theories of moti*ation. Ans"er# 3&,! iff# $ %age &ef# ;= 3opic# Contemporary 3heories of 9oti*ation
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111) When e'trinsic re"ards are gi*en to someone for performing an interesting task, it causes intrinsic interest in the task itself to decline. Ans"er# 3&,! iff# + %age &ef# ;=>;. 3opic# Contemporary 3heories of 9oti*ation 11$) Cogniti*e e*aluation theory is concerned "ith "hether indi*iduals percei*e that re"ards are distributed fairly. Ans"er# ?AE<! iff# $ %age &ef# ;=>;. 3opic# Contemporary 3heories of 9oti*ation 11+) According to the cogniti*e e*aluation theory, pay should not be directly related to :ob performance. Ans"er# ?AE<! iff# + %age &ef# ;. 3opic# Contemporary 3heories of 9oti*ation 111) !*idence gathered about the cogniti*e e*aluation theory leads us to belie*e that e'trinsic and intrinsic re"ards are independent. Ans"er# ?AE<! iff# + %age &ef# ;. 3opic# Contemporary 3heories of 9oti*ation 117) According to goal>setting theory, a generali0ed goal "ill produce a high le*el of output. Ans"er# ?AE<! iff# $ %age &ef# ;3opic# Contemporary 3heories of 9oti*ation 11;) !'ternal feedback has been sho"n to be a more po"erful moti*ator than self>generated feedback. Ans"er# ?AE<! iff# $ %age &ef# ;->=/ 3opic# Contemporary 3heories of 9oti*ation 11=) ifficult goals moti*ate us more than easy ones since they direct our attention to the task and a"ay from irrele*ant distractions. Ans"er# 3&,! iff# $ %age &ef# ;3opic# Contemporary 3heories of 9oti*ation 11.) %articipati*ely set goals ha*e been clearly sho"n to elicit impro*ed performance. Ans"er# ?AE<! iff# + %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation
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11-) @oal>setting theory is culture>boundF it is "ell adapted to countries like the ,nited <tates and Canada. Ans"er# 3&,! iff# $ %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation 1$/) 3he goals>performance relationship is influenced by feedback, goal commitment, task characteristics, and national culture. Ans"er# 3&,! iff# + %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation 1$1) &esearch indicates that goal>setting theory "orks equally "ell on all tasks. Ans"er# ?AE<! iff# $ %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation 1$$) 9B8 "orks from the Bbottom upB rather than from the Btop do"n.B Ans"er# ?AE<! iff# 1 %age &ef# =/ 3opic# Contemporary 3heories of 9oti*ation 1$+) <elf>efficacy refers to an indi*idual)s belief that he or she is capable of performing a task. Ans"er# 3&,! iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation 1$1) @oal>setting theory and self>efficacy theory compete "ith one another. Ans"er# ?AE<! iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation 1$7) !quity theory proposes that equity tension is the negati*e tension state that pro*ides the moti*ation to do something to correct it. Ans"er# 3&,! iff# $ %age &ef# =+ 3opic# Contemporary 3heories of 9oti*ation 1$;) 5n equity theory, if percei*ed outcomes and inputs are not balanced, an indi*idual "ill make certain ad:ustments to correct the imbalance. Ans"er# 3&,! iff# $ %age &ef# =+ 3opic# Contemporary 3heories of 9oti*ation
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1$=) &esearch sho"s that in equity theory men prefer same>se' comparisons but "omen do not. Ans"er# ?AE<! iff# + %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation 1$.) 5f you pay an indi*idual an hourly rate, according to the equity theory, o*erpaying this indi*idual "ill result in more output. Ans"er# 3&,! iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation 1$-) ,nderpayment and o*erpayment, according to equity theory, tend to produce similar reactions to correct the inequities. Ans"er# ?AE<! iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation 1+/) 5t is possible for an employee to percei*e in:ustice e*en if the amount and allocation of re"ards among indi*iduals is percei*ed as fair. Ans"er# 3&,! iff# $ %age &ef# =1>=7 3opic# Contemporary 3heories of 9oti*ation 1+1) istributi*e :ustice refers to the percei*ed fairness of the process used to determine the distribution of re"ards. Ans"er# ?AE<! iff# $ %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation 1+$) 5nteractional :ustice is the indi*idual)s perception of the degree to "hich he or she is treated "ith dignity, concern, and respect. Ans"er# 3&,! iff# $ %age &ef# =; 3opic# Contemporary 3heories of 9oti*ation 1++) 3o promote fairness in the "orkplace, managers should consider openly sharing information on ho" allocation decisions are made. Ans"er# 3&,! iff# $ %age &ef# =; 3opic# Contemporary 3heories of 9oti*ation 1+1) Currently, one of the most "idely accepted e'planations of moti*ation is Jroom)s e'pectancy. Ans"er# 3&,! iff# 1 %age &ef# =; 3opic# Contemporary 3heories of 9oti*ation
1+7) 9any employees see the performance>re"ard relationship in their :ob as "eak. Ans"er# 3&,! iff# $ %age &ef# == 3opic# Contemporary 3heories of 9oti*ation 1+;) 5n e'pectancy theory, the strength of a person)s moti*ation to perform depends in part on ho" strongly he belie*es he can achie*e "hat he attempts. Ans"er# 3&,! iff# $ %age &ef# == 3opic# Contemporary 3heories of 9oti*ation 1+=) 3he e'pectancy theory is a contingency model. Ans"er# 3&,! iff# 1 %age &ef# == 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills 1+.) 9ost moti*ation theories "ere de*eloped in the ,nited <tates by Americans and about Americans. Ans"er# 3&,! iff# 1 %age &ef# =. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) 9aslo")s hierarchy of needs theory aligns "ith Gapanese culture. Ans"er# ?AE<! iff# $ %age &ef# =. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11/) !*idence suggests that in collecti*ist cultures, employees e'pect re"ards to reflect their indi*idual needs as "ell as their performance. Ans"er# 3&,! iff# $ %age &ef# =. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
111) escribe 9aslo")s hierarchy of needs. Ans"er# 9aslo")s hierarchy of needs hypothesi0ed that "ithin e*ery human being there e'ists a hierarchy of fi*e needs. 3he physiological needs include hunger, thirst, shelter, se', and other bodily needs. <afety includes security and protection from physical and emotional harm. <ocial includes affection, belongingness, acceptance, and friendship. !steem includes internal esteem factors such as self>respect, autonomy, and achie*ementF and e'ternal esteem factors such as status, recognition, and attention. <elf>actuali0ation is the dri*e to become "hat one is capable of becomingF includes gro"th, achie*ing one)s potential, and self>fulfillment. As each of these needs becomes substantially satisfied, the ne't need becomes dominant. <o if you "ant to moti*ate someone, according to 9aslo", you need to understand "hat le*el of the hierarchy that person is currently on and focus on satisfying those needs at or abo*e that le*el. %age &ef# ;+>;1 3opic# !arly 3heories of 9oti*ation 11$) What assumptions are held by a 3heory D manager( Ans"er# 3he 3heory D manager assumes employees can *ie" "ork as being as natural as rest or playF people "ill e'ercise self>direction and self>control if they are committed to the ob:ecti*esF the a*erage person can learn to accept, e*en seek, responsibilityF and the ability to make inno*ati*e decisions is "idely dispersed throughout the population and is not necessarily the sole pro*ince of those in management positions. %age &ef# ;1 3opic# !arly 3heories of 9oti*ation 11+) According to 6er0berg)s 3"o>?actor 3heory, ho" might a manager moti*ate employees( Ans"er# According to 6er0berg, the factors leading to :ob satisfaction are separate and distinct from those that lead to :ob dissatisfaction. 3herefore, managers "ho seek to eliminate factors that can create :ob dissatisfaction may bring about peace but not necessarily result in moti*ation, conditions surrounding the :ob such as quality of super*ision, pay, company policies, physical "orking conditions, relations "ith others, and :ob security "ere characteri0ed by 6er0berg as hygiene factors. When they are adequate, people "ill not be dissatisfiedF neither "ill they be satisfied. 5f "e "ant to moti*ate people on their :obs, 6er0berg suggested emphasi0ing factors associated "ith the "ork itself or to outcomes directly deri*ed from it, such as promotional opportunities, opportunities for personal gro"th, recognition, responsibility, and achie*ement. 3hese are the characteristics that people find intrinsically re"arding. %age &ef# ;; 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills
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111) iscuss 9cClelland)s 3heory of Aeeds. What predictions can be made based on the relationship bet"een the achie*ement need and :ob performance( Ans"er# 9cClelland)s theory of needs focuses on three needs# achie*ement, po"er, and affiliation. 3he need for achie*ement is the dri*e to e'celF to achie*e in relation to a set of standardsF and to stri*e to succeed. 3he need for po"er is the need to make others beha*e in a "ay that they "ould not ha*e beha*ed other"ise. 3he need for affiliation is the desire for friendly and close interpersonal relationships. 5ndi*iduals "ith a high need to achie*e prefer :ob situations "ith personal responsibility, feedback, and an intermediate degree of risk. When these characteristics are pre*alent, high achie*ers "ill be strongly moti*ated. 3he e*idence consistently demonstrates, for instance, that high achie*ers are successful in entrepreneurial acti*ities such as running their o"n businesses and managing a self>contained unit "ithin a large organi0ation. A high need to achie*e does not necessarily lead to being a good manager, especially in large organi0ations. %eople "ith a high achie*ement need are interested in ho" "ell they do personally and not in influencing others to do "ell. !mployees ha*e been successfully trained to stimulate their achie*ement need. <o if a :ob calls for a high achie*er, management can select a person "ith a high need for achie*ement or de*elop its o"n candidate through achie*ement training. %age &ef# ;;>;= 3opic# !arly 3heories of 9oti*ation AA<CB 3ag# Analytic <kills 117) !'plain cogniti*e e*aluation theory. Ans"er# Cogniti*e e*aluation theory proposes that the introduction of e'trinsic re"ards, such as pay, for "ork effort that had been pre*iously intrinsically re"arding due to the pleasure associated "ith the content of the "ork itself "ould tend to decrease the o*erall le*el of moti*ation. Cogniti*e e*aluation theory argues that "hen e'trinsic re"ards are used by organi0ations as payoffs for superior performance, the intrinsic re"ards, "hich are deri*ed from indi*iduals doing "hat they like, are reduced. 3hat is, the e'trinsic re"ards can cause intrinsic interest in the task itself to decline. %age &ef# ;=>;. 3opic# Contemporary 3heories of 9oti*ation
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11;) iscuss goal>setting theory and its implications for managers. Ans"er# @oal>setting theory proposed that intentions to "ork to"ard a goal are a ma:or source of "ork moti*ation. @oals tell an employee "hat needs to be done and ho" much effort "ill need to be e'pended. 3he e*idence strongly supports the *alue of goals. 5t sho"s that specific goals increase performanceF that difficult goals, "hen accepted, result in higher performance than do easy goalsF and that feedback leads to higher performance than does nonfeedback. <pecific, challenging goals produce a higher le*el of output than does the generali0ed goal of Bdo your best.B 3he specificity of the goal itself acts as an internal stimulus. 3he more difficult the goals, the higher the le*el of performance. 6o"e*er, it)s logical to assume that easier goals are more likely to be accepted. But once an employee accepts a hard task, he or she "ill e'ert a high le*el of effort until it is achie*ed, lo"ered, or abandoned. %eople "ill do better "hen they get feedback on ho" "ell they are progressing to"ard their goals because feedback helps to identify discrepancies bet"een "hat they ha*e done and "hat they "ant to doF that is, feedback acts to guide beha*ior. @oal>setting theory presupposes that an indi*idual is committed to the goals, that is, is determined not to lo"er or abandon the goal "hen the goal is made public, "hen the indi*idual has an internal locus of control, and "hen the goal is self>set rather than assigned. @oal>setting has also been found to be culture bound. 5t is "ell adapted to countries like the ,nited <tates and Canada. %age &ef# ;->=/ 3opic# Contemporary 3heories of 9oti*ation 11=) What is self>efficacy( 6o" does it relate to goal setting theory( Ans"er# <elf>efficacy refers to an indi*idual)s belief that he or she is capable of performing a task. 3he higher your self>efficacy, the more confidence you ha*e in your ability to succeed in a task. 5ndi*iduals high in self>efficacy seem to respond to negati*e feedback "ith increased effort and moti*ation, "hile those lo" in self>efficacy are likely to lessen their effort "hen gi*en negati*e feedback. @oal setting theory and self>efficacy theory complement each other. <etting difficult goals for people communicates confidence. When indi*iduals are more confident in themsel*es Ihigher self>efficacy), they set higher personal goals, causing them to perform better. %age &ef# =1 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# Analytic <kills
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11.) iscuss equity theory. 5nclude the concepts of equity tension and referent comparisons. Ans"er# !mployees make comparisons of their :ob inputs and outcomes relati*e to those of others. We percei*e "hat "e get from a :ob situation in relation to "hat "e put into it, and then "e compare out outcome>input ratio "ith the outcome>input ratio of rele*ant others. 5f "e percei*e our ratio to be equal to that of the rele*ant others "ith "hom "e compare oursel*es, a state of equity is said to e'ist. We percei*e our situation as fair. !quity tension arises "hen "e percei*e that this is not the case. When "e see oursel*es as under>re"arded, the tension creates angerF "hen o*er>re"arded, the tension creates guilt. 3his negati*e state pro*ides the moti*ation to do something to correct it. 3he referent that an employee selects adds to the comple'ity of equity theory. 3he four referent comparisons that an employee can use are comparisons to ho" that employee has been treated in the past in both the company he or she currently "orks for and in similar situations outside the companyIthe self>inside and the self>outside) and comparisons to others both "ithin the company he or she currently "orks for and outside the company Ithe other>inside and the other>outside). %age &ef# =+>=1 3opic# Contemporary 3heories of 9oti*ation 11-) iscuss distributi*e :ustice and procedural :ustice. !'plain ho" managers can use these concepts. Ans"er# 6istorically, equity theory focused on distributi*e :ustice or the percei*ed fairness of the amount and allocation of re"ards among indi*iduals. But equity should also consider procedural :ustice the percei*ed fairness of the process used to determine the distribution of re"ards. 3he e*idence indicates that distributi*e :ustice has a greater influence on employee satisfaction than procedural :ustice, "hile procedural :ustice tends to affect an employee)s organi0ational commitment, trust in his or her boss, and intention to quit. As a result, managers should consider openly sharing information on ho" allocation decisions are made, follo"ing consistent and unbiased procedures, and engaging in similar practices to increase the perception of procedural :ustice. By increasing the perception of procedural fairness, employees are likely to *ie" their bosses and the organi0ation as positi*e e*en if they)re dissatisfied "ith pay, promotions, and other personal outcomes. %age &ef# =1>=; 3opic# Contemporary 3heories of 9oti*ation AA<CB 3ag# &eflecti*e 3hinking <kills 17/) What are the three relationships in Jroom)s e'pectancy theory( Ans"er# !'pectancy theory argues that the strength of a tendency to act in a certain "ay depends on the strength of an e'pectation that the act "ill be follo"ed by a gi*en outcome and on the attracti*eness of that outcome to the indi*idual. 3he theory focuses on three relationships. 3he effort>performance relationship is the probability percei*ed by the indi*idual that e'erting a gi*en amount of effort "ill lead to performance. 3he performance>re"ard relationship is the degree to "hich the indi*idual belie*es that performing at a particular le*el "ill lead to the attainment of a desired outcome. 3he re"ards>personal goals relationship is the degree to "hich organi0ational re"ards satisfy an indi*idual)s personal goals or needs and the attracti*eness of those potential re"ards for the indi*idual. %age &ef# =;>== 3opic# Contemporary 3heories of 9oti*ation
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter ? 8otivation7 @ro$ Concepts to #pplications 1) Which of the follo"ing is not one of the core :ob dimensions in the GC9 model( A) task significance B) feedback C) autonomy ) status !) skill *ariety Ans"er# iff# $ %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment $) According to the GC9, the o"ner>operator of a garage sho" performs electrical repairs, rebuilds engines, does body "ork, and interacts "ith customers "ould score ________. A) high on task identity B) high on skill *ariety C) lo" on autonomy ) lo" on task significance !) lo" on skills *ariety Ans"er# B iff# + %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment +) 5n the GC9 model, "hat three core :ob dimensions combine to create meaningful "ork( A) autonomy, task identity, and feedback B) skill *ariety, autonomy, and task significance C) skill *ariety, autonomy, and feedback ) feedback, task identity, and task significance !) skill *ariety, task identity, and task significance Ans"er# ! iff# $ %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 1) According to GC9 theory, "hich of the follo"ing results in the ma'imum internal re"ards for an indi*idual( A) "hen they are gi*en tangible re"ards B) "hen they learn that they personally ha*e performed "ell on a task that they care about C) "hen they initiate a program that enables them to "ork "ith a *ariety of like>minded colleagues ) "hen their training is reali0ed and their e'pectations are met !) "hen they are singled out for praise for successfully completing an arduous task Ans"er# B iff# + %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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7) According to the Gob Characteristics 9odel, a telemarketing employee "ho is pro*ided a list of calls to make and a standardi0ed script to follo" "ould score A) high on feedback B) lo" on task identity C) high on autonomy ) lo" on autonomy Ans"er# iff# + %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# Analytic <kills ;) According to the Gob Characteristics 9odel, the presence of the three psychological states Ikno"ledge of results, e'perienced responsibility, and e'perienced meaningfulness) "ill A) increase moti*ation B) increase performance C) decrease absenteeism ) all of the abo*e Ans"er# iff# + %age &ef# .$ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment =) According to the GC9, the links bet"een the :ob dimensions and the outcomes are moderated by ________. A) a high 9%< B) the strength of the indi*idual)s gro"th need C) a lo" score on self>esteem ) e'perienced meaningfulness of the :ob !) autonomy Ans"er# B iff# $ %age &ef# .$ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment .) According to the GC9, "hich of the follo"ing statements is A83 true( A) 3he e*idence supports the general frame"ork of the theory. B) 9anagers can bypass the comple' 9%< formula and better deri*e moti*ating potential by simply adding the characteristics. C) 3he employee)s perception of his or her "orkload compared to others may moderate the link bet"een the core :ob dimension and outcomes. ) 5f :obs score high on moti*ating potential, the likelihood of turno*er "ill be reduced. !) Gobs that are high on moti*ating potential must be high on both autonomy and task *ariety. Ans"er# ! iff# + %age &ef# .$ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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-) What is another term for cross>training( A) "ork enrichment B) :ob sharing C) "ork enlargement ) :ob enhancement !) :ob rotation Ans"er# ! iff# 1 %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 1/) What is a main strength of :ob rotation( A) 5t eliminates turno*er. B) 5t increases moti*ation. C) 5t increases producti*ity. ) 5t decreases training costs !) 5t decreases super*isor "orkload. Ans"er# B iff# + %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 11) A trucking company routinely makes all of its office staff "ork for a "eek in the "arehouse areaF loading trucks, cleaning trucks, and doing other "arehouse "ork "hich they are capable of. 3his program is an e'ample of "hich of the follo"ing( A) :ob rotation B) :ob enlargement C) :ob enrichment ) :ob sharing !) fle'time Ans"er# A iff# $ %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# Analytic <kills 1$) Which is not cited as a dra"back to :ob rotation( A) 3raining costs are increased. B) %roducti*ity is reduced. C) isruption is created. ) Gobs are eliminated. !) <uper*isors spend more time ans"ering questions. Ans"er# iff# + %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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1+) When the ticket agent at <ingapore Airlines takes on the duties of a baggage handler, he is engaged in ________. A) :ob enlargement B) :ob rotation C) *ertical loading ) participati*e management !) in*ol*ement Ans"er# B iff# $ %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 11) A company redesigns the :obs of the "orkers in accounts recei*ables, so that instead of simply billing customers, they "ill also be responsible for follo"ing up on non>payment, liaising bet"een customers and the departments billing them, and other related tasks. What term "ould best be used to describe these changes( A) :ob rotation B) :ob enlargement C) :ob enrichment ) :ob sharing !) fle'time Ans"er# B iff# $ %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# Analytic <kills 17) Which approach to putting the GC9 into practice is usually met "ith less than enthusiastic results by employees( A) :ob enlargement B) :ob rotation C) *ertical loading ) participati*e management !) in*ol*ement Ans"er# A iff# + %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 1;) 6o" do most employees react to :ob enlargement efforts( A) unqualified appro*al B) some"hat enthusiastically C) "ith a lack of enthusiasm ) "ith mi'ed emotions !) "ith *ery little reaction. Ans"er# C iff# 1 %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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1=) Gob enrichment increases the degree to "hich the "orker controls the ________. A) planning, e'ecution and e*aluation of his or her "ork B) planning, e'ecution and e*aluation of company plans C) hori0ontal integration of his or her tasks ) feedback that a "orker recei*es from his or her super*isor and peers !) e*aluation of his or her peers Ans"er# A iff# + %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 1.) Which one of the follo"ing is not one of the guidelines for enriching :obs( A) ensure employees perform one small part of a task B) establish client relationships C) open feedback channels ) combine tasks !) e'pand :obs *ertically Ans"er# A iff# + %age &ef# !'h ;>$ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# Analytic <kills 1-) 3he *ertical e'pansion of :obs is seen in ________. A) :ob rotation B) :ob enlargement C) :ob enrichment ) :ob sharing !) fle'time Ans"er# C iff# $ %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment $/) A firm introduces :ob enrichment in order to moti*ate its employees. !*idence "ould suggest that "hich of the follo"ing is the most likely result of this change( A) reduced absenteeism and turno*er costs B) lo"er fi'ed costs C) a drop in quality ) a decrease in producti*ity !) an increase in producti*ity Ans"er# A iff# + %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills
$1) Beyond redesigning the nature of the "ork itself, and in*ol*ing employees in decisions, another approach to making the "ork en*ironment more moti*ating is to alter "ork arrangements. Which of the follo"ing is designed to gi*e an employee greater control of their "ork schedule( A) fle'time B) :ob sharing C) :ob rotation ) telecommuting !) :ob enrichment Ans"er# A iff# $ %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills $$) Which of the follo"ing has not been sho"n to be a benefit of fle'time( A) reduced absenteeism B) impro*ed producti*ity C) increased meaningfulness ) increased satisfaction !) impro*ed promptness Ans"er# C iff# $ %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment $+) Allied @eneral 6ospital employs many indi*iduals and has decided to try to increase moti*ation through :ob redesign and fle'ible scheduling. Dou ha*e been hired as a consultant to help them design and implement the programs Dou are looking at fle'time and reali0e that it "ill probably "ork least "ell for "hich of the follo"ing :obs( A) insurance billing clerks B) custodial "orkers C) floor nurses ) equipment maintenance staff !) 53 personnel Ans"er# C iff# + %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills
$1) Allied @eneral 6ospital employs many indi*iduals and has decided to try to increase moti*ation through :ob redesign and fle'ible scheduling. Dou ha*e been hired as a consultant to help them design and implement the programs. 9embers of the nighttime :anitorial staff are generally lo" skilled and "ould probably be moti*ated by ________. A) :ob enrichment B) fle'ible "ork schedules C) :ob enlargement ) all of the abo*e !) none of the abo*e Ans"er# iff# $ %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills $7) What is fle'time)s ma:or dra"back( A) Aot all employees ha*e computers. B) Aot e*eryone "ants to "ork part>time. C) 5t is not applicable to e*ery :ob. ) 3ardiness increases. !) 5t is hard to find compatible employees. Ans"er# C iff# $ %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment $;) 3he "ork arrangement that allo"s t"o or more indi*iduals to split a traditional 1/>hour>a "eek :ob is ________. A) fle'time B) core hours C) telecommuting ) :ob sharing !) employee in*ol*ement Ans"er# iff# $ %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment $=) 3he "ork arrangement that doesn)t seem to be "idely adopted by employees is ________. A) fle'time B) core hours C) telecommuting ) :ob sharing !) employee in*ol*ement Ans"er# iff# $ %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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$.) Which of the follo"ing is a :ob that does not lend itself to telecommuting( A) an attorney "ho spends most of her time researching on the computer B) a "riter of copy for an ad*ertising firm C) a car salesman "ho demonstrates the features of a ne" model of car ) a telemarketer "ho uses the phone to contact clients !) a product support specialist "ho fields calls from irate customers Ans"er# C iff# 1 %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills $-) 3he Gapanese are increasingly considering :ob sharing to ________. A) increase fle'ibility B) a*oid layoffs C) add more part>time positions ) accommodate "orking mothers !) stimulate the economy Ans"er# B iff# + %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding +/) About ________ percent of the ,.<. "orkforce telecommutes. A) $ B) 1/ C) $7 ) 7/ !) =7 Ans"er# B iff# 1 %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# ,se of 5nformation 3echnology +1) %otential benefits of telecommuting include "hich of the follo"ing( A) a larger labor pool from "hich to select B) reduced office>space costs C) less turno*er ) impro*ed morale !) all of the abo*e Ans"er# ! iff# $ %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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+$) 3he ma:or dra"back for management "ith telecommuting is ________. A) increased cost of office space B) less direct super*ision C) higher turno*er ) lo"er producti*ity !) more hours "orked Ans"er# B iff# $ %age &ef# .;>.= 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills ++) 3he do"nside of telecommuting from the employee)s perspecti*e is ________. A) the Bout of sightCout of mindB effect B) no o*ertime earned C) too many promotions ) high costs for computer equipment !) $1 hours on call Ans"er# A iff# + %age &ef# .;>.= 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# ,se of 5nformation 3echnology +1) 3he underlying logic of employee in*ol*ement is that by in*ol*ing "orkers and increasing their autonomy and control o*er their "ork li*es, employees "ill become all of the follo"ing e'cept more ________. A) moti*ated B) competent C) producti*e ) satisfied !) committed to the organi0ation Ans"er# B iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# &eflecti*e 3hinking <kills +7) What term is used for a participati*e process that uses the entire capacity of employees and is designed to encourage increased commitment to the organi0ation)s success( A) 9B8 B) employee in*ol*ement C) reengineering ) 8B 9od !) :ob sharing Ans"er# B iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement
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+;) %articipati*e management and representati*e participation are forms of ________. A) :ob rotation B) :ob enrichment C) employee in*ol*ement ) employee recognition !) employee incenti*es Ans"er# C iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement +=) What is the distinct characteristic common to all participati*e management programs( A) :oint decision making B) autonomy C) empo"erment ) producti*ity enhancement !) quality a"areness Ans"er# A iff# + %age &ef# .= 3opic# !mployee 5n*ol*ement +.) What is participati*e management( A) a method of management "here subordinates make corporate decisions and management helps carry out those decisions B) a method of management "here upper management participates in the organi0ation)s strategic planning C) a method of management "here subordinates share a degree of decision>making po"er "ith their immediate superiors ) a method of management "here lo">le*el "orkers meet occasionally "ith the C!8 to discuss problems "ithin their department !) a method of management "here lo">le*el "orkers are responsible for making corporate policy decisions Ans"er# C iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement
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+-) A manager introduces participati*e management in an effort to boost morale and producti*ity. 5f he "ants to make sure that it has as great a chance of success as possible he should ensure all of the follo"ing e'cept "hich of the follo"ing( A) 3he issues decided upon must be rele*ant to the employees. B) 3he employees must be informed and competent enough to make decisions. C) 3he employees must be trusted by the manager. ) 3he manager must be trusted by the employees. !) 3here must be representati*e participation through "ork councils and board representati*es. Ans"er# ! iff# + %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# Analytic <kills 1/) Dour super*isor has heard that employee in*ol*ement is important and you ha*e been instructed to research *arious methods of employee in*ol*ement. Dou are supposed to help assist in the analysis of the probable effects of each of the programs being considered. Dou ha*e decided to let employees select a small group to represent them and "ork "ith management. 3his is termed ________. A) representati*e participation B) an !<8% C) quality circles ) participati*e management !) an A!<8% Ans"er# A iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement 11) What is the name for employees "ho sit on a company)s board of directors and represent the interests of the firm)s employees( A) board representati*es B) "orks councils C) quality circles ) union representati*es !) board leaders Ans"er# A iff# 1 %age &ef# .= 3opic# !mployee 5n*ol*ement
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1$) &esearch studies conducted on the participation>performance relationship sho" that the use of participation ________. A) enhances :ob satisfaction B) increases moti*ation C) has only a modest influence on employee producti*ity ) greatly influences employee attitudes !) lo"ers costs considerably Ans"er# C iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# Communication Abilities 1+) What does legislation require almost e*ery company in Western !urope to do( A) 6a*e a form of representati*e participation. B) %ro*ide employee o"nership. C) %ro*ide fle'time. ) <et up quality circles. !) 6a*e fle'ible benefit options. Ans"er# A iff# 1 %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11) What is the goal of representati*e participation( A) for "orkers to o"n the firms "here they "ork B) to help "orkers) self>esteem C) to pro*ide greater moti*ation and producti*ity ) to redistribute po"er "ithin the organi0ation !) to empo"er high>le*el managers Ans"er# iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement 17) Works councils and board representati*es are the t"o most common forms of ________. A) employee recognition B) representati*e participation C) participati*e management ) :ob enrichment !) employee benefits Ans"er# B iff# $ %age &ef# .=>.. 3opic# !mployee 5n*ol*ement
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1;) &esearch sho"s that "orks councils tend to be ineffecti*e for "hich of the follo"ing reasons( A) 9embers of "orks council tend to side "ith management "hen making decisions for fear of being punished. B) Works councils represent the "ishes of employees that are often at odds "ith the best direction of an organi0ation. C) Works councils are dominated by management and their input has little impact on employees or the organi0ation ) Works councils insert an e'tra element into decision making "hich slo"s the response of an organi0ation to changing conditions. !) 9embers of "orks councils are in general not qualified to make large decisions concerning the direction of an organi0ation. Ans"er# C iff# $ %age &ef# .. 3opic# !mployee 5n*ol*ement AA<CB 3ag# Analytic <kills 1=) !'perience sho"s that the greatest *alue of representati*e participation is "hich of the follo"ing( A) increased moti*ation B) increased satisfaction C) symbolic ) decreased absenteeism !) increased commitment Ans"er# C iff# $ %age &ef# .. 3opic# !mployee 5n*ol*ement 1.) Gob e*aluation establishes ________. A) the amount of compensation to be paid B) e'ternal equity C) the "orth of the :ob to the organi0ation ) ho" many tasks to be included in a :ob !) ho" to e*aluate an employee Ans"er# C iff# + %age &ef# .. 3opic# ,sing &e"ards to 9oti*ate !mployees 1-) 5n a $//; study, "hat percentage of top performers indicated pay "as a key factor in losing top talent( A) $1 B) 11 C) ;1 ) =1 Ans"er# iff# $ %age &ef# .. 3opic# ,sing &e"ards to 9oti*ate !mployees
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7/) 5nitially setting pay le*els requires balancing ________. A) the company)s budget B) supply and demand of labor C) internal and e'ternal equity ) :ob "orth and demand !) :ob "orth and internal equity Ans"er# C iff# $ %age &ef# .. 3opic# ,sing &e"ards to 9oti*ate !mployees 71) Which of the follo"ing are all forms of *ariable>pay programs( A) piece>rate, merit>based pay, gainsharing B) profit sharing, lump>sum bonuses, e'tended *acations C) "age incenti*e plans, fle'time, piece>rate ) retirement benefits, e'tended *acations, "age incenti*e plans !) "age rate increases, bonuses, fle'time Ans"er# A iff# 1 %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees 7$) Which of the follo"ing is one ad*antage of *ariable pay plans to management( A) 3hey turn fi'ed labor costs into *ariable labor costs. B) 3hey turn lo" producers into high producers. C) 3hey turn slo" employees into fast employees. ) 3hey turn high fi'ed costs into lo" fi'ed costs. !) 3hey turn lo"er performance into fe"er employees. Ans"er# A iff# + %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees 7+) Which of the follo"ing is an e'ample of a piece>rate plan( A) time and a half for o*ertime B) M$ for each unit produced C) producti*ity bonus ) commission !) M1/ per hour "orked Ans"er# B iff# $ %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees
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71) 9erit>based pay plans are based on ________. A) union negotiations B) performance appraisal ratings C) company profits ) company producti*ity impro*ements !) company stock performance Ans"er# B iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 77) Which of the follo"ing is cited as a limitation of merit pay plans( A) Being based on an annual performance appraisal, the merit pay is as *alid Ior in*alid) as the performance ratings on "hich it is based. B) 3he pay raise pool seldom fluctuates. C) ,nions encourage merit pay plans. ) !mployees tend to like merit pay plans. !) 3here is little link bet"een pay and performance. Ans"er# A iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills 7;) Which of the follo"ing is not one of the most "idely used *ariable>pay programs( A) piece>rate "ages B) merit>based pay C) base pay ) employee stock o"nership !) profit>sharing plans Ans"er# C iff# 1 %age &ef# .->-1 3opic# ,sing &e"ards to 9oti*ate !mployees 7=) Amalgamated 5ndustries manufactures parts for furniture. 9anagement has decided to change the method of payment to a skill>based plan. Dou are interested in increasing your current compensation and see this as an opportunity. Dou should e'pect to earn more if you ________. A) *olunteer for o*ertime B) increase your production C) cross train in other :obs ) become a specialist !) master common skills Ans"er# C iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills
7.) What is the term used for a pay plan "here pay le*els are based on ho" many skills employees ha*e or ho" many :obs they can do( A) a *ariable pay plan B) fle'ible pay C) competency>based pay ) gainsharing !) 5<8% Ans"er# C iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 7-) Amalgamated 5ndustries manufactures parts for furniture. 9anagement has decided to change the method of payment to a skill>based plan. Dou are interested in increasing your current compensation and see this as an opportunity. As a manager, you like the plan because it allo"s ________. A) protection of territory B) increased fle'ibility of the "orkforce C) elimination of "orkers ) decreased payroll costs !) increased control Ans"er# B iff# + %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills ;/) A certain corporation ties its compensation for front>line operations managers to de*eloping their skills in leadership, "orkforce de*elopment, and functional e'cellence. What is this sort of compensation scheme called( A) :ob>based pay B) training>based pay C) indi*idual merit>based pay ) skill>based pay !) de*elopment>based pay Ans"er# iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees
;1) Amalgamated 5ndustries manufactures parts for furniture. 9anagement has decided to change the method of payment to a skill>based plan. Dou are interested in increasing your current compensation and see this as an opportunity. Which of the follo"ing may be a disad*antage of introducing this type of pay plan( A) !mployees "ill become less moti*ated. B) !mployees "ill become more speciali0ed. C) !mployees "ill tend not to "ork as hard as before. ) Dour employer may pay for skills that they aren)t using. !) Dour employer "ill ha*e less control o*er "hat each employee does. Ans"er# iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills ;$) Which of the follo"ing is not a do"nside of skill>based pay( A) %eople can Btop out.B B) <kills can become obsolete. C) Ambitious people can confront minimal ad*ancement opportunities. ) %eople are paid for acquiring skills for "hich there is no immediate need. !) 5t doesn)t address the le*el of performance. Ans"er# C iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees ;+) A rise in "hich of the follo"ing "as reported by companies that pay employees for learning e'tra skills( A) operating costs B) communication across the organi0ation C) turno*er ) absenteeism !) perceptions of unfairness Ans"er# B iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# Communication Abilities
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;1) 9uch of the compensation of traders at <ynalco, a metals trading company, is in the form of stock options. 3he amount of options distributed is based on the company)s net profits. What sort of compensation plan is this( A) profit sharing B) gainsharing C) merit based ) !<8% !) employee o"nership Ans"er# A iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees ;7) What is the name for an incenti*e plan "here impro*ements in group producti*ity determine the total amount of money that is allocated( A) !<8% B) gainsharing C) profit sharing ) piece rates !) employee o"nership Ans"er# B iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees ;;) 6o" is gainsharing different from profit sharing( A) @ainsharing focuses on producti*ity gains rather than profits. B) @ainsharing re"ards specific beha*iors. C) @ainsharing does not distribute profits, only gains in profits. ) @ainsharing re"ards beha*iors that are less influenced by e'ternal factors. !) With gainsharing, superior employees can recei*e incenti*e a"ards e*en "hen the organi0ation isn)t profitable. Ans"er# A iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees ;=) 5n "hat sort of companies is gainsharing most popular( A) large manufacturing companies B) large ser*ice organi0ations C) small, non>unioni0ed manufacturing companies ) small, pri*ately held companies !) non>profit organi0ations Ans"er# A iff# + %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees
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;.) What sort of plan is a company>established benefit plan "here employees acquire stock as part of their benefits( A) 9B8 program B) :ob redesign C) !<8% ) quality circle !) piece>rate Ans"er# C iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees ;-) &esearch on employee stock o"nership programs indicates that they are clearly successful in doing "hich of the follo"ing(. A) increasing employee satisfaction B) reducing salaries C) reducing stress ) increasing producti*ity !) increasing employee e'pectations Ans"er# A iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees =/) What is the term used for the situation "here employees are allo"ed to pick and choose from among a menu of benefit options. A) fle'ible pay B) benefit menu options C) fle'ible benefits ) benefit participation !) fle'time Ans"er# C iff# 1 %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees =1) Dour "orkforce is di*erse in terms of their needs for benefits. Gim is married "ith t"o children and his "ife is at home full time. Ganet is single and supports her "ido"ed mother. Bob is married and his "ife has a high>paying :ob Dou decide that you "ant to de*ise a benefits program that is tailored to their indi*idual needs. What sort of benefit program "ould probably be the best choice( A) a traditional benefit program B) a fle'ible benefit program C) letting them purchase their o"n benefits ) an !<8% !) an A!<8% Ans"er# B iff# 1 %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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=$) Dour "orkforce is di*erse in terms of their needs for benefits. Gim is married "ith t"o children and his "ife is at home full time. Ganet is single and supports her "ido"ed mother. Bob is married and his "ife has a high>paying :ob Dou decide that you "ant to de*ise a benefits program that is tailored to their indi*idual needs. Dou should e'pect that a fle'ible benefits program "ill be all of the follo"ing !2C!%3 ________. A) less e'pensi*e B) consistent "ith e'pectancy theory C) more responsi*e to indi*idual needs ) moti*ational !) accommodate employee differences Ans"er# A iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =+) Why are fle'ible benefit plans consistent "ith e'pectancy theory)s thesis( A) 3hey allo" organi0ations to minimi0e costs associated "ith benefits. B) 3hey pro*ide a suite of tangible re"ards that can be offered as moti*ation. C) ?le'ible benefits indi*iduali0e re"ards. ) 3hey make employment at firms pro*iding such programs more attracti*e. !) 3he moti*ation to gain e'tra benefits promotes producti*ity. Ans"er# C iff# + %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills =1) Dour "orkforce is di*erse in terms of their needs for benefits. Gim is married "ith t"o children and his "ife is at home full time. Ganet is single and supports her "ido"ed mother. Bob is married and his "ife has a high>paying :ob Dou decide that you "ant to de*ise a benefits program that is tailored to their indi*idual needs. What sort of plan "ould pro*ide pre>designed packages of benefits, put together to meet the needs of a specific group of employees( A) fle'ible spending B) core>plus C) cafeteria ) modular !) customi0ed Ans"er# iff# 1 %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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=7) What are modular benefit plans( A) essential benefits and a menu>like selection of other benefits B) pre>designed packages of benefits to meet the needs of a specific group of employees C) they require employees to set aside funds up to the dollar amount offered in the plan to pay for ser*ices ) a scheme designed for single employees "ith no dependents !) a scheme designed for employees "ith families Ans"er# B iff# $ %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding =;) 5n "hich benefit plan are employees gi*en benefit credits to purchase additional benefits to add to the core( A) modular plans B) core plus plans C) fle'ible spending plans ) !<8%s !) employee recognition plans Ans"er# B iff# $ %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees ==) Which benefit plan can increase employee take>home pay( A) modular plans B) core>plus plans C) fle'ible spending plans ) !<8%s !) employee recognition plans Ans"er# C iff# + %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# Analytic <kills =.) !mployee recognition programs are consistent "ith "hich of the follo"ing( A) goal setting theory B) cogniti*e e*aluation theory C) reinforcement theory ) e'pectancy theory !) 9ar'ist theory Ans"er# C iff# + %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills
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=-) Eaura only makes minimum "age, but she lo*es her :ob 6er super*isor regularly compliments her and she has been chosen employee of the month t"ice this year. Which of the follo"ing is Eaura)s attitude most likely a function of( A) recognition B) moti*ation C) goal setting ) in*ol*ement !) reactance Ans"er# A iff# $ %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills ./) &esearchers report that "hich of the follo"ing "as considered by employees to be the most po"erful "orkplace moti*ator( A) recognition B) money C) opportunity for ad*ancement ) autonomy !) *acation time Ans"er# A iff# $ %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees .1) Which of the follo"ing is a form of recognition( A) personal congratulations B) :ob enlargement C) :ob sharing ) fle'ible benefit packages !) profit sharing Ans"er# A iff# 1 %age &ef# -+ 3opic# ,sing &e"ards to 9oti*ate !mployees .$) Why may :ob enrichment strategies be less effecti*e in more collecti*ist cultures( A) 3he GC9 is relati*ely indi*idualistic. B) 3he core :ob characteristics are not equally applicable across cultures. C) Collecti*ist cultures do not focus on intrinsic :ob characteristics. ) 3he GC9 has not been translated into other languages. Ans"er# A iff# $ %age &ef# -+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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.+) 3he global research on telecommuting found that A) telecommuting is more common in the ,< than in !urope. B) across the globe, employers are more interested in telecommuting than employees. C) of the !, countries, %ortugal has the highest rate of telecommuting. ) telecommuting simply "orks better in the ,< than in other countries. Ans"er# A iff# $ %age &ef# -+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) All of the follo"ing statements about employee in*ol*ement are true, !2C!%3 A) !mployee in*ol*ement programs must reflect national culture. B) 9anagers in 5ndia "ho empo"ered their employees through employee in*ol*ement programs "ere rated lo". C) ,< employees accept employee in*ol*ement programs, but not all employees from other culture feel the same "ay. ) !mployees across the globe "armly recei*e employee in*ol*ement programs. Ans"er# iff# $ %age &ef# -+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .7) 3o moti*ate employees in organi0ations, managers should do all of the follo"ing !2C!%3 A) recogni0e indi*idual differences B) use goals and feedback C) make decisions for employees including setting goals for them ) link re"ards to performance !) check the re"ard system for equity Ans"er# C iff# $ %age &ef# -1>-7 3opic# 5mplications for 9anagers AA<CB 3ag# &eflecti*e 3hinking <kills .;) 3he GC9 consists of fi*e core :ob characteristics# task significance, feedback, e'perienced meaningfulness, task *ariety, and autonomy. Ans"er# ?AE<! iff# + %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment .=) 3he dimensions of the GC9 that create meaningfulness include task identity, skill *ariety, and task significance. Ans"er# 3&,! iff# $ %age &ef# !'h ;>1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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..) Gobs that are high on moti*ating potential must be high on at least one of the three factors that lead to e'perienced meaningfulness, and they must be high on both autonomy and feedback. Ans"er# 3&,! iff# $ %age &ef# .$ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment .-) Gobs that ha*e the intrinsic elements of *ariety, identity, significance, autonomy, and feedback are more satisfying and generate higher performance from people than :obs that lack these characteristics. Ans"er# 3&,! iff# 1 %age &ef# .$ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -/) 5n :ob rotation, :obs are not redesignedF in :ob enlargement, they are. Ans"er# 3&,! iff# $ %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -1) 3he strengths of :ob rotation are that it eliminates boredom, increases moti*ation, and increases producti*ity. Ans"er# ?AE<! iff# + %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -$) 5n :ob rotation, the nature of the "ork performed is changed. Ans"er# ?AE<! iff# + %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -+) Gob enrichment, :ob enlargement, and :ob rotation are all :ob redesign options. Ans"er# ?AE<! iff# $ %age &ef# .+>.1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -1) 9ost employees do not *ie" efforts at :ob enlargement enthusiastically. Ans"er# 3&,! iff# $ %age &ef# .+ 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# &eflecti*e 3hinking <kills -7) Gob enrichment increases the degree to "hich the "orker controls the e'ecution of company plans. Ans"er# ?AE<! iff# $ %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment
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-;) 3he o*erall e*idence on :ob enrichment generally sho"s that it increases satisfaction, reduces absenteeism, and reduces turno*er costs. Ans"er# 3&,! iff# $ %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -=) !*idence on :ob enrichment indicates conclusi*ely that it increases producti*ity. Ans"er# ?AE<! iff# $ %age &ef# .1 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment -.) ?le'time is sho"n to increase the meaningfulness that employees find in their "ork. Ans"er# ?AE<! iff# 1 %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment --) 3he scheduling options of fle'time, :ob sharing, and telecommuting are all approaches to make the "orkplace en*ironment more moti*ating. Ans"er# 3&,! iff# $ %age &ef# .7 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 1//) Although o*er +/ percent of large organi0ations offer employees :ob sharing, it doesn)t seem to be "idely adopted by employees. Ans"er# 3&,! iff# $ %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment 1/1) ?or employees "ith a high social need, telecommuting is a good option. Ans"er# ?AE<! iff# 1 %age &ef# .; 3opic# 9oti*ating by Changing the Aature of the Work !n*ironment AA<CB 3ag# ,se of 5nformation 3echnology 1/$) !mployee in*ol*ement is a participati*e process that is designed to encourage increased commitment to the organi0ation)s success. Ans"er# 3&,! iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement 1/+) !mployee in*ol*ement programs should take into account cultural factors such as differences in po"er>distance culture. Ans"er# 3&,! iff# 1 %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
1/1) 3he la"s of the ,nited <tates require companies to ha*e elected representati*es from their employee groups as members of their board of directors. Ans"er# ?AE<! iff# $ %age &ef# -= 3opic# !mployee 5n*ol*ement 1/7) %articipati*e management implies :oint decision>making and equal decision>making roles. Ans"er# ?AE<! iff# $ %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# Analytic <kills 1/;) !mployee in*ol*ement programs could pro*ide employees "ith intrinsic moti*ation by increasing opportunities for gro"th and responsibility. Ans"er# 3&,! iff# + %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# &eflecti*e 3hinking <kills 1/=) %articipation typically has only a modest influence on *ariables such as employee producti*ity, moti*ations, and :ob satisfaction. Ans"er# 3&,! iff# 1 %age &ef# .= 3opic# !mployee 5n*ol*ement 1/.) 5f one is interested in changing employee attitudes or in impro*ing organi0ational performance, representati*e participation "ould be a good choice. Ans"er# ?AE<! iff# + %age &ef# .= 3opic# !mployee 5n*ol*ement AA<CB 3ag# &eflecti*e 3hinking <kills 1/-) 3he t"o most common forms that representati*e participation takes are "orks councils and board representati*es. Ans"er# 3&,! iff# + %age &ef# .=>.. 3opic# !mployee 5n*ol*ement 11/) %articipati*e management has had a profound influence on employee producti*ity and moti*ation. Ans"er# ?AE<! iff# $ %age &ef# .. 3opic# !mployee 5n*ol*ement
111) Board representati*es are employees "ho sit on a company)s board of directors and represent the interests of the firm)s employees. Ans"er# 3&,! iff# $ %age &ef# .=>.. 3opic# !mployee 5n*ol*ement 11$) 3he greatest *alue of representati*e participation is symbolic. Ans"er# 3&,! iff# $ %age &ef# .. 3opic# !mployee 5n*ol*ement 11+) 5nternal equity is usually established through pay sur*eys. Ans"er# ?AE<! iff# $ %age &ef# .. 3opic# ,sing &e"ards to 9oti*ate !mployees 111) Gob e*aluation establishes internal equity. Ans"er# 3&,! iff# + %age &ef# .. 3opic# ,sing &e"ards to 9oti*ate !mployees 117) Jariable>pay compensation pays people for the time they spend on the :ob and seniority. Ans"er# ?AE<! iff# 1 %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees 11;) Jariable>pay programs turn part of an organi0ation)s fi'ed labor costs into a *ariable cost. Ans"er# 3&,! iff# 1 %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills 11=) !mployee compensation "ill decline if performance declines in *ariable>pay programs. Ans"er# 3&,! iff# $ %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees 11.) %iece>rate plans, "age incenti*es, profit sharing, bonuses, and gainsharing are all forms of fle'ible benefits. Ans"er# ?AE<! iff# $ %age &ef# .->-1 3opic# ,sing &e"ards to 9oti*ate !mployees 11-) Both piece>rate and gainsharing plans are e'amples of *ariable>pay compensation. Ans"er# 3&,! iff# 1 %age &ef# .->-/ 3opic# ,sing &e"ards to 9oti*ate !mployees
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1$/) %iece>rate "ages are a traditional form of *ariable pay compensation "hereby "orkers) pay is based upon the number of units they produce. Ans"er# 3&,! iff# $ %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees 1$1) %eople "ho sell peanuts at ball parks, keeping M.=7 for e*ery bag of peanuts they sell, are being paid piece>rate "ages. Ans"er# 3&,! iff# $ %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# Analytic <kills 1$$) %iece>rate plans are based on group producti*ity. Ans"er# ?AE<! iff# $ %age &ef# .3opic# ,sing &e"ards to 9oti*ate !mployees 1$+) 5ndi*iduals in merit>based pay plans percei*e a strong relationship bet"een their performance and the re"ards they recei*e. Ans"er# 3&,! iff# + %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 1$1) %rofit sharing may be paid by direct cash outlay or as stock options. Ans"er# 3&,! iff# + %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 1$7) Bonus plans are still reser*ed for the e'ecuti*e ranks "ith *ery fe" lo"er ranking employees included. Ans"er# ?AE<! iff# 1 %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 1$;) <kill>based pay is not utili0ed much in "hite>collar :obs. Ans"er# ?AE<! iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 1$=) ?rom management)s perspecti*e, the greatest appeal of skill>based pay plans is decreased payroll costs. Ans"er# ?AE<! iff# + %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees
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1$.) <kill>based pay encourages employees to concentrate on one or t"o highly desirable skills. Ans"er# ?AE<! iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills 1$-) <kill>based pay plans encourage people to speciali0e. Ans"er# ?AE<! iff# $ %age &ef# -/ 3opic# ,sing &e"ards to 9oti*ate !mployees 1+/) @ainsharing and profit sharing are the same thing. Ans"er# ?AE<! iff# 1 %age &ef# -/>-1 3opic# ,sing &e"ards to 9oti*ate !mployees 1+1) An employee in a gainsharing plan can recei*e incenti*e a"ards e*en if the organi0ation isn)t profitable. Ans"er# 3&,! iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees 1+$) <tudies generally sho" that organi0ations "ith profit sharing plans ha*e higher le*els of profitability than those "ithout. Ans"er# 3&,! iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees 1++) <tudies sho" that gainsharing programs ha*e a positi*e impact on employee attitudes. Ans"er# 3&,! iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees 1+1) @ainsharing)s popularity seems to be narro"ly focused among large, manufacturing companies. Ans"er# 3&,! iff# + %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees 1+7) !<8%s are company>established benefit plans in "hich employees acquire stock as part of their benefits. Ans"er# 3&,! iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees
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1+;) &esearch on !<8%s indicates they increase employee satisfaction. Ans"er# 3&,! iff# + %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees 1+=) ?le'ible spending plans allo" employees to set aside up to the dollar amount offered in the plan to pay for particular ser*ices. Ans"er# 3&,! iff# $ %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees 1+.) <tudies sho" that employees consider "ages and benefits to be the most po"erful "orkplace moti*ators. Ans"er# ?AE<! iff# + %age &ef# -$ 3opic# ,sing &e"ards to 9oti*ate !mployees 1+-) 8ne of the most e'pensi*e moti*ation programs is that "hich recogni0es an employee)s superior performance. Ans"er# ?AE<! iff# 1 %age &ef# -$>-+ 3opic# ,sing &e"ards to 9oti*ate !mployees 11/) While fle'ible benefits ha*e become the norm in the ,<, this is not the case in other countries. Ans"er# ?AE<! iff# 1 %age &ef# -1 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) iscuss the Gob Characteristics 9odel. Ans"er# 3he Gob Characteristics 9odel "as de*eloped by 6ackman and 8ldham. 5t proposes that any :ob can be described in terms of fi*e core :ob characteristics. <kill *ariety is the degree to "hich the :ob requires a *ariety of different acti*ities so the "orker can use a number of different skills. 3ask *ariety is the degree to "hich the :ob requires completion of a "hole and identifiable piece of "ork. 3ask significance is the degree to "hich the :ob has a substantial impact on the li*es or "ork of other people. Autonomy is the degree to "hich the :ob pro*ides freedom and discretion to the indi*idual in scheduling the "ork and determining procedures to be used in carrying out the "ork. And finally, feedback is the degree to "hich carrying out the "ork acti*ities required by the :ob results in the indi*idual obtaining direct and clear information about the effecti*eness of the his or her performance. 3he presence of these fi*e core :ob characteristics impacts the three critical psychological states# kno"ledge of results, e'perienced responsibility, and e'perienced meaningfulness. 3he more these three states are present, the greater "ill be employees) moti*ation, performance, and satisfaction. 3he core dimensions can be combined into a single predicti*e inde', the moti*ating potential score I9%<). %age &ef# .1>.$ 3opic# ,sing &e"ards to 9oti*ate !mployees
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11$) iscuss three "ays the GC9 can be put into practice to make :obs more moti*ating. Ans"er# 3he GC9 can be put into practice to make :obs more moti*ating "ith :ob rotation, :ob enlargement, and :ob enrichment. Job rotation, 3his is the practice of periodically shifting an employee from one task to another. When an acti*ity is no longer challenging, the employee is rotated to another :ob, usually at the same le*el, that has similar skill requirements. Job enlarge$ent, 3his is the e'pansion of :obs hori0ontallyF increasing the number and *ariety of tasks that an indi*idual performs. 5nstead of only sorting the incoming mail by department, for instance, a mail sorter)s :ob could be enlarged to include physically deli*ering the mail to the *arious departments or running outgoing letters through the postage meter. Job enrich$ent refers to the *ertical e'pansion of :obs. 5t increases the degree to "hich the "orker controls the planning, e'ecution, and e*aluation of his or her "ork. An enriched :ob organi0es tasks so as to allo" the "orker to do a complete acti*ity, increases the employee)s freedom and independence, increases responsibility, and pro*ides feedback, so an indi*idual "ill be able to assess and correct his or her o"n performance. %age &ef# .+>.1 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills 11+) 6o" can management enrich an employee)s :ob( Ans"er# An employee)s :ob can be enriched by a number of "ays. Combining task takes e'isting tasks and puts them back together to form a ne" and larger module of "ork. ?orming natural "ork units means that the tasks an employee does create an identifiable and meaningful "hole. !stablishing client relationships increases the direct relationships bet"een "orkers and their clients. !'panding :obs *ertically gi*es employees responsibilities and control that "ere formerly reser*ed for management. 8pening feedback channels lets employees kno" ho" "ell they are performing their :obs and "hether their performance is impro*ing, deteriorating, or remaining at a constant le*el. %age &ef# !'h ;>$ 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# Analytic <kills 111) iscuss three alternati*e "ork arrangements. Ans"er# ?le'time, :ob sharing, and telecommuting are three alternati*e "ork arrangements. ?le'time stands for fle'ible "ork hours. 5t allo"s employees some discretion o*er "hen they arri*e at "ork and "hen they lea*e. Gob sharing allo"s t"o or more indi*iduals to split a traditional 1/>hour>a>"eek :ob. 3elecommuting refers to employees "ho do their "ork remotely at least t"o days a "eek using a computer linked to their office. %age &ef# .7>.; 3opic# ,sing &e"ards to 9oti*ate !mployees
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117) iscuss the benefits and dra"backs for management of telecommuting. Ans"er# 3he potential benefits of telecommuting include a larger labor pool from "hich to select, higher producti*ity, less turno*er, impro*ed morale, and reduced office>space costs. 3he dra"backs include less direct super*ision of employees and increased difficulty to coordinate team"ork. 3he ma:or dra"back is that it is not applicable to e*ery :ob. %age &ef# .;>.= 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# ,se of 5nformation 3echnology 11;) What is participati*e management( Ans"er# All participati*e management programs use :oint decision>making. <ubordinates share a significant degree of decision>making po"er "ith their immediate superiors. 5t is not the panacea for poor morale and lo" producti*ity that it "as once thought to be. &esearch findings are mi'ed. %age &ef# .= 3opic# !mployee 5n*ol*ement 11=) Eist and describe different *ariable>pay programs. Be sure to include piece>rate plans, profit>sharing plans, and gainsharing. Ans"er# %iece>rate plans, merit>based pay plans, "age incenti*es, profit sharing, bonuses, skill> based pay plans, and gainsharing are all forms of *ariable>pay programs. 5n piece>rate pay plans, "orkers are paid a fi'ed sum for each unit of production completed. When an employee gets no base salary and is paid only for "hat he or she produces, this is a pure piece>rate plan. ,nlike piece>rate plans, "hich pay based on ob:ecti*e output, merit>based pay plans are based on performance appraisal ratings. Bonuses can be paid e'clusi*ely to e'ecuti*es or to all employees. 9any companies no" routinely re"ard production employees "ith bonuses in the thousands of dollars "hen company profits impro*e. <kill>based pay is an alternati*e to :ob> based pay. &ather than ha*ing an indi*idual)s :ob title define his or her pay category, skill>based pay sets pay le*els on the basis of ho" many skills employees ha*e or ho" many :obs they can do. 5t is also called competency>based or kno"ledge>based pay. %rofit>sharing plans are organi0ation "ide programs that distribute compensation based on some established formula designed around a company)s profitably. @ainsharing is a formula>based group incenti*e plan. 5mpro*ements in group producti*ity determine the total amount of money that is to be allocated. By focusing on producti*ity gains rather than profits, gainsharing re"ards specific beha*iors that are less influenced by e'ternal factors. !mployees in a gainsharing plan can recei*e incenti*e a"ards e*en "hen the organi0ation isn)t profitable. %age &ef# .->-1 3opic# ,sing &e"ards to 9oti*ate !mployees
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11.) 6o" are fle'ible benefits linked "ith e'pectancy theory( Ans"er# @i*ing all employees the same benefits assumes, falsely, that all employees ha*e the same needs. 3hus, fle'ible benefits turn the benefits) e'penditure into a moti*ator. Consistent "ith e'pectancy theory)s thesis that organi0ational re"ards should be linked to each indi*idual employee)s goals, fle'ible benefits indi*iduali0e re"ards by allo"ing each employee to choose the compensation package that best satisfies his or her current needs. %age &ef# -1 3opic# ,sing &e"ards to 9oti*ate !mployees AA<CB 3ag# &eflecti*e 3hinking <kills 11-) iscuss the importance of employee recognition programs. Ans"er# &e"ards to employees can be intrinsic or e'trinsic. !mployee recognition programs are intrinsic re"ards. While financial incenti*es may be more moti*ating in the short term, nonfinancial incenti*es are more moti*ating in the long run. <urprisingly enough, recognition has been identified as the most po"erful "orkplace moti*ator. 3he good ne"s is that recognition programs are ine'pensi*e. 6o"e*er, recognition programs are highly susceptible to political manipulation by managers. Abuse of the system can then act to de>moti*ate employees. %age &ef# -$>-+ 3opic# ,sing &e"ards to 9oti*ate !mployees 17/) Eist fi*e guidelines of "hat has been learned about moti*ating employees in organi0ations. Ans"er# ?ollo"ing are fi*e guidelines of "hat has been learned about moti*ating employees in organi0ations# 1. &ecogni0e indi*idual differences. <ince employees ha*e different needs, they should not all be treated the same. $. ,se goals and feedback. !mployees should ha*e hard, specific goals and feedback to kno" ho" they are progressing. +. Allo" employees to participate in decisions that affect them. 3his can increase producti*ity, commitment to "ork goals, moti*ation, and :ob satisfaction. 1. Eink re"ards to performance. &e"ards should be contingent on performance. 7. Check the system for equity. &e"ards should also be percei*ed by employees as equating "ith the inputs they bring to the :ob. %age &ef# -1>-7 3opic# ,sing &e"ards to 9oti*ate !mployees
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter A -$otions and 8oods 1) Which of the follo"ing statements is A83 true concerning emotions( A) ,ntil recently, the field of 8B has gi*en the topic of emotions little or no attention. B) 3he pre*ailing thought in business until recently "as to put a damper on emotions. C) 9anagers ha*e tried to create emotion>free organi0ations. ) &esearchers ha*e *ie"ed emotions as constructi*e and able to enhance producti*ity. !) 3he myth of rationality can e'plain "hy emotions ha*e been gi*en little or no attention in the field of 8B. Ans"er# iff# + %age &ef# -; $) What statement best reflects the myth of rationality( A) !motions are an inseparable part of e*eryday life. B) 3he "ork "orld has tried to keep a damper on emotions at "ork. C) !motions are a normal part of rationality. ) !motions are a constructi*e part of organi0ations. Ans"er# B iff# + %age &ef# -; +) Which of the follo"ing is a generic term that co*ers a broad range of feelings that people e'perience( A) affect B) emotions C) moods ) emotional labor !) cognition Ans"er# A iff# 1 %age &ef# -= 3opic# What Are !motions and 9oods( 1) What is the umbrella concept that encompasses both emotions and moods( A) affect B) emotions C) moods ) emotional labor !) cognition Ans"er# A iff# 1 %age &ef# -= 3opic# What Are !motions and 9oods(
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7) What term is used for intense feelings that are directed at someone or something( A) affect B) cognition C) moods ) thoughts !) emotions Ans"er# ! iff# 1 %age &ef# -= 3opic# What Are !motions and 9oods( ;) What term is used for feelings that tend to be less intense than emotions( A) affect B) cognition C) moods ) thoughts !) emotions Ans"er# C iff# 1 %age &ef# -= 3opic# What Are !motions and 9oods( =) !rin "orks on a soft"are help desk. After being yelled at by a customer about the state of her company)s soft"are, she becomes angry, and has to take a short break to calm do"n. What makes her anger an emotion, rather than a mood( A) 5t is a simple, unambiguous feeling. B) 5t interferes "ith her capacity to "ork effecti*ely. C) 5t has a conte'tual stimulus. ) 5t can be controlled gi*en some time. !) 5t cannot be controlled "hen it is elicited. Ans"er# C iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( AA<CB 3ag# Analytic <kills .) When the team he supports "ins the World Cup, etleb feels a surge of :oy, "hich turns into a feeling of satisfaction that lasts for days. What is one of the reasons that the feeling of satisfaction might be categori0ed as a mood and not an emotion( A) 5t is a *ery strong feeling. B) 5t is brought about by a specific e*ent. C) 5t has a lengthy duration. ) 5t is a positi*e feeling. !) 5t is not the result of something that etleb himself has done. Ans"er# C iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( AA<CB 3ag# Analytic <kills
-) Which of the follo"ing statements is true( A) Affect is a type of emotion. B) Affect is a type of mood. C) Affect can be e'perienced as a mood or an emotion. ) Affect is the result of conscious thought and action. !) Affect is the result of a mood or an emotion. Ans"er# C iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( 1/) Which of the follo"ing is not true about emotions( A) 3here are differences bet"een moods and emotions. B) !motions can be clearly re*ealed "ith facial e'pressions. C) !motions are more cogniti*e than moods. ) !motions can affect moods. !) 9oods can affect emotions. Ans"er# C iff# + %age &ef# -. 3opic# What Are !motions and 9oods( 11) 8ne "ay to classify emotions is by "hether they are A) simple or comple' B) positi*e or comple' C) comple' or negati*e ) simple or negati*e !) positi*e or negati*e Ans"er# ! iff# 1 %age &ef# -. 3opic# What Are !motions and 9oods( 1$) Which of the follo"ing statements is generally accepted by e'perts( A) 9oods cause emotions. B) !motions cause moods. C) 9oods and emotions are both caused by introspection. ) 9oods and emotions are the same phenomena. !) 9oods and emotions can mutually influence one another. Ans"er# ! iff# + %age &ef# -. 3opic# What Are !motions and 9oods(
1+) !motions A) may be less action>oriented than moods. B) may cause us to brood for a "hile. C) may be more clearly re*ealed "ith facial e'pressions. ) are interchangeable "ith moods. !) are less fleeting than moods. Ans"er# C iff# + %age &ef# -. 3opic# What Are !motions and 9oods( 11) Which of the follo"ing is A83 considered one of the essentially uni*ersal emotions( A) anger B) fear C) grief ) sadness !) disgust Ans"er# C iff# $ %age &ef# -. 3opic# What Are !motions and 9oods( 17) 3he si' basic emotions can be plotted on a continuum "ith "hich t"o emotions ser*ing as the end points( A) sadness and happiness B) anger and surprise C) anger and happiness ) surprise and fear !) sadness and disgust Ans"er# B iff# $ %age &ef# -. 3opic# What Are !motions and 9oods( 1;) When there is nothing in particular going on, an indi*idual is likely to e'perience A) no mood. B) a mildly positi*e mood. C) a definite negati*e mood. ) impatience for acti*ity. !) a mildly negati*e mood. Ans"er# B iff# $ %age &ef# -3opic# What Are !motions and 9oods(
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1=) Which of the follo"ing is a mood dimension consisting of positi*e emotions. A) positi*e regard B) static regard C) negati*e affect ) emotional range !) positi*e affect Ans"er# ! iff# 1 %age &ef# 1// 3opic# What Are !motions and 9oods( 1.) 3he key to good decision making is to employ A) thinking. B) feeling. C) rationality. ) thinking and feeling. !) speed. Ans"er# iff# $ %age &ef# -3opic# What Are !motions and 9oods( AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1-) ar"in argued that A) emotions ha*e no place in decision making. B) emotions are useful because they moti*ate people to engage in sur*i*al actions. C) emotions ha*e a limited role in decision making. ) emotions limit our ability to think rationally. !) emotions hamper an indi*idual)s ability to a*oid danger. Ans"er# B iff# + %age &ef# 1// 3opic# What Are !motions and 9oods( $/) !*olutionary psychology A) dra"s from ar"in)s "ork on emotions. B) suggests that indi*iduals must e'perience emotions since they ser*e a purpose. C) :ustifies the purpose of e*en negati*e emotions. ) may not pro*ide a *alid perspecti*e at all times. !) all of the abo*e. Ans"er# ! iff# $ %age &ef# 1// 3opic# What Are !motions and 9oods(
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$1) !*olutionary psychology has "hich of the follo"ing *ie"s on negati*e emotions such as anger and :ealousy( A) 3hey are a biological imperati*e that cannot be controlled. B) 3hey are only negati*e in the "ay they make us feel, ho"e*er they are a great help "hen "e ha*e to interact in comple' situations. C) 3hey are necessary if "e are to function efficiently amid the stresses of contemporary life. ) 3hey are *estiges of our past as hunter gatherers that "ill be lost as "e continue to e*ol*e. !) 3hey ser*e a useful adapti*e purpose, e*en if it is not readily apparent. Ans"er# ! iff# + %age &ef# 1// 3opic# What Are !motions and 9oods( $$) ar"in argued that emotions ________. A) help humans sol*e problems B) hinder our ability to sur*i*e C) help us understand our "orld ) are linked to moods !) ser*e no real purpose Ans"er# A iff# + %age &ef# 1// 3opic# What Are !motions and 9oods( $+) 8n "hich of the follo"ing days do people tend to be in their best moods( A) 9onday B) 3uesday C) Wednesday ) ?riday !) <unday Ans"er# iff# $ %age &ef# !'h =>+ 3opic# What Are !motions and 9oods( $1) 5f Gane "ants to increase the likelihood that her manager is recepti*e to her request for a raise, "hat day should she a*oid asking for her raise( A) 9onday B) 3uesday C) Wednesday ) ?riday Ans"er# A iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills
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$7) B9orningB people A) e'perience peak le*els of positi*e affect in the morning. B) e'perience peak le*els of positi*e affect in the e*ening. C) e'perience higher le*els of negati*e affect in the afternoon. ) sho" little fluctuation in negati*e affect through the day. Ans"er# iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( $;) 5f Gason "ants to e'perience more positi*e "orkplace interactions, "hat ad*ice "ould you gi*e him about his timing( A) 9ore positi*e interactions are likely from midmorning on"ard. B) 3he most positi*e interactions are likely in the early morning. C) 3he most positi*e interactions are likely in sunny "eather. ) 3he most positi*e interactions are likely in "armer "eather. Ans"er# A iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills $=) When "ould be the "orst time to ask someone for a fa*or( A) ?riday afternoon B) 9onday morning C) Wednesday morning ) 3hursday afternoon Ans"er# B iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills $.) &esearch suggests "hich of the follo"ing relationships e'ists bet"een "eather and mood( A) a moderately positi*e B) a moderately negati*e C) a strong positi*e ) a strong negati*e !) "eather tends to ha*e little effect on mood. Ans"er# ! iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods(
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$-) %eter is a counselor at a drug treatment program. 3oday he is under quite a lot of stress# he has a grant proposal to "rite by the end of the day, he is scheduled to counsel a client "ho has pro*ed difficult in the past and his super*isor has "ritten him up for being late to "ork. 6o" "ill the stress from these e*ents probably affect %eter)s mood( A) gradually "orsen his mood B) gradually impro*e his mood C) suddenly "orsen his mood ) suddenly impro*e his mood !) "ill likely ha*e little actual effect on his mood. Ans"er# A iff# 1 %age &ef# 1/1>1/$ 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills +/) What effect does stress typically ha*e on mood( A) short>term positi*e B) long>term positi*e C) short>term positi*e but long>term negati*e ) negati*e !) small and insignificant Ans"er# iff# $ %age &ef# 1/1>1/$ 3opic# What Are !motions and 9oods( +1) Go has a :ob inter*ie". Which of the follo"ing "ill probably not ha*e an effect on the "ay she reacts emotionally to the inter*ie"( A) ho" much sleep Go had the night before B) ho" much e'ercise Go regularly gets C) Go)s age ) Go)s gender !) the "eather on the day of the inter*ie" Ans"er# ! iff# $ %age &ef# 1/1>1/$ 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills +$) &esearch sho"s that for most people, the effect of social acti*ities is "hich of the follo"ing( A) decreases positi*e mood B) increases positi*e mood C) increases negati*e mood ) decreases negati*e mood !) "ill ha*e little effect on mood. Ans"er# B iff# $ %age &ef# 1/$ 3opic# What Are !motions and 9oods(
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++) Jalerie is in a negati*e mood, so she decides to ha*e dinner "ith her friends to impro*e her mood. What effect "ill this acti*ity likely ha*e on her negati*e mood( A) strongly decrease it B) moderately decrease it C) ha*e little or no effect on it ) moderately increase it !) strongly increase it Ans"er# ! iff# $ %age &ef# 1/$ 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills +1) &achael hopes to increase her positi*e mood. Which acti*ity is most likely to ha*e the greatest positi*e impact( A) attending a meeting B) "atching t* "ith friends C) going to a mo*e alone ) hiking "ith friends !) reading a good book Ans"er# iff# + %age &ef# 1/$ 3opic# What Are !motions and 9oods( AA<CB 3ag# Analytic <kills +7) According to a recent poll, people are getting ________ sleep than they did in the past. A) more B) less C) higher>quality ) deeper !) lighter Ans"er# B iff# $ %age &ef# 1/$ 3opic# What Are !motions and 9oods( +;) <leep quality A) affects mood. B) impacts decision making. C) impacts an indi*idual)s ability to control emotions. ) all of the abo*e. Ans"er# iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods(
+=) Which of the follo"ing statements is A83 true about e'ercise( A) !'ercise enhances people)s positi*e mood. B) 3he therapeutic effects of e'ercise are strongest for those "ho are depressed. C) A little e'ercise can ha*e dramatic effects on mood. ) B<"eat therapyB "orks. !) !'ercise may help put you in a better mood. Ans"er# C iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods( +.) 3he idea of Byouthful e'uberanceB "ith young people e'periencing more e'treme, positi*e emotions than older people A) is only true to a point. B) is not true since negati*e emotions occur more frequently in young people. C) is not trueF research sho"s periods of highly positi*e moods lasted longer for older people and bad moods faded more quickly. ) is definitely true. !) has not been researched. Ans"er# C iff# 1 %age &ef# 1/+ 3opic# What Are !motions and 9oods( AA<CB 3ag# &eflecti*e 3hinking <kills +-) Which of the follo"ing statements is not true about the difference bet"een men and "omen "hen it comes to emotional reactions( A) !motional differences bet"een men and "omen are due to the different "ays men and "omen ha*e been sociali0ed. B) 9en e'press emotions more intensely than "omen. C) Women hold onto emotions longer than men. ) Women display more frequent e'pressions of both positi*e and negati*e emotions than men. !) Women e'perience emotions more intensely. Ans"er# B iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods( 1/) Which of the follo"ing statements e'plains gender differences in emotional e'pression( A) 9en and "omen are sociali0ed differently. B) 9en may ha*e more innate ability to read others than "omen. C) 9en may ha*e a greater need for social appro*al than "omen. ) Women are sociali0ed to be tough and bra*e. !) Women ha*e a lo"er propensity to sho" emotions than men. Ans"er# A iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods(
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11) 5f an employee e'presses organi0ationally desired emotions during interpersonal transactions at "ork, "hich of the follo"ing is being e'pressed( A) emotional labor B) negati*e synergy C) dissonance ) emotional intelligence !) de*iance Ans"er# A iff# $ %age &ef# 1/+ 3opic# !motional Eabor AA<CB 3ag# Analytic <kills 1$) What term is used for those emotions that an organi0ation requires "orkers to sho" and considers appropriate in a gi*en :ob( A) felt B) displayed C) conditional ) required !) mandated Ans"er# B iff# $ %age &ef# 1/+ 3opic# !motional Eabor 1+) Airlines e'pect their flight attendants to be cheerful. 3his is an e'ample of A) moods at "ork. B) emotional labor. C) emotional dissonance. ) customer ser*ice. Ans"er# B iff# $ %age &ef# 1/+ 3opic# !motional Eabor AA<CB 3ag# Analytic <kills 11) <arah is a flight attendant "ho is required to smile on the :ob and to be courteous. <he does not feel *ery kindly to"ard an inconsiderate passenger, but continues to be pleasant and smile. 3his disparity is kno"n as A) emotional dissonance. B) felt emotions. C) displayed emotions. ) emotional labor. Ans"er# A iff# $ %age &ef# 1/+ 3opic# !motional Eabor AA<CB 3ag# Analytic <kills
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17) All of the follo"ing are :obs that ha*e helped researchers understand the concept of emotional labor !2C!%3 A) flight attendants. B) copy editors. C) funeral directors. ) doctors. Ans"er# B iff# $ %age &ef# 1/1 3opic# !motional Eabor AA<CB 3ag# &eflecti*e 3hinking <kills 1;) When doctors attend a "orkshop to impro*e their bedside manner and feel more apathy for their patients, they are attempting to impact their A) deep acting. B) surface acting. C) emotional labor. ) displayed emotions. Ans"er# A iff# $ %age &ef# 1/1 3opic# !motional Eabor AA<CB 3ag# Analytic <kills 1=) ________ emotions are learnedF they are not innate. A) ?elt B) isplayed C) Conditional ) !'posed !) <uppressed Ans"er# B iff# $ %age &ef# 1/1 3opic# !motional Eabor 1.) ________ emotions are the emotions an indi*idual actually is e'periencing, despite "hat they might out"ardly sho". A) ?elt B) isplayed C) Conditional ) !'posed !) <uppressed Ans"er# A iff# 1 %age &ef# 1/1 3opic# !motional Eabor
1-) Gulie smiles and acts politely to"ards a customer at her checkout, e*en though she really deeply dislikes this customer. What is the disparity bet"een the emotion Gulie displays and the emotions she is actually e'periencing( A) felt emotions B) emotional dissonance C) conditional emotional response ) emotional distance !) emotional e'posure Ans"er# B iff# $ %age &ef# 1/1 3opic# !motional Eabor AA<CB 3ag# Analytic <kills 7/) What do you call the practice of hiding inner feelings and forgoing emotional e'pressions in response to display rules( A) surface acting B) deep acting C) emotional subterfuge ) affecti*e camouflage !) repressed affection Ans"er# A iff# $ %age &ef# 1/1 3opic# !motional Eabor 71) 5f Adam modifies his true inner feelings based on display rules, he is engaged in A) surface acting. B) deep acting. C) emotional subterfuge. ) affecti*e camouflage. !) repressed affection. Ans"er# B iff# $ %age &ef# 1/1 3opic# !motional Eabor AA<CB 3ag# Analytic <kills 7$) <urface acting deals only "ith ________ emotions. A) negati*e B) "eak C) strong ) displayed !) felt Ans"er# iff# $ %age &ef# 1/1 3opic# !motional Eabor
7+) ________ is more stressful to employees than ________ because it requires feigning one)s true emotions. A) deep actingF surface acting B) e'periencing displayed emotionsF e'periencing felt emotions C) surface actingF deep acting ) surface actingF felt emotions Ans"er# C iff# $ %age &ef# 1/1 3opic# !motional Eabor AA<CB 3ag# Analytic <kills 71) @ina and 6anna are teachers. @ina dislikes her students, but pretends she likes them by making sure she acts in a friendly manner to"ard them. 6anna also dislikes her students, but is trying to change the "ay she feels about them. Which of these teachers is most likely to feel the most stress from their actions and "hy( A) @ina, since she has to feign genuine emotion B) @ina, since her deep emotions conflict "ith "hat her :ob requires C) 6anna, since she "ill probably display her true feelings before she changes her deep emotions ) 6anna, since it is *ery difficult to change displayed emotion !) 3heir actions are unlikely to cause stress. Ans"er# A iff# + %age &ef# 1/1 3opic# !motional Eabor AA<CB 3ag# &eflecti*e 3hinking <kills 77) Which of the follo"ing is the term referring to one)s ability to be self>a"are, to detect emotions in others, and to manage emotional cues and information( A) emotional intelligence B) A!3 C) emotional e'ternal constraints ) affecti*e emotions !) cognition Ans"er# A iff# 1 %age &ef# 1/1 3opic# !motional 5ntelligence 7;) Which of the follo"ing is the dimension of emotional intelligence that describes the ability to recogni0e your o"n emotions and impulses( A) self>a"areness B) self>management C) commitment ) empathy !) social skills Ans"er# A iff# 1 %age &ef# 1/1 3opic# !motional 5ntelligence
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7=) Goseph is not *ery good at reading the emotions of his employees and has not learned to e'press his o"n emotions. 6e "ould be classified as ha*ing "hich of the follo"ing( A) lo" emotional labor B) lo" emotional intelligence C) high empathy ) high emotional intelligence !) lo" affect Ans"er# B iff# 1 %age &ef# 1/1 3opic# !motional 5ntelligence AA<CB 3ag# Analytic <kills 7.) A study e'amining 11 American presidents concluded that the key quality differentiating the successful from the unsuccessful presidents "as A) communication. B) political oratory. C) emotional intelligence. ) *ision. !) cogniti*e style. Ans"er# C iff# 1 %age &ef# 1/1>1/7 3opic# !motional 5ntelligence 7-) As the C!8 of a corporation, you ha*e learned to understand the role of emotional intelligence in the "orkplace. Dou ha*e "orked hard to de*elop emotional intelligence in your *ice>presidents, but belie*e that some are still struggling. Clem, "ho is the J.%. of 9arketing, has dri*en his department to ne" successes in sales, but also by dri*ing them so hard has created ne" records of turno*er of employees. Clem seems to lack the ability to sense ho" others are feeling. Based on these obser*ations, you "ould say that Clem is lacking in ________. A) self>a"areness B) self>management C) empathy ) social skills !) self>moti*ation Ans"er# C iff# + %age &ef# 1/1>1/7 3opic# !motional 5ntelligence
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;/) As the C!8 of a corporation, you ha*e learned to understand the role of emotional intelligence in the "orkplace. Dou ha*e "orked hard to de*elop emotional intelligence in your *ice>presidents, but belie*e that some are still struggling. Alan, the J.%. of !mployee &elations, does a great :ob in most respects, but you ha*e noticed that he is *ery concerned about his image and does not take :oking about his abilities "ell. Alan seems to lack the ability to be a"are of "hat he is feeling. Based on these obser*ations, you "ould say that Alan is lacking in ________. A) self>a"areness B) self>management C) empathy ) social skills !) self>moti*ation Ans"er# A iff# + %age &ef# 1/1>1/7 3opic# !motional 5ntelligence AA<CB 3ag# &eflecti*e 3hinking <kills ;1) !motional intelligence appears to be especially rele*ant in :obs that demand "hich of the follo"ing( A) social interaction B) commitment C) task structure ) charisma !) leadership skills Ans"er# A iff# $ %age &ef# 1/7 3opic# !motional 5ntelligence AA<CB 3ag# &eflecti*e 3hinking <kills ;$) Which of the follo"ing is not an argument that supports the e'istence of emotional intelligence( A) !5 is practically indistinguishable from the established concepts of intelligence and personality. B) %eople "ith high !5 ha*e a leg up in the business "orld. C) %eople "ithout the ability to process emotions ha*e been pro*ed to be poor decision makers. ) A high le*el of !5 is a good predictor of :ob performance. !) 5t is intuiti*ely appealing. Ans"er# A iff# + %age &ef# 1/7 3opic# !motional 5ntelligence
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;+) Which of the follo"ing is A83 true( A) %eople "ith damage to the prefrontal corte' scored significantly lo"er on !5 tests. B) !5 is neurologically based. C) %eople "ho suffer neurological damage make poorer decisions. ) %eople "ith damage to the prefrontal corte' "ill score lo"er on standard measures of intelligence then people "ithout the same brain damage. !) !5 is biologically based. Ans"er# iff# + %age &ef# 1/7 3opic# !motional 5ntelligence ;1) All of the follo"ing are true statements concerning the criticism of !5 !2C!%3# A) !5 is too *ague a concept. B) 3here is only one generally accepted definition of !5. C) !5 can)t be measured. ) 3he *alidity of !5 is suspect. !) !5 is highly correlated "ith measures of personality. Ans"er# B iff# $ %age &ef# 1/7 3opic# !motional 5ntelligence ;7) <ome researchers doubt the e'istence of emotional intelligence. Which of the follo"ing is an argument they use against it( A) !5 assumes that decisions made emoti*ely are superior to those made dispassionately. B) !motions cannot be measured by testing as can be done for personality or intelligence. C) 3he tests used to measure !5 are too simplistic in "hat they define as right and "rong ans"ers. ) 3he concept of !5 is so broad and *ariegated as to render it effecti*ely meaningless. !) %eople "ith high !5 appear to be high performers in the eyes of others rather than in reality. Ans"er# iff# + %age &ef# 1/7>1/; 3opic# !motional 5ntelligence AA<CB 3ag# &eflecti*e 3hinking <kills ;;) Whether a candidate has high emotional intelligence "ould not be a significant factor "hen considering candidates for "hich of the follo"ing :obs( A) an inter*ie"er "ho assesses candidates in an employment agency B) an engineer heading up a team designing a comple' soft"areChard"are interface C) a meeting planner "ho must set up meetings for candidates around the "orld ) a copy editor "ho seeks out spelling errors and grammatical mistakes in manuscripts !) a realtor arranging sales bet"een homeo"ners and potential buyers Ans"er# iff# $ %age &ef# 1/; 3opic# 8B Applications of !motions and 9oods AA<CB 3ag# &eflecti*e 3hinking <kills
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;=) A study of ,< Air ?orce recruiters sho"ed that A) top>performing recruiters e'hibited high le*els of emotional intelligence. B) there "as little *alidity to !5 in selection decisions. C) !5 measures "ould not be used in hiring decisions. ) !5 "as not rele*ant in :obs requiring social interaction. Ans"er# A iff# $ %age &ef# 1/; 3opic# 8B Applications of !motions and 9oods ;.) <tudies sho" that people "ho are depressed tend to make poorer decisions than those "ith a more positi*e outlook. Why is this thought to be the case( A) 3hey tend to choose an outcome that "ill confirm their negati*e "orld*ie". B) 3hey search for the perfect solution "hen rarely is any solution perfect. C) 3hey rarely "eigh up all the options "hen making a decision. ) 3hey a*oid stereotyping and other beha*iors that allo" them to come to a rapid decision. !) 3hey tend to put too great a *alue on their o"n ability to affect outcomes. Ans"er# B iff# $ %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods AA<CB 3ag# &eflecti*e 3hinking <kills ;-) ?rancine is the head of a group at an ad agency "orking "ith copy"riters, artists and designers to come up "ith effecti*e branding of ne" products. Why is it particularly important for her to keep her team happy( A) %eople are more conscientious "hen they are in a good mood. B) %eople are more efficient "hen they are in a good mood. C) %eople are more producti*e "hen they are in a good mood. ) %eople are more cooperati*e "hen they are in a good mood. !) %eople are more creati*e "hen they are in a good mood. Ans"er# A iff# 1 %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods AA<CB 3ag# &eflecti*e 3hinking <kills =/) 8rgani0ations that promote positi*e moods at "ork are likely to A) be less creati*e. B) be less rela'ed. C) ha*e a more moti*ated "orkforce. ) ha*e lo"er e'pectations of success. !) not "ork as hard. Ans"er# C iff# $ %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods
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=1) %eople "ho are in good moods A) are more creati*e. B) produce more ideas. C) produce ideas others think are original. ) identify more creati*e options. !) all of the abo*e Ans"er# ! iff# $ %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods =$) Astute corporate e'ecuti*es use emotional content to get employees to buy into A) their :ob responsibilities. B) unethical requests. C) o*ertime. ) their *ision of the company)s future. !) do"nsi0ing. Ans"er# iff# + %age &ef# 1/. 3opic# 8B Applications of !motions and 9oods =+) When effecti*e leaders "ant to implement significant changes, they rely on the e*ocation of A) intelligence. B) emotions. C) *alues. ) ethics. !) financial re"ards. Ans"er# B iff# + %age &ef# 1/. 3opic# 8B Applications of !motions and 9oods =1) 5ndi*iduals "ho do poorly in negotiations A) e'perience negati*e emotions. B) de*elop positi*e perceptions of their counterparts. C) are more "illing to share information. ) are more "illing to be cooperati*e in future negotiations. !) tend to ha*e the highest le*els of emotional intelligence. Ans"er# A iff# + %age &ef# 1/. 3opic# 8B Applications of !motions and 9oods
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=7) 5n "hat "ay is negotiation different from other acti*ities in the "orkplace( A) A lack of emotion impro*es performance. B) ?eeling bad about your performance in a negotiation is likely to impro*e future performance. C) isplaying negati*e emotions such as anger is ineffecti*e. ) Aegati*e outcomes do not mean that negati*e emotions "ill result. !) A negati*e emotional state enhances performance. Ans"er# A iff# + %age &ef# 1/. 3opic# 8B Applications of !motions and 9oods AA<CB 3ag# &eflecti*e 3hinking <kills =;) %ro*iding quality customer ser*ice makes demands on employees because it often puts them in a state of A) cogniti*e dissonance. B) negati*e affect. C) emotional contagion. ) emotional dissonance. !) positi*e affect. Ans"er# iff# 1 %age &ef# 1/. 3opic# 8B Applications of !motions and 9oods ==) 3he BcatchingB of emotions from others is kno"n as A) cogniti*e dissonance. B) emotional contagion. C) emotional dissonance. ) !5. !) moodiness. Ans"er# B iff# $ %age &ef# 1/3opic# 8B Applications of !motions and 9oods =.) When customers BcatchB employees) positi*e moods, they A) spend more money. B) shop longer. C) become more demanding. ) smile more often. !) negotiate better. Ans"er# B iff# $ %age &ef# 1/3opic# 8B Applications of !motions and 9oods
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=-) Which of the follo"ing statements is A83 true( A) %eople emotionally take their "ork home "ith them. B) A negati*e mood resulting from a bad day at "ork carries o*er to the ne't day. C) %eople "ho ha*e a good day at "ork tend to be in better mood at home that e*ening. ) %eople "ho ha*e a bad day at "ork tend to be in a bad mood at home that e*ening. !) %eople "ho ha*e a stressful day at "ork tend to ha*e trouble rela'ing at home that e*ening. Ans"er# B iff# $ %age &ef# 1/3opic# 8B Applications of !motions and 9oods ./) %eople "ho feel negati*e emotions A) score high in !5. B) score lo" in !5. C) are more likely to engage in de*iant beha*ior at "ork. ) are more creati*e. !) are more popular. Ans"er# C iff# $ %age &ef# 1/3opic# 8B Applications of !motions and 9oods .1) Cultural norms in the ,nited <tates dictate that employees in ser*ice organi0ations should smile and act friendly "hen interacting "ith customers. 3his norm A) applies "orld"ide. B) is especially strong in 5srael. C) is *aluable for Wal>9art to enforce globally in their stores. ) "ins companies loyal follo"ers globally. !) is not embraced by @erman shoppers. Ans"er# ! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .$) Which of the follo"ing is not true concerning cultural influences impacting emotions( A) Cultural factors influence "hat is or isn)t considered as emotionally appropriate. B) What)s acceptable in one culture may seem unusual or e*en dysfunctional in another. C) All cultures agree on the *alue they gi*e to emotions. ) 3here tends to be high agreement on "hat emotions mean "ithin cultures. !) Culture dictates ho" "e construe emotional displays. Ans"er# C iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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.+) When 3ahitians are sad, their peers attribute their state to a physical illness. Which of the follo"ing facts does this best illustrate( A) 3he norms for the e'pression of emotions differ across cultures B) 3he *alue people place on emotions *aries across cultures( C) 3he degree to "hich people e'perience emotions *aries across cultures( ) 5t)s easier for people to accurately recogni0e emotions "ithin their o"n culture than in those of other cultures. !) All cultures interpret emotions in the same "ay. Ans"er# A iff# + %age &ef# 111 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) Which is A83 cited as a factor that influences emotions and moods( A) time of day B) stressful e*ents C) social acti*ities ) season of the year !) sleep patterns Ans"er# iff# 1 %age &ef# 111 3opic# 5mplications for 9anagers .7) Geremy is angry and hostile. As a result, he is more likely to A) engage in de*iant beha*iors at "ork. B) score high in !5. C) be more creati*e. ) be more moti*ated. !) all of the abo*e. Ans"er# A iff# $ %age &ef# 111 3opic# 5mplications for 9anagers .;) !motions can hinder performance. Ans"er# 3&,! iff# + %age &ef# -; .=) !motions can enhance performance. Ans"er# 3&,! iff# + %age &ef# -; ..) 5n the past, emotions in the "orkplace "ere rarely *ie"ed as being constructi*e. Ans"er# 3&,! iff# $ %age &ef# -;
.-) <ome emotions can reduce employee performance. Ans"er# 3&,! iff# $ %age &ef# -; -/) 9oods are intense feelings that are directed at someone or something. Ans"er# ?AE<! iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( -1) Affect is a generic term that co*ers a broad range of feelings that people e'perience. Ans"er# 3&,! iff# 1 %age &ef# -= 3opic# What Are !motions and 9oods( -$) 9oods are feelings that tend to be less intense than emotions. Ans"er# 3&,! iff# 1 %age &ef# -= 3opic# What Are !motions and 9oods( -+) B5nsightB is a broad term that encompasses both emotions and moods. Ans"er# ?AE<! iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( -1) !motions are ob:ect>specific. Ans"er# 3&,! iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( -7) !mployees bring an emotional component "ith them to "ork e*ery day. Ans"er# 3&,! iff# $ %age &ef# -= 3opic# What Are !motions and 9oods( -;) 5t is generally accepted that moods and emotions can mutually influence one another. Ans"er# 3&,! iff# + %age &ef# -. 3opic# What Are !motions and 9oods( -=) @ood or bad moods can make you more emotional in response to an e*ent. Ans"er# 3&,! iff# 1 %age &ef# -. 3opic# What Are !motions and 9oods(
-.) 5t is almost impossible to mistake one emotion for another since they are all so different. Ans"er# ?AE<! iff# 1 %age &ef# -. 3opic# What Are !motions and 9oods( --) !motions can be clearly categori0ed as positi*e or negati*e. Ans"er# ?AE<! iff# $ %age &ef# -. 3opic# What Are !motions and 9oods( 1//) Aer*ousness, stress, and an'iety are at the high end of negati*e affect. Ans"er# 3&,! iff# $ %age &ef# -3opic# What Are !motions and 9oods( 1/1) According to e*olutionary psychology, an indi*idual)s anger is not necessarily bad because it ser*es a purpose. Ans"er# 3&,! iff# $ %age &ef# 1// 3opic# What Are !motions and 9oods( 1/$) %eople tend to be in their best moods on <unday. Ans"er# ?AE<! iff# $ %age &ef# !'h =>+ 3opic# What Are !motions and 9oods( 1/+) 9orning people e'perience peak periods of positi*e affect before noon. Ans"er# ?AE<! iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( 1/1) &esearch suggests that "eather has no effect on mood. Ans"er# 3&,! iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( 1/7) <tress typically has a negati*e effect on mood. Ans"er# 3&,! iff# $ %age &ef# 1/1 3opic# What Are !motions and 9oods( 1/;) ?or most people social acti*ities decrease positi*e mood. Ans"er# ?AE<! iff# $ %age &ef# 1/$ 3opic# What Are !motions and 9oods(
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1/=) ?or most people social acti*ities ha*e little effect on negati*e mood. Ans"er# 3&,! iff# $ %age &ef# 1/$ 3opic# What Are !motions and 9oods( 1/.) According to a recent poll, people are getting progressi*ely less sleep. Ans"er# 3&,! iff# $ %age &ef# 1/$>1/+ 3opic# What Are !motions and 9oods( 1/-) B<"eat therapyB not only "orks, but research re*eals that the effects of e'ercise may be strongest for those "ho are depressed. Ans"er# 3&,! iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods( 11/) Women generally sho" greater emotional e'pression than do men. Ans"er# 3&,! iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods( 111) !*idence confirms there is no real difference bet"een men and "omen "hen it comes to emotional reactions and ability to read others. Ans"er# ?AE<! iff# 1 %age &ef# 1/+ 3opic# What Are !motions and 9oods( 11$) 9en generally e'press emotions more intensely than do "omen. Ans"er# ?AE<! iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods( 11+) 9en generally e'press anger more frequently than do "omen. Ans"er# 3&,! iff# $ %age &ef# 1/+ 3opic# What Are !motions and 9oods( 111) 5f an employee e'presses organi0ationally desired emotions during interpersonal transactions, the employee is performing emotional labor. Ans"er# 3&,! iff# $ %age &ef# 1/+ 3opic# !motional Eabor 117) 3he concept of emotional labor originally de*eloped from studies of ser*ice :obs. Ans"er# 3&,! iff# + %age &ef# 1/+ 3opic# !motional Eabor
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11;) When Goseph must pro:ect courtesy on the :ob "hile feeling hostility, he is e'periencing emotional dissonance. Ans"er# 3&,! iff# + %age &ef# 1/+ 3opic# !motional Eabor 11=) !motions that are organi0ationally required and considered appropriate in a gi*en :ob are termed displayed emotions. Ans"er# 3&,! iff# $ %age &ef# 1/1 3opic# !motional Eabor 11.) Conditional emotions are an indi*idual)s actual emotions. Ans"er# ?AE<! iff# 1 %age &ef# 1/1 3opic# !motional Eabor 11-) isplayed emotions and felt emotions are generally the same. Ans"er# ?AE<! iff# $ %age &ef# 1/1 3opic# !motional Eabor 1$/) isplayed emotions are innate. Ans"er# ?AE<! iff# $ %age &ef# 1/1 3opic# !motional Eabor 1$1) ?elt emotions are an indi*idual)s actual emotions. Ans"er# 3&,! iff# 1 %age &ef# 1/1 3opic# !motional Eabor 1$$) eep acting is hiding inner feelings by modifying facial e'pressions. Ans"er# ?AE<! iff# $ %age &ef# 1/1 3opic# !motional Eabor 1$+) eep acting in*ol*es modifying inner feelings. Ans"er# 3&,! iff# $ %age &ef# 1/1 3opic# !motional Eabor 1$1) <urface acting deals "ith one)s displayed emotions. Ans"er# 3&,! iff# $ %age &ef# 1/1 3opic# !motional Eabor
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1$7) %eople "ho are good at reading others) emotions may be more effecti*e in their :obs. Ans"er# 3&,! iff# 1 %age &ef# 1/1 3opic# !motional 5ntelligence 1$;) <tudies of ,.<. presidents seem to sho" that the ones :udged the most successful had high !5. Ans"er# 3&,! iff# 1 %age &ef# 1/1>1/7 3opic# !motional 5ntelligence 1$=) <tudies ha*e not sho"n a clear correlation bet"een emotional intelligence and :ob performance. Ans"er# ?AE<! iff# 1 %age &ef# 1/7 3opic# !motional 5ntelligence 1$.) Critics of !5 ha*e critici0ed it for being poorly defined. Ans"er# 3&,! iff# 1 %age &ef# 1/7>1/; 3opic# !motional 5ntelligence 1$-) At E)8real, salespersons selected on !5 scores had higher sales than those hired using the old selection criteria. Ans"er# 3&,! iff# 1 %age &ef# 1/; 3opic# 8B Applications of !motions and 9oods 1+/) !motional intelligence appears to be especially rele*ant in :obs that demand a high degree of social interaction. Ans"er# 3&,! iff# 1 %age &ef# 1/; 3opic# 8B Applications of !motions and 9oods 1+1) %eople in good moods are less likely to cut corners by using rules of thumb to help them make decisions. Ans"er# ?AE<! iff# + %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods 1+$) A cycle can e'ist in "hich positi*e moods cause people to be more creati*e, "hich leads to positi*e feedback from those obser*ing their "ork, "hich in turn results in a positi*e mood. Ans"er# 3&,! iff# $ %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods
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1++) <e*eral studies ha*e sho"n that negotiators "ho fake anger in a negotiation can "in an ad*antage o*er their opponents by doing so. Ans"er# 3&,! iff# $ %age &ef# 1/. 3opic# 8B Applications of !motions and 9oods 1+1) ?or most people, it appears that a negati*e mood resulting from a bad day at "ork does not carry o*er to the ne't day. Ans"er# 3&,! iff# 1 %age &ef# 1/3opic# 8B Applications of !motions and 9oods 1+7) 3here tends to be high agreement on "hat emotions mean "ithin cultures, but not bet"een cultures. Ans"er# 3&,! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+;) Cultural factors influence "hat is or isn)t considered as emotionally appropriate. Ans"er# 3&,! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+=) What)s acceptable in one culture may seem unusual or e*en dysfunctional in another. Ans"er# 3&,! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+.) 5t is likely that most people "ithin a gi*en culture "ould agree on "hat a particular emotion means. Ans"er# 3&,! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) 5n the ,< there is a bias to regularly e'press intense negati*e emotions. Ans"er# ?AE<! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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11/) 5n a highly indi*idualistic culture an obser*er seeing a happy e'pression on a friend)s face "ould tend to think that the friend is happy because of something the obser*er has done. Ans"er# ?AE<! iff# $ %age &ef# 11/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) !'plain the differences bet"een the follo"ing terms# affect, emotions, and moods. Ans"er# Affect is a generic term that co*ers a broad range of feelings that people e'perience. 5t)s an umbrella concept that encompasses both emotions and moods. !motions are intense feelings that are directed at someone or something. ?inally, moods are feelings that tend to be less intense than emotions and "hich lack a conte'tual stimulus. %age &ef# -= 3opic# What Are !motions and 9oods( 11$) What functions do emotions ser*e( Ans"er# We need emotions to think rationally. ar"in argued that emotions de*eloped o*er time to help humans sol*e problems. !motions are useful because they moti*ate people to engage in actions important for sur*i*al. %age &ef# 1// 3opic# What Are !motions and 9oods( 11+) iscuss the impact the day of the "eek and time of day ha*e on emotions. Ans"er# %eople tend to be in their "orst moods early in the "eek and in their best moods late in the "eek. %eople are generally in lo"er spirits early in the morning. Ee*els of positi*e affect tend to peak around the half"ay point bet"een "aking and sleeping. Aegati*e affect, ho"e*er, sho"s little fluctuation throughout the day. <o in organi0ations, "e can e'pect more positi*e interactions midmorning and later in the day, as "ell as later in the "ork"eek. %age &ef# 1//>1/1 3opic# What Are !motions and 9oods( 111) iscuss "hether there are gender differences regarding emotions. Ans"er# 3he e*idence confirms differences bet"een men and "omen "hen it comes to emotional reactions and ability to read others. 5n contrasting the genders, "omen sho" greater emotional e'pression than menF they e'perience emotions more intenselyF and they display more frequent e'pressions of both positi*e and negati*e emotions, e'cept anger. 5n contrast to men, "omen also report more comfort in e'pressing emotions. 3hese differences may be e'plained by the "ay men and "omen ha*e been sociali0ed. 9en are sociali0ed to be tough "hile "omen are sociali0ed to be nurturing. %age &ef# 1/+ 3opic# What Are !motions and 9oods(
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117) What is emotional labor( Ans"er# !motional labor is an employee)s e'pression of organi0ationally desired emotions during interpersonal transactions at "ork. 3his concept emerged from studies of ser*ice :obs. 9anagers e'pect employees to be courteous, not hostile, in interactions "ith co"orkers. 3he true challenge is "hen employees ha*e to pro:ect one emotion "hile simultaneously feeling another. 3his disparity is emotional dissonance, and it can take a hea*y toll on employees. Eeft untreated, bottled>up feelings of frustration, anger, and resentment can e*entually lead to emotional e'haustion and burnout. !motional labor creates dilemmas for employees. %age &ef# 1/+ 3opic# !motional Eabor 11;) What is the difference bet"een felt emotions and displayed emotions( Ans"er# ?elt emotions are an indi*idual)s actual emotions. 5n contrast, displayed emotions are those that are organi0ationally>required and considered appropriate in a gi*en :ob. 3hey are not innateF they are learned. 3he key point here is that felt and displayed emotions are often different. %age &ef# 1/1 3opic# !motional Eabor 11=) What is emotional intelligence( Ans"er# !motional intelligence is a person)s ability to be self>a"are, to detect emotions in others, and to manage emotional cues and information. %eople high in emotional intelligence are most likely to be effecti*e since they kno" heir o"n emotions and are good at reading emotional cues of others. %age &ef# 1/7 3opic# !motional 5ntelligence 11.) iscuss the case against emotional intelligence. Ans"er# 3he critics of !5 suggest the concept has a number of problems. Critics suggest it is too *ague a concept. 3o many researchers, it is not clear "hat !5 is. 9any times different researchers focus on different skills. 3hey also suggest that !5 cannot be measured. 9any measures are self> reported, meaning there is no right or "rong ans"er. 3he *alidity of !5 is suspect. <ome critics argue that because !5 is so closely related to intelligence and personality, once you control for these factors, !5 has nothing unique to offer. %age &ef# 1/7>1/; 3opic# !motional 5ntelligence 11-) What is the relationship bet"een creati*ity and moods( Ans"er# %eople "ho are in good moods are more creati*e than people in bad moods. 3hey produce more ideas, others think their ideas are original, and they tend to identify more creati*e options to problems. <uper*isors should acti*ely try to keep employees happy because this "ill create more good moods, "hich in turn leads people to be more creati*e. 8ther researchers ha*e argued that "hen people are in positi*e moods, they may rela' and not engage in the critical thinking necessary for some forms of creati*ity. 6o"e*er, this *ie" is contro*ersial. %age &ef# 1/= 3opic# 8B Applications of !motions and 9oods
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17/) iscuss the relationship bet"een moods and customer ser*ice. Ans"er# An employee)s emotional state influences customer ser*ice, "hich influences le*els of repeat business and le*els of customer satisfaction. %ro*iding quality customer ser*ice, ho"e*er, may put employees in a state of emotional dissonance "hich can lead long term to :ob burnout, lo"er :ob performance and lo"er :ob satisfaction. <tudies ha*e also identified emotional contagion can occur "hereby emotions can be BcaughtB from others. When employees e'press positi*e emotions, customer respond similarly. When customer respond to positi*e employee emotions, they ha*e been found to shop longer. ,nfortunately, this also "orks in the re*erse. 3hat is, "hen an employee e'periences a negati*e emotion, this is also contagious > and caught by the customer. %age &ef# 1/.>1/3opic# 8B Applications of !motions and 9oods
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter B @oundations o% :roup Behavior 1) Which one of the follo"ing characteristics is not necessarily true about groups( A) @roup members are interdependent. B) @roups ha*e t"o or more members. C) @roups ha*e e'ternally assigned goals. ) @roups interact. !) 9embers come together to achie*e particular ob:ecti*es. Ans"er# C iff# $ %age &ef# 11$ 3opic# efining and Classifying @roups $) What sort of groups is defined by the organi0ation)s structure( A) informal B) task C) friendship ) interest !) formal Ans"er# ! iff# 1 %age &ef# 11$ 3opic# efining and Classifying @roups +) An elementary school principal and her 1. teachers form aIn) ________. A) informal group B) friendship group C) command group ) interest group !) normati*e group Ans"er# C iff# 1 %age &ef# 11$ 3opic# efining and Classifying @roups AA<CB 3ag# Analytic <kills 1) When do informal groups appear( A) in response to the need for social contact B) in reaction to formal groups C) as a result of social needs ) most frequently in bureaucracies !) "hen formal groups cannot meet their goals Ans"er# A iff# $ %age &ef# 11$ 3opic# efining and Classifying @roups
7) Gulia, Bree and a*id "ork in different departments, but often eat lunch together. 3hey are an e'ample of "hat type of group( A) formal B) informal C) command ) task !) reactant Ans"er# B iff# 1 %age &ef# 11$ 3opic# efining and Classifying @roups AA<CB 3ag# Analytic <kills ;) Which of the follo"ing statements is true( A) All task groups are also informal groups. B) All command groups are also task groups. C) All task groups are also friendship groups. ) All command groups are also informal groups. !) All informal groups are also command groups. Ans"er# B iff# + %age &ef# 11+ 3opic# efining and Classifying @roups =) 3he group type that is determined by the organi0ation chart is the ________ group. A) :ob B) "ork C) authority ) social !) command Ans"er# ! iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups .) Which one of the follo"ing group types is organi0ationally determined( A) :ob B) task C) interest ) authority !) social Ans"er# B iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups
-) A group that de*elops outside of "ork to support a local sports team is an e'ample of "hat sort of group( A) booster B) interest C) friendship ) sports !) miscreant Ans"er# C iff# 1 %age &ef# 11+ 3opic# efining and Classifying @roups AA<CB 3ag# Analytic <kills 1/) !mployees "ho band together to seek impro*ed "orking conditions form aIn) ________ group. A) union B) support C) interest ) "ork !) emancipated Ans"er# C iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups 11) Which of the follo"ing statements most accurately describes interest groups( A) 3hey are longer lasting than friendship groups. B) 3hey de*elop because indi*idual members ha*e one or more common characteristics. C) 3hey are formed to achie*e some common ob:ecti*e "ith "hich each member is concerned. ) 3hey are go*erned by labor la"s. !) 3hey are likely to in*ol*e great social conflict. Ans"er# C iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups 1$) Which of the follo"ing is not one of the most common reasons people :oin groups( A) security B) status C) equity ) po"er !) goal achie*ement Ans"er# C iff# $ %age &ef# !'h .>1 3opic# efining and Classifying @roups
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1+) A group that is determined by the organi0ation chart and composed of the indi*iduals "ho report directly to a gi*en manager is kno"n as aIn) ________. A) task group B) command group C) friendship group ) interest group !) informal group Ans"er# B iff# 1 %age &ef# 11+ 3opic# efining and Classifying @roups 11) A group that is organi0ationally determined, but that can cross command relationships is kno"n as aIn) ________. A) task group B) command group C) friendship group ) interest group !) informal group Ans"er# A iff# 1 %age &ef# 11+ 3opic# efining and Classifying @roups 17) Which of the follo"ing is true( A) All groups pro*ide the same benefits to their members. B) ifferent groups pro*ide different benefits to their members. C) ifferent groups pro*ide the same benefits to their members. ) @roup members seldom reap any benefits from their membership. !) all of the abo*e Ans"er# B iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups 1;) When group members Btest the "atersB to determine "hat beha*iors are acceptable, they are most likely in "hich stage of group de*elopment( A) forming B) storming C) norming ) performing Ans"er# A iff# $ %age &ef# 111 3opic# <tages of @roup e*elopment AA<CB 3ag# Analytic <kills
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1=) Gohn)s group has de*eloped a strong sense of group identity and has assimilated a common set of e'pectations defining appropriate member beha*ior. Gohn)s group has most likely completed "hich stage of group de*elopment( A) forming B) storming C) norming ) performing Ans"er# C iff# $ %age &ef# 111 3opic# <tages of @roup e*elopment AA<CB 3ag# Analytic <kills 1.) Which of the follo"ing is A83 one of the fi*e stages of the group de*elopment model( A) forming B) storming C) :oining ) ad:ourning Ans"er# C iff# $ %age &ef# 111 3opic# <tages of @roup e*elopment 1-) 3he curriculum committee members are resisting some of the ne"ly created policies and are in conflict o*er "ho "ill chair the committee. 3hey are most likely in "hich stage of group de*elopment( A) forming B) storming C) norming ) ad:ourning Ans"er# B iff# $ %age &ef# 111 3opic# <tages of @roup e*elopment AA<CB 3ag# Analytic <kills $/) ?or permanent "ork groups, "hich is the last stage in the group)s de*elopment( A) forming B) storming C) norming ) performing Ans"er# iff# $ %age &ef# 111 3opic# <tages of @roup e*elopment
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$1) Which of the follo"ing statements is true concerning the fi*e stage group de*elopment model( A) <tage 5J Iperforming) is al"ays the most preferable. B) <e*eral stages can go on simultaneously. C) @roups in <tage 555 "ill outperform those in <tage 55. ) @roups proceed clearly from one stage to the ne't sequentially. Ans"er# B iff# $ %age &ef# 111 3opic# <tages of @roup e*elopment $$) What term is used for a set of e'pected beha*ior patterns associated "ith a particular position in a social unit( A) role B) role perception C) role identity ) role e'pectation !) identity Ans"er# A iff# 1 %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness $+) 8ur *ie" of ho" "e are supposed to act in a gi*en situation is A) role identity. B) role ambiguity. C) role e'pectation. ) role perception. !) role conflict. Ans"er# iff# $ %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness $1) When Gudith became a doctor she modeled her manner on her obser*ations of more e'perienced doctors, and also on the beha*ior of doctors in medical dramas she had en:oyed "atching as a child on 3J. What is Gudith modeling her manner upon( A) the role beha*iors of doctors B) her role perception of doctors C) the role identity of doctors ) her role e'pectation of doctors !) the core role actions of doctors Ans"er# B iff# 1 %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# Analytic <kills
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$7) Which of the follo"ing is true of role identity( A) &ole perception creates the attitudes and actual beha*iors consistent "ith a role. B) %eople ha*e the ability to shift roles rapidly "hen the situation requires change. C) 3here is considerable inertia in role identity after roles are changed. ) !*eryone is required to play one specific role in e*ery situation. !) Ao t"o people e*er agree on "hat constitutes a role. Ans"er# B iff# $ %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness $;) <e*eral years ago you began a small retail store to sell computer parts. 3he store gre" and the business e'panded to offer computer repair and custom programming. Dou ha*e noticed that people ha*e definite e'pectations about "hat their appropriate roles "ithin the e'panding company should be. Dou can help the people in the company understand their roles and the roles of other people by e'plaining some common facts about roles. Which of the follo"ing is not true( A) !ach person "ill be e'pected to play a number of di*erse roles. B) 9ost people ha*e the ability to shift roles rapidly "hen they recogni0e that the situation and its demands require ma:or changes. C) &ole perception is ho" people belie*e others are e'pected to act in their gi*en roles. ) 5t may be helpful for them to *ie" role e'pectations through the perspecti*e of a psychological contract. !) %eople can be fle'ible in the roles that they play. Ans"er# C iff# + %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills $=) Gohn is e'pected to help customers in the retail store as "ell as perform computer repair "ork. 6e feels that e*ery time he gets started on a repair, he is interrupted and doesn)t kno" "hether to finish his repair or "ait on the customer. Gohn suffers from role ________. A) conflict B) e'pectations C) perception ) identity !) duality Ans"er# A iff# $ %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills
$.) 9ost people assume that a police officer should beha*e in a la"ful manner, and not sho" any fa*oritism to any particular group, and do their best to uphold the la". What term is used for this kind of belief( A) a norm B) a norm identity C) a role e'pectation ) a role perception !) a norm *iolation Ans"er# C iff# $ %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness $-) Lach is de*out and *ery acti*e in his church. 6e is also a *ery dedicated employee. 6is manager offers him a promotion but the ne" role "ill require him to "ork <undays. Lach "ould like the promotion, but reali0es that it "ould force him to miss some church acti*ities. 5t is likely that Lach is e'periencing "hich of the follo"ing( A) role conflict B) role e'pectation C) role perception ) psychological conflict !) cogniti*e reactance Ans"er# A iff# 1 %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills +/) Limbardo)s e'periment at <tanford ,ni*ersity demonstrated "hich of the follo"ing( A) 5ndi*iduals "ill often do anything as long as it)s consistent "ith their role identity. B) &oles are defined by e'ternal authority figures. C) i*ergent role e'pectations create role conflict. ) All groups ha*e established norms. !) %eople "ill conform e*en "hen they kno" they are "rong. Ans"er# A iff# $ %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness +1) What term is used for acceptable standards of beha*ior that are shared by a group)s members( A) norms B) rules C) standards ) codes of beha*ior !) e'plicit contracts Ans"er# A iff# 1 %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
+$) Which of the follo"ing is an e'ample of a performance norm( A) ho" hard group members should "ork B) ho" the :ob should be performed C) ho" much tardiness is appropriate ) all of the abo*e Ans"er# iff# 1 %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness ++) Which of the follo"ing is not a finding of the 6a"thorne studies( A) A "orker)s beha*ior and sentiments are closely related. B) @roup standards are highly effecti*e in establishing indi*idual "orker output. C) 9oney "as less a factor in determining "orker output than "ere group standards, sentiments, and security. ) Competition bet"een groups "ill ma'imi0e group output. !) @roup influences are significant in affecting indi*idual beha*ior. Ans"er# iff# + %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness +1) 3he 6a"thorne researchers began by e'amining A) the relation bet"een the physical en*ironment and producti*ity. B) the role of money in determining "orker output. C) the role of group standards in determining "orker output. ) 9ayo)s research at 6ar*ard. !) the bank "iring group. Ans"er# A iff# $ %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness +7) What is the most often cited finding of the 6a"thorne studies(. A) A group)s performance is significantly affected by being obser*ed. B) 5ncreases in illumination increase producti*ity. C) &ole identities often lead to role e'pectations. ) Cohesi*e groups al"ays perform at high le*els. !) @roups are gentle and subtle "hen enforcing their norms "ith their members. Ans"er# A iff# 1 %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
+;) 5n the follo">up portion of the 6a"thorne studies "ith the bank "iring group, inter*ie"s determined that the group "as operating "ell belo" its capability. 9embers "ere afraid that if they significantly increased their output, A) the unit incenti*e rate "ould be cut. B) the e'pected daily output "ill be increased. C) layoffs might occur. ) slo"er "orkers "ill be reprimanded. !) all of the abo*e Ans"er# ! iff# $ %age &ef# 11;>11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness +=) What term is used for the process by "hich an indi*idual)s desire for acceptance by the group and the pressure by the group on indi*idual members to match its standards results in a change in indi*idual attitudes and beha*iors( A) conformity B) coercion C) commitment ) con*ergence !) confluence Ans"er# A iff# 1 %age &ef# 11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# Analytic <kills +.) 3he important groups to "hich people belong or hope to belong are kno"n as A) conformist groups. B) status groups. C) reference groups. ) command groups. !) nonconformist groups. Ans"er# C iff# $ %age &ef# 11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness +-) 5n Asch)s e'periment, "hat percent of the sub:ects ga*e at least one ans"er that conformed to an option "hich they kne" "as "rong but "as consistent "ith the replies pro*ided by the other group members( A) 1/ B) $/ C) 1/ ) ;/ !) =7 Ans"er# ! iff# $ %age &ef# 11=>11. 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
1/) 3he ma:or contribution of the Asch study "as to demonstrate the impact of ________. A) group norms pressing us to"ard conformity B) ho" seating arrangements create conformity C) con*ergence ) status !) cogniti*e dissonance Ans"er# A iff# $ %age &ef# 11. 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11) <ince Asch)s studies "ere conducted in the early 1-7/s, "hat updates ha*e been identified in the research since that time( A) Asch)s findings are considered culture bound. B) 3he le*els of conformity ha*e steadily increased. C) Conformity to social norms has been found to be lo"er in collecti*ist cultures. ) Conformity to norms is no longer as po"erful a force in groups. Ans"er# A iff# $ %age &ef# 11. 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1$) What term is used for antisocial actions by organi0ational members "ho *oluntarily *iolate significant norms and that result in negati*e consequences for the organi0ation, its members, or both( A) ethical dilemmas B) de*iant "orkplace beha*ior C) abnormal beha*ior ) discommitment beha*ior !) reacti*e affirmation beha*ior Ans"er# B iff# $ %age &ef# 113opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1+) What percentage of employees ha*e reported ha*ing suffered inci*ility in the "orkplace( A) 1/ B) $/ C) 7/ ) =7 Ans"er# C iff# $ %age &ef# 113opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
11) <ally "orks as a salesperson in a department store. Whene*er a customer asks for an item that is in stock but not on display, she usually tells them that the product is out of stock. B5t)s a pain going into the stock>room to find an item,B says <ally BAobody in my department e*er tells a customer the truth about "hat is in stock.B 3his e'ample illustrates "hich of the follo"ing facts about de*iant "orkplace beha*ior( A) e*iant "orkplace beha*ior "ill arise "hen tasks that an employee is supposed to perform are unpleasant or difficult. B) 9ost "orkers do not consider lying to a customer be de*iant "orkplace beha*ior. C) Workers "ill lie to customers as long as the customers do not complain about it. ) e*iant "orkplace beha*ior flourishes "here it)s supported by group norms. !) @roups "ill come to their o"n conclusions about "hat is and isn)t appropriate. Ans"er# iff# + %age &ef# 113opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills 17) Which of the follo"ing is A83 considered a de*iant "orkplace beha*ior( A) lea*ing early B) lying about hours "orked C) gossiping and spreading rumors ) blaming co"orkers !) helping a co>"orker complete a pro:ect Ans"er# ! iff# 1 %age &ef# !'h .>1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1;) A recent study suggested that indi*iduals "orking in a group "ere more likely to lie, cheat, and steal than those "orking alone. 3his may be due to the fact that A) it)s easier to steal in numbers. B) groups pro*ide a shield of anonymity. C) conformity is not critical "ith de*iant beha*iors. ) it)s easier to rationali0e de*iant beha*ior than appropriate "ork beha*iors in groups. Ans"er# B iff# 1 %age &ef# 113opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills 1=) What term is used for the socially defined position or rank gi*en to groups or group members by others( A) regency B) authority C) status ) command !) magnus Ans"er# C iff# $ %age &ef# 1$/ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
1.) Which of the follo"ing people are likely to ha*e lo" status in a group( A) people "ho can allocate resources B) a group)s formal leader C) people "hose contributions are critical to the group)s success ) people "ho ha*e little control o*er the group)s outcomes !) the outstanding performers Ans"er# iff# $ %age &ef# 1$/ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# Analytic <kills 1-) %eople "ho control the outcomes of a group through their po"er tend to be percei*ed as ________. A) high conformists B) de*iants C) high status ) lo" status !) highly anonymous Ans"er# C iff# $ %age &ef# 1$/ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 7/) Which of the follo"ing statements about status is not true( A) <tatus is an important moti*ator. B) %ossession of personal characteristics that are positi*ely *alued by the group "ill gi*e a member higher status. C) Eo">status members are gi*en more freedom to de*iate from norms than are other members. ) 6igh>status members are better able to resist conformity pressures than lo"er status members. !) Conformity is affected by status. Ans"er# C iff# $ %age &ef# 1$/>1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 71) Eo">status people ________. A) speak out more often B) critici0e more often C) are not likely to be fully utili0ed ) interrupt others more !) state more commands Ans"er# C iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
7$) 6igh>status people tend to ________. A) be more asserti*e B) assist more C) be more reflecti*e ) ha*e superior insight !) be "ell liked Ans"er# A iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 7+) A group is most likely to tolerate de*iation from a group)s conformity norms by "hich of the follo"ing indi*iduals( A) a high>status indi*idual "ho does not care about the social re"ards the group pro*ides B) a high>status indi*idual "ho is tightly integrated into the group)s social structure C) a lo">status indi*idual "ho has only recently entered the group ) a lo">status indi*idual "ho strongly "ishes to integrate "ithin the group !) a lo">status indi*idual "ho is not "ell regarded by the rest of the group Ans"er# A iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills 71) 5f your group is engaged in problem sol*ing, "hich of the follo"ing is likely to be the most effecti*e group si0e( A) $ B) + C) 1 )7 !) = Ans"er# ! iff# + %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 77) What term is used for the tendency for indi*iduals to spend less effort "hen "orking collecti*ely than "hen "orking indi*idually( A) groupthink B) the rule of diminishing returns C) social loafing ) groupshift !) clustering Ans"er# C iff# 1 %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
7;) Which of the follo"ing is an effecti*e means of countering social loafing( A) 5ncrease the re"ards the group is gi*en if it succeeds. B) 5ncrease the amount by "hich the group)s progress is monitored. C) %ro*ide means by "hich indi*idual efforts can be identified. ) 5ncrease the si0e of the group. !) 5ncrease the group)s "orkload. Ans"er# C iff# 1 %age &ef# 1$1>1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 7=) Goe is restructuring departments and is creating teams to increase the effecti*eness of his departments. Goe remembers that he has learned in an 8B course that ________. A) small groups are good for de*eloping ideas B) large groups are better at taking action C) social loafing is the tendency for indi*iduals to e'pend less effort "hen "orking collecti*ely ) team spirit al"ays spurs indi*idual effort and enhances the group)s o*erall producti*ity !) groups composed of all men or all "omen are the most effecti*e groups, in general Ans"er# C iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# Analytic <kills 7.) A common stereotype that the sense of team spirit spurs indi*idual effort and enhances the group)s o*erall producti*ity "as challenged in a rope>pulling e'ercise conducted by ________. A) 9ayo B) &ingelmann C) 6a"thorne ) Ganis !) 9aslo" Ans"er# B iff# 1 %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 7-) What did &ingelmann conclude after he compared the results of indi*idual and group performance( A) 3he larger the group, the greater the indi*idual producti*ity. B) 5ndi*idual producti*ity goes do"n as group si0e goes up. C) 3otal producti*ity tends to decline in large groups. ) @roup si0e is not a determinant of indi*idual producti*ity. !) @roups ser*ed little purpose in organi0ations. Ans"er# B iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
;/) <ocial loafing may be attributed to ________. A) the rise of 5nternet usage B) the fact that efficiency declines "hen indi*iduals think that their contributions cannot be measured. C) synergy ) the more members, the greater the total producti*ity !) accountability is ob*ious Ans"er# B iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness ;1) All of the follo"ing are "ays to pre*ent social loafing !2C!%3 A) <et group goals so the group has a common purpose to stri*e to"ard. B) 5ncrease intergroup competition. C) !ngage in peer e*aluation to e*aluate each member)s contribution to the group. ) !nsure the group results cannot be attributed to any single person. Ans"er# iff# $ %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills ;$) What term is used for the degree to "hich group members are attracted to one another and are moti*ated to stay in the group( A) cohesi*eness B) integration C) sociability ) reliability !) interdependence Ans"er# A iff# 1 %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness ;+) 3he relationship of cohesi*eness and producti*ity depends on "hich norms established by the group( A) status>related B) decision>making C) performance>related ) conformity>related !) cohesi*eness Ans"er# C iff# $ %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
;1) Which of the follo"ing is not likely to increase group cohesi*eness( A) increasing the group si0e B) members spending a lot of time together C) competition "ith other groups is increased ) the group is physically isolated !) pro*iding group re"ards Ans"er# A iff# $ %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills ;7) What "ill happen if group cohesi*eness is high and performance norms are lo"( A) 5nternal conflict "ill be high. B) 5nternal conflict "ill be lo". C) %roducti*ity "ill be high. ) %roducti*ity "ill be lo". !) 5t "ill ha*e little effect on internal conflict or producti*ity. Ans"er# iff# + %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills ;;) @roup decisions are generally preferable to indi*idual decisions "hen "hich of the follo"ing is sought. A) acceptance of the solution B) speed C) efficiency ) clear responsibility !) a con:uncti*e solution Ans"er# A iff# $ %age &ef# 1$$>1$+ 3opic# @roup ecision 9aking ;=) Which is not a "eakness of group decision making( A) 5t is time consuming. B) 3here is less originality. C) 5t suffers from ambiguous responsibility. ) 5t can be dominated by one or a fe" members. !) 5t)s not clear "ho is accountable for bad decisions. Ans"er# B iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking
;.) 5ndi*idual decisions are generally preferable to group decisions "hen "hich of the follo"ing is sought( A) speed B) creati*ity C) acceptance ) quality !) broad unanimity Ans"er# A iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking ;-) Dour organi0ation is considering the use of team decision making. Dou ha*e read the literature on decision making and are trying to inform your manager about the ad*antages and disad*antages of group decision making. Dou should e'pect to find that ________. A) group decision making "ill be faster B) group discussions "ill be shared equally C) there "ill be increased acceptance of the decision "ith group decision>making ) group decision making "ill be *ery costly !) groups "ill find reaching a decision to require less effort than indi*iduals Ans"er# C iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking AA<CB 3ag# &eflecti*e 3hinking <kills =/) Dour organi0ation is considering the use of team decision making. Dou ha*e read the literature on decision making and are trying to inform your manager about the ad*antages and disad*antages of group decision making. Dou should e'pect a "eakness of group decision making to be ________. A) less complete kno"ledge B) more time "ill be used to make the decision C) employees "ill be less accepting of the group decision ) the decision "ill probably be a lo"er>quality decision !) decreased risky shift Ans"er# B iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking AA<CB 3ag# &eflecti*e 3hinking <kills =1) What is generally the result of groupthink( A) higher>quality decisions B) more risky decisions C) less critical analysis ) unpopular decisions !) social reification Ans"er# C iff# $ %age &ef# 1$+>1$1 3opic# @roup ecision 9aking
=$) Which of the follo"ing is a phenomenon in "hich group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular *ie"s( A) group conformity B) groupshift C) groupthink ) compromise !) risk transfer Ans"er# C iff# 1 %age &ef# 1$+ 3opic# @roup ecision 9aking =+) @roups tend to be more effecti*e than indi*iduals if A) creati*ity is important. B) speed is important. C) acceptance is not needed. ) efficiency is critical. !) all of the abo*e Ans"er# A iff# 1 %age &ef# 1$+ 3opic# @roup ecision 9aking =1) Dour organi0ation is considering the use of team decision making. Dou ha*e read the literature on decision making and are trying to inform your manager about the ad*antages and disad*antages of group decision making. Dou ha*e obser*ed that the group tends to come to consensus *ery quickly and you kno" that the group is *ery cohesi*e. Dou conclude that they may be suffering from ________. A) inefficiency syndrome B) groupshift C) disintegrating norms ) groupthink !) risky shift Ans"er# iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking AA<CB 3ag# &eflecti*e 3hinking <kills =7) Which of the follo"ing is A83 a symptom of groupthink( A) @roup members rationali0e any resistance to the assumptions they ha*e made. B) 9embers apply direct pressures on those "ho e'press doubts about the group)s shared *ie"s. C) 9embers "ho ha*e doubts keep silent about misgi*ings. ) 3here is a shift to"ard risky decisions. !) 3here appears to be an illusion of unanimity. Ans"er# iff# $ %age &ef# 1$1 3opic# @roup ecision 9aking
=;) All of the follo"ing are e'amples of American foreign policy decisions that e'perienced groupthink !2C!%3 A) unpreparedness at %earl 6arbor in 1-11. B) the Cuban 9issile Crisis. C) the Bay of %igs ?iasco. ) the escalation of the Jietnam War. !) the Columbia space shuttle disaster. Ans"er# B iff# $ %age &ef# 1$1 3opic# @roup ecision 9aking ==) Which of the follo"ing can minimi0e groupthink( A) <ignificantly increase the si0e of the group to more than ten. B) 9anagersCleaders should seek input from all group members. C) 9anagersCleaders should openly e'press their o"n opinion. ) A*oid appointing anyone to offer di*ergent perspecti*es. !) e*elop a group mission statement. Ans"er# B iff# + %age &ef# 1$1 3opic# @roup ecision 9aking AA<CB 3ag# &eflecti*e 3hinking <kills =.) What result does groupshift generally ha*e on the decisions a group makes( A) 3hey are made by groups rather than indi*iduals. B) 3hey are generally riskier. C) 3hey are made more quickly. ) 3hey are less effecti*e. !) 3hey are ob:ecti*ely incorrect. Ans"er# B iff# $ %age &ef# 1$1>1$7 3opic# @roup ecision 9aking =-) Which of the follo"ing is not an e'planation for the phenomenon of groupshift( A) iscussion creates familiari0ation among members. B) 9ost de*eloped nations *alue risk. C) 3he group leader usually gets the credit or blame for the group action. ) 3he group diffuses responsibility. !) %eople "illing to take risks are admired. Ans"er# C iff# + %age &ef# 1$7 3opic# @roup ecision 9aking
./) Which of the follo"ing is likely to generate the most pressure for members to conform to opinions( A) face>to>face interacting groups B) brainstorming C) elphi technique ) nominal group technique !) electronic meeting Ans"er# A iff# $ %age &ef# 1$7 3opic# @roup ecision 9aking .1) What is brainstorming( A) a technique used to build group cohesi*eness B) a technique that tends to restrict independent thinking C) a process for generating ideas that "ithholds criticism ) a process used mainly "hen group members cannot agree on a solution !) the most effecti*e means of generating ans"ers Ans"er# C iff# 1 %age &ef# 1$7 3opic# @roup ecision 9aking .$) Which of the follo"ing techniques most restricts discussion or interpersonal communication during the decision>making process( A) groupthink B) nominal group C) brainstorm ) electronic meeting !) formal process Ans"er# B iff# $ %age &ef# 1$; 3opic# @roup ecision 9aking .+) What sort of group should you a*oid if you "ant to minimi0e interpersonal conflict( A) interacting B) brainstorming C) nominal ) electronic !) social Ans"er# C iff# $ %age &ef# 1$; 3opic# @roup ecision 9aking
.1) American managers must understand status *aries bet"een cultures. Which of the follo"ing statement is A83 true of culture( A) 3he ?rench are highly status conscious. B) <tatus in the ,< relies more hea*ily on the basis of titles than accomplishments. C) Asians deri*e status from family position. ) 3he British place a high degree of importance on family genealogy. !) A failure to understand ho" cultural differences affect status may lessen one)s interpersonal effecti*eness in the global arena. Ans"er# B iff# $ %age &ef# 1$; 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .7) 5n the early stages of a group, di*ersity A) leads to increased group conflict. B) impro*es group morale. C) increases group members) satisfaction "ith their groups. ) creates more cohesi*eness !) occurs only "hen there is homogenous group membership. Ans"er# A iff# $ %age &ef# 1$= 3opic# @lobal 5mplications .;) @roups may be classified as either formal or informal. Ans"er# 3&,! iff# 1 %age &ef# 11$ 3opic# efining and Classifying @roups .=) A group must ha*e at least t"o members and one or more ob:ecti*es. Ans"er# 3&,! iff# $ %age &ef# 11$ 3opic# efining and Classifying @roups ..) 9embers in a group are interdependent. Ans"er# 3&,! iff# 1 %age &ef# 11$ 3opic# efining and Classifying @roups .-) 3he tasks in groups "ithin an organi0ation must be directed to"ard organi0ational goals. Ans"er# ?AE<! iff# $ %age &ef# 11$ 3opic# efining and Classifying @roups
-/) Command and task groups are dictated by the formal organi0ation "hereas interest and friendship groups are not. Ans"er# 3&,! iff# $ %age &ef# 11$ 3opic# efining and Classifying @roups -1) All task groups are also command groups. Ans"er# ?AE<! iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups -$) A command group is composed of the indi*iduals "ho report directly to a gi*en manager. Ans"er# 3&,! iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups -+) Whereas command groups are determined by the organi0ation chart, task, and interestsF friendship groups instead de*elop because of the necessity to satisfy one)s "ork needs. Ans"er# ?AE<! iff# $ %age &ef# 11+ 3opic# efining and Classifying @roups -1) 3here is no single reason "hy indi*iduals :oin groups. Ans"er# 3&,! iff# 1 %age &ef# 11+ 3opic# efining and Classifying @roups -7) ifferent groups pro*ide different benefits to their members. Ans"er# 3&,! iff# 1 %age &ef# 11+ 3opic# efining and Classifying @roups -;) 3he forming stage of group de*elopment is one of intragroup conflict. Ans"er# ?AE<! iff# 1 %age &ef# 111 3opic# <tages of @roup e*elopment -=) When group members are Btesting the "atersB to determine "hat beha*iors are acceptable, they are most likely in the forming stage of group de*elopment. Ans"er# 3&,! iff# 1 %age &ef# 111 3opic# <tages of @roup e*elopment -.) When the group prepares for its disbandment, it is in the ad:ourning stage. Ans"er# 3&,! iff# 1 %age &ef# 111 3opic# <tages of @roup e*elopment
--) ?or permanent "ork groups, performing is the last stage in the group)s de*elopment. Ans"er# 3&,! iff# 1 %age &ef# 111 3opic# <tages of @roup e*elopment 1//) Work groups ha*e a structure that shapes the beha*ior of members and makes it possible to e'plain and predict a large portion of indi*idual beha*ior "ithin the group as "ell as the performance of the group itself. Ans"er# 3&,! iff# $ %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/1) %eople generally cannot shift roles quickly. Ans"er# ?AE<! iff# $ %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/$) 8ur perceptions of roles are generally formed early in our li*es and remain stable. Ans"er# ?AE<! iff# $ %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/+) We all are usually required to play one role and our beha*ior stabili0es "ith that role. Ans"er# ?AE<! iff# 1 %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/1) 8ne)s *ie" of ho" one is supposed to act in a gi*en situation is a role perception. Ans"er# 3&,! iff# 1 %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/7) When an indi*idual is confronted by di*ergent role e'pectations, the result is role di*ergence. Ans"er# ?AE<! iff# 1 %age &ef# 117 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/;) Aorms tell members "hat they ought and ought not to do under certain circumstances. Ans"er# 3&,! iff# 1 %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/=) 8nly some groups ha*e established norms. Ans"er# ?AE<! iff# 1 %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
1/.) 3he 6a"thorne studies pro*ide strong e*idence for the po"er of norms o*er group members. Ans"er# 3&,! iff# $ %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1/-) 8ne conclusion of the 6a"thorne studies "as that "orker output "as highly effecti*e in establishing group standards. Ans"er# ?AE<! iff# 1 %age &ef# 11;>11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11/) 5f group acceptance "ere not important to you, the need to conform to the group)s norms "ould decrease. Ans"er# 3&,! iff# $ %age &ef# 11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills 111) Conformity is the degree to "hich members are attracted to each other and are moti*ated to stay in the group. Ans"er# ?AE<! iff# $ %age &ef# 11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11$) B on)t be a chiselerB is one e'ample of norms the group established in the 6a"thorne studies. Ans"er# 3&,! iff# $ %age &ef# 11= 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11+) !*idence indicates that Asch)s findings about group conformity are culture bound. Ans"er# 3&,! iff# + %age &ef# 11=>11. 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) e*iant "orkplace beha*ior co*ers a "ide range of antisocial actions by organi0ational members that intentionally *iolate established norms. Ans"er# 3&,! iff# $ %age &ef# 11. 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
117) 5ndi*iduals "orking in a group are less likely to lie, cheat, and steal as a result of peer pressure. Ans"er# ?AE<! iff# $ %age &ef# 113opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11;) A good looking person may ha*e higher status in a group if good looks are positi*ely *alued by the group. Ans"er# 3&,! iff# $ %age &ef# 1$/ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills 11=) 6igh>status members of groups are gi*en less freedom to de*iate from norms than other group members. Ans"er# ?AE<! iff# $ %age &ef# 1$/ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11.) <ocial loafing is the tendency for indi*iduals to e'pend less energy "hen "orking indi*idually than "hen "orking collecti*ely. Ans"er# ?AE<! iff# 1 %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11-) 5f the goal is problem sol*ing, smaller groups are more effecti*e than larger ones. Ans"er# ?AE<! iff# + %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1$/) &ingelmann)s research found that groups can generate more output than the sum of the indi*iduals. Ans"er# ?AE<! iff# $ %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1$1) <ocial loafing may be caused by the concentration of responsibility. Ans"er# ?AE<! iff# + %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1$$) As group performance increases "ith group si0e, the addition of ne" members to the group has positi*e returns on producti*ity. Ans"er# ?AE<! iff# + %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# &eflecti*e 3hinking <kills
1$+) %hysically isolating a group "ill make it more cohesi*e. Ans"er# 3&,! iff# $ %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness AA<CB 3ag# Analytic <kills 1$1) @i*ing re"ards to indi*iduals in a group "ill generally increase cohesi*eness. Ans"er# ?AE<! iff# $ %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 1$7) @roups generally generate more complete information. Ans"er# 3&,! iff# 1 %age &ef# 1$$ 3opic# @roup ecision 9aking 1$;) @roup decisions are more likely to be accepted than indi*idual decisions. Ans"er# 3&,! iff# 1 %age &ef# 1$+ 3opic# @roup ecision 9aking 1$=) 5ndi*idual decisions are more time consuming than group decisions. Ans"er# ?AE<! iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking 1$.) 5f a lo">to>medium ability person dominates the group, the group)s o*erall effecti*eness "ill suffer. Ans"er# 3&,! iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking 1$-) 5ndi*idual decisions tend to be more creati*e than group decisions. Ans"er# ?AE<! iff# 1 %age &ef# 1$+ 3opic# @roup ecision 9aking 1+/) 5f you become so enamored "ith seeking concurrence in your group that it o*errides the critical appraisal of alternati*e courses of action, you may be e'periencing groupthink. Ans"er# 3&,! iff# 1 %age &ef# 1$+ 3opic# @roup ecision 9aking AA<CB 3ag# Analytic <kills
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1+1) @roupthink impro*es group performance. Ans"er# ?AE<! iff# $ %age &ef# 1$+ 3opic# @roup ecision 9aking 1+$) 3he Challenger space shuttle disaster "as an e'ample of groupshift. Ans"er# ?AE<! iff# $ %age &ef# 1$1 3opic# @roup ecision 9aking 1++) 3o minimi0e groupthink, managers should consider appointing a member to play the role of de*il)s ad*ocate. Ans"er# 3&,! iff# $ %age &ef# 1$1 3opic# @roup ecision 9aking AA<CB 3ag# &eflecti*e 3hinking <kills 1+1) @roupshift can cause groups to make more risky decisions. Ans"er# 3&,! iff# + %age &ef# 1$7 3opic# @roup ecision 9aking 1+7) Brainstorming is meant to o*ercome pressures for conformity. Ans"er# 3&,! iff# $ %age &ef# 1$7 3opic# @roup ecision 9aking 1+;) B%roduction blockingB impedes the sharing of ideas and can lead to groupshift. Ans"er# ?AE<! iff# $ %age &ef# 1$7 3opic# @roup ecision 9aking 1+=) Brainstorming generates ideas in an e'tremely efficient manner. Ans"er# ?AE<! iff# + %age &ef# 1$7 3opic# @roup ecision 9aking 1+.) &esearch has sho"n that brainstorming groups consistently outperform nominal groups. Ans"er# ?AE<! iff# + %age &ef# 1$; 3opic# @lobal 5mplications
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1+-) <ocial loafing appears to ha*e a Western biasF it is consistent "ith indi*idualistic cultures and is not consistent "ith collecti*ist societies. Ans"er# 3&,! iff# + %age &ef# 1$; 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11/) 3he importance of status is consistent from culture to culture. Ans"er# ?AE<! iff# $ %age &ef# 1$; 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) ifferentiate bet"een formal and informal groups. Ans"er# ?ormal groups are those defined by the organi0ation)s structure, "ith designated "ork assignments establishing tasks. 5n formal groups, the beha*iors that one should engage in are stipulated by and directed to"ard organi0ational goals. 5nformal groups are alliances that are neither formally structured nor organi0ationally determined. 3hese groups are natural formations in the "ork en*ironment that appear in response to the need for social contact. %age &ef# 11$ 3opic# efining and Classifying @roups 11$) !'plain the fi*e>stage group de*elopment model. Ans"er# 3he fi*e>stage group de*elopment model characteri0es groups as proceeding through fi*e distinct stages# forming, storming, norming, performing, and ad:ourning. ?orming is characteri0ed by a uncertainly about the group)s purpose, structure, and leadership. 8nce members begin to think of themsel*es as part of a group, they enter the second stage of storming. 3his is a stage of intragroup conflict "here there is resistance to the constraints that group membership imposes on indi*iduality. 3he norming stage is one in "hich close relationships de*elop and the group demonstrates cohesi*eness. Aorming is complete "hen the group solidifies and the group has assimilated a common set of e'pectations of "hat is appropriate. %erforming is the fourth stage. 3he structure is fully functional and accepted. @roup energy is focused on understanding each other to performing the task at hand. %erforming is the last stage in the group de*elopment of permanent "ork group. ?or temporary groups that ha*e a limited task to perform, there is an ad:ourning stage that prepares for its disbandment.. %age &ef# 111 3opic# <tages of @roup e*elopment
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11+) ifferentiate the terms role identity, role perception, and role e'pectation. Ans"er# 3here are certain attitudes and actual beha*iors consistent "ith a role, and they create the role identity. %eople ha*e the ability to shift roles rapidly "hen they recogni0e that the situation and its demands clearly required ma:or changes. 8ne)s *ie" of ho" one is supposed to act in a gi*en situation is a role perception. Based on an interpretation of ho" "e belie*e "e are supposed to beha*e, "e engage in certain types of beha*ior. &ole e'pectations are defined as ho" others belie*e you should act in a gi*en situation. 6o" you beha*e is determined to a large e'tent by the role defined in the conte't in "hich you are acting. %age &ef# 117>11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 111) What are norms( Ans"er# Aorms are acceptable standards of beha*ior that are shared by the group)s members. Aorms tell members "hat they ought and ought not to do under certain circumstances. ?rom an indi*idual)s standpoint, they tell "hat is e'pected of you in certain situations. When agreed to and accepted by the group, norms act as a means of influencing the beha*ior of group members "ith a minimum of e'ternal controls. Aorms differ among groups, communities, and societies, but they all ha*e them. 3he most common group norm is a performance norm. %age &ef# 11; 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 117) What are de*iant "orkplace beha*iors( Ans"er# e*iant "orkplace beha*iors are also called antisocial beha*ior or "orkplace inci*ility. 3hese are *oluntary beha*iors that *iolate significant organi0ation norms and, in doing so, threaten the "ell>being of the organi0ation or its members. 3here has been an increase in rudeness and disregard to"ard others in recent years. Almost half of employees "ho ha*e suffered inci*ility report that it has led them to think about changing :obs. %age &ef# 11.>113opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11;) !'plain social loafing. Ans"er# <ocial loafing is the tendency for indi*iduals to e'pend less effort "hen "orking collecti*ely than "hen "orking indi*idually. 5n the late 1-$/s, 9a' &ingelmann conducted rope>pulling e'periments. @roup performance increases "ith group si0e, but the addition of ne" members to the group has diminishing returns on producti*ity. 3his may be due to the fact that others in the group are not carrying their fair share and they e'perience the dispersion of responsibility. 3hat is, there "ill be a reduction in efficiency "hen indi*iduals think that their contribution cannot be measured. %age &ef# 1$1 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness
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11=) What is cohesi*eness( iscuss the relationship bet"een cohesi*eness and producti*ity. Ans"er# Cohesi*eness is the degree to "hich members are attracted to each other and are moti*ated to stay in the group. <tudies consistently sho" that the relationship of cohesi*eness and producti*ity depends on the performance>related norms established by the group. 5f performance>related norms are high Ifor e'ample, high output, quality "ork, cooperation "ith indi*iduals outside the group), a cohesi*e group "ill be more producti*e than "ill a less cohesi*e group. But if cohesi*eness is high and performance norms are lo", producti*ity "ill be lo". 5f cohesi*eness is lo" and performance norms are high, producti*ity increases, but less than in the high>cohesi*enessChigh>norms situation. When cohesi*eness and performance>related norms are both lo", producti*ity "ill tend to fall into the lo">to>moderate range. %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11.) 5dentify "ays that you can encourage cohesi*eness. Ans"er# 3o encourage group cohesi*eness, you might try one or more of the follo"ing suggestions# I1) 9ake the group smaller. I$) !ncourage agreement "ith group goals. I+) 5ncrease the time members spend together. I1) 5ncrease the status of the group and the percei*ed difficulty of attaining membership in the group. I7) <timulate competition "ith other groups. I;) @i*e re"ards to the group rather than to indi*idual members. I=) %hysically isolate the group. %age &ef# 1$$ 3opic# @roup %roperties# &oles, Aorms, <tatus, <i0e, and Cohesi*eness 11-) iscuss the strengths and "eaknesses of group decision making. Ans"er# @roups generate more complete information and kno"ledge. @roups bring more input into the decision process. 3hey offer increased di*ersity of *ie"s. 3his opens up the opportunity for more approaches and alternati*es to be considered. @roups "ill almost al"ays outperform e*en the best indi*idual. @roups generate higher quality decisions. ?inally, groups lead to increased acceptance of a solution. 9embers "ho participated in making a decision are likely to enthusiastically support the decision and encourage others to accept it. @roups also ha*e dra"backs. 3hey are time consuming. 3hey take more time to reach a solution than "ould be the case if an indi*idual "ere making the decision alone. 3here are conformity pressures in groups. 3he desire by group members to be accepted and considered an asset to the group can result in squashing any o*ert disagreement. @roup discussion can be dominated by one or a fe" members. 5f this dominant coalition is composed of lo"> and moderate>ability members, the group)s o*erall effecti*eness "ill suffer. ?inally, group decisions suffer from ambiguous responsibility. 5n an indi*idual decision, it)s clear "ho is accountable for the final outcome. 5n a group decision, the responsibility of any single member is "atered do"n. %age &ef# 1$$>1$+ 3opic# @roup ecision 9aking
17/) !'plain groupthink and groupshift. Ans"er# @roupthink describes situations in "hich group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular *ie"s. @roupthink is a disease that attacks many groups and can dramatically hinder their performance. @roupshift is a special case of groupthink. 5t indicates that in discussing a gi*en set of alternati*es and arri*ing at a solution, group members tend to e'aggerate the initial positions that they hold. 5n some situations, caution dominates, and there is a conser*ati*e shift. 9ore often, ho"e*er, the e*idence indicates that groups tend to"ard a risky shift. %age &ef# 1$+>1$7 3opic# @roup ecision 9aking
Essentials of Organizational Behavior, 11e (Robbins/Judge) Chapter 9 Understanding Work Teams 1) Which of the follo"ing helps e'plain the current popularity of teams( 3eams ________. A) are easier to manage B) better utili0e employee talents C) are less e'pensi*e ) promote sociali0ation and cohesion !) increase the speed of decision making. Ans"er# B !'planation# B) As organi0ations ha*e restructured themsel*es to compete more effecti*ely and efficiently, they ha*e turned to teams as a better "ay to use employee talents. iff# $ %age &ef# 1$$ 8b:ecti*e# %opularity of 3eams Nuest. Category# ConceptC efinitional E8# 1 $) Which of the follo"ing statements best defines a "ork group( A) 3he performance of a "ork group is generally greater than the sum of its inputs from indi*idual members. B) A "ork group interacts primarily to share information, rather than to engage in "ork that requires :oint effort. C) A "ork group consists of + or more people "ho take on self>super*ising responsibilities. ) A "ork group consists of + or more people from across departmental or functional lines. !) A "ork group is a group comprised of 1/ or more people "ho belong to the same department. Ans"er# B !'planation# B) A group consists of t"o or more indi*iduals, interacting and interdependent, "ho ha*e come together to achie*e particular ob:ecti*es. A "ork group is defined as a group that interacts primarily to share information and to make decisions to help each group member perform "ithin his or her area of responsibility. 3hey ha*e no need or opportunity to engage in collecti*e "ork that requires :oint effort. iff# $ %age &ef# 1$+ 8b:ecti*e# Work @roups Nuest. Category# ConceptC efinitional E8# 1
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+) Which of the follo"ing statements is true regarding a "ork team( A) 3oday teams are rarely used in organi0ations. B) 3eams are less fle'ible than traditional departments. C) A "ork team generates positi*e synergy through coordinated effort. ) Work teams are less responsi*e to changing e*ents than traditional departments. !) 3eams impedes employee participation in decision making. Ans"er# C !'planation# C) 3oday most of the organi0ations use teams. 3eams are more fle'ible and responsi*e to changing e*ents than traditional departments or other forms of permanent groupings. A "ork team generates positi*e synergy through coordinated effort. 3eams facilitate employee participation in operating decisions. iff# $ %age &ef# 1$+ 8b:ecti*e# Work @roups Nuest. Category# ConceptC efinitional E8# 1 1) ________ results in a le*el of performance that is greater than the sum of the indi*idual inputs. A) <ynergy B) %ositi*e affect C) !motional labor ) Cogniti*e dissonance !) !motional dissonance Ans"er# A !'planation# A) A "ork team generates positi*e synergy through coordinated effort. 3he indi*idual efforts result in a le*el of performance greater than the sum of those indi*idual inputs. iff# $ %age &ef# 1$+ 8b:ecti*e# <ynergy Nuest. Category# ConceptC efinitional E8# 1
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7) Which of the follo"ing statements is true regarding a "ork group( A) 5ndi*iduals "orking in a "orkgroup are dependent on each other. B) Work groups primarily engage in collecti*e "ork that requires :oint effort. C) Work groups do not generate any positi*e synergy through coordinated effort. ) 5nformation sharing is not the primary function of a "ork group. !) 3he performance le*el of the "orkgroup is greater than the summation of each group member)s indi*idual contribution. Ans"er# C !'planation# C) A "ork group consists of t"o or more indi*iduals, interacting and interdependent, "ho ha*e come together to achie*e particular ob:ecti*es. 3he primary function of "orkgroup is sharing information. Work groups ha*e no need or opportunity to engage in collecti*e "ork that requires :oint effort. <o their performance is merely the summation of each group member)s indi*idual contribution. 3here is no positi*e synergy that "ould create an o*erall le*el of performance greater than the sum of the inputs. iff# + %age &ef# 1$+ 8b:ecti*e# Work 3eams Nuest. Category# ConceptC efinitional E8# 1 ;) Which of the follo"ing is not a difference bet"een "ork groups and "ork teams( Work groups ________, and "ork teams ________. A) sha*e neutral synergy, ha*e positi*e synergy B) rely on independent accountability, rely on mutual and independent accountability C) require :oint efforts, are the summation of the indi*idual contribution ) ha*e random and *aried skills, ha*e complimentary skills !) share information, rely on collecti*e performance Ans"er# C !'planation# C) Work groups ha*e no need or opportunity to engage in collecti*e "ork that requires :oint effort. Work group performance is merely the summation of each group member)s indi*idual contribution making IC) the false ans"er. All other ans"er choices accurately describe the difference bet"een "ork groups and "ork teams. iff# + %age &ef# 1$+ 8b:ecti*e# Work 3eams Nuest. Category# ConceptC efinitional E8# 1
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=) A team consists of employees from the same department "ho meet for a fe" hours each "eek to discuss "ays of impro*ing the "ork en*ironment but they do not ha*e the authority to unilaterally implement any of their suggestions. 3his is most likely to be a ________ team. A) cross>functional B) *irtual C) self>managed ) problem>sol*ing !) task Ans"er# !'planation# ) 5n a problem>sol*ing team, members share ideas or suggest ho" "ork processes and methods can be impro*edF they rarely ha*e the authority to unilaterally implement any of their suggestions. iff# $ %age &ef# 1$1 8b:ecti*e# 3ypes of 3eams Nuest. Category# ConceptC efinitional E8# $ .) <elf>managed teams typically consist of ________ employees. A) t"o to four B) four to eight C) ten to fifteen ) t"enty to thirty !) forty to fifty Ans"er# C !'planation# C) <elf>managed teams typically consist of ten to fifteen employees. iff# $ %age &ef# 1$1 8b:ecti*e# %roblem><ol*ing 3eams Nuest. Category# ConceptC efinitional E8# $ -) Which of the follo"ing types of teams is most likely to be assembled to impro*e the efficiency of a company)s production process( A) cross>functional B) problem>sol*ing C) self>managed ) critical !) task Ans"er# B !'planation# B) %roblem>sol*ing teams share ideas or suggest ho" "ork processes and methods Isuch as quality, efficiency, and the "ork en*ironment), can be impro*ed. 3hey rarely ha*e the authority to unilaterally implement any of their suggestions. iff# $ %age &ef# 1$1 8b:ecti*e# %roblem><ol*ing 3eams Nuest. Category# ConceptC efinitional E8# $
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1/) ________ teams are groups of employees "ho perform highly related or interdependent :obs and take on many of the responsibilities of their former super*isors. A) Critical B) <elf>managed "ork C) Cross>functional ) %roblem>sol*ing !) 3ask Ans"er# B !'planation# B) <elf>managed "ork teams are groups of employees "ho perform highly related or interdependent :obs and take on many of the responsibilities of their former super*isors. iff# $ %age &ef# 1$1 8b:ecti*e# <elf>9anaged 3eams Nuest. Category# ConceptC efinitional E8# $ 11) Which of the follo"ing statements is true regarding self>managed "ork teams( A) <elf>managed "ork teams typically consist of forty to fifty employees. B) <elf>managed "ork teams typically manage conflicts "ell. C) 9embers of self>managed "ork teams typically report lo"er :ob satisfaction. ) <elf>managed "ork teams are typically composed of employees from different departments "ho "ork independent of each other. !) 5n the case of self>managed "ork teams, super*isory positions take on decreased importance. Ans"er# ! !'planation# !) <elf>managed "ork teams are groups of employees Itypically ten to fifteen in number) "ho perform highly related or interdependent :obs and take on many of the responsibilities of their former super*isors. <uper*isory positions take on decreased importance and are sometimes e*en eliminated. <elf>managed teams do not typically manage conflicts "ell. 9embers of this team report higher le*els of :ob satisfaction than other indi*iduals. iff# $ %age &ef# 1$1 8b:ecti*e# <elf>9anaged 3eams Nuest. Category# ConceptC efinitional E8# $ 1$) Which of the follo"ing teams are more likely to be made up of employees from about the same hierarchical le*el but different "ork areas( A) problem>sol*ing B) self>managed C) cross>functional ) task !) rapid action Ans"er# C !'planation# C) Cross>functional teams are teams made up of employees from about the same hierarchical le*el but different "ork areas, "ho come together to accomplish a task. iff# $ %age &ef# 1$1 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $
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1+) ________ teams are an effecti*e "ay to allo" people from di*erse areas "ithin an organi0ation to e'change information, de*elop ne" ideas and sol*e problems, and coordinate comple' pro:ects. A) <elf>managed B) %roblem>sol*ing C) Cross>functional ) 3ask !) Command Ans"er# C !'planation# C) Cross>functional teams are teams made up of employees from about the same hierarchical le*el but different "ork areas, "ho come together to accomplish a task. 3hey are an effecti*e means of allo"ing people from di*erse areas to e'change information, de*elop ne" ideas, sol*e problems, and coordinate comple' pro:ects. iff# $ %age &ef# 1$7 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $ 11) 3he Boeing Company created a team made up of employees from production, planning, quality control, tooling, design engineering, and information systems to automate shims on the company)s C>1= program. 3his team is most likely to be an e'ample of a ________ team. A) command B) cross>functional C) self>managed ) problem>sol*ing !) task Ans"er# B !'planation# B) Cross>functional teams are teams made up of employees from about the same hierarchical le*el but different "ork areas, "ho come together to accomplish a task. 3hey are an effecti*e means of allo"ing people from di*erse areas to e'change information, de*elop ne" ideas, sol*e problems, and coordinate comple' pro:ects. iff# $ %age &ef# 1$7 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $
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17) Which of the follo"ing statements is true regarding a cross>functional team( A) A cross>functional team is made up of employees from different hierarchical le*els. B) A cross>functional team is made up of employees from the same department. C) 3oday cross>functional teams are rarely used in "ell established organi0ations. ) 5n the case of a cross>functional team, the early stages of de*elopment are typically *ery short. !) Cross>functional teams are used for de*eloping ne" ideas and coordinating comple' pro:ects. Ans"er# ! !'planation# !) Cross>functional teams are made up of employees from about the same hierarchical le*el but different "ork areas. 3oday cross>functional teams are "idely used in se*eral organi0ations. Cross>functional teams are an effecti*e means of de*eloping ne" ideas and coordinating comple' pro:ects. 3heir early stages of de*elopment are often long, as members learn to "ork "ith di*ersity and comple'ity. iff# + %age &ef# 1$7 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $ 1;) Which of the follo"ing types of teams allo"s for collaboration bet"een team members "ho are physically dispersed( A) problem>sol*ing teams B) self>managed teams C) task teams ) *irtual teams !) command teams Ans"er# !'planation# ) Jirtual teams use computer technology to unite physically dispersed members and achie*e a common goal. iff# $ %age &ef# 1$7 8b:ecti*e# Jirtual 3eams Nuest. Category# ConceptC efinitional E8# $
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1=) Which of the follo"ing statements is true regarding *irtual teams( A) Jirtual teams are less task oriented than face>to>face teams. B) 5n the case of *irtual teams there is less social rapport and direct interaction among members. C) Jirtual teams report more satisfaction "ith the group interaction process than do face>to>face teams. ) Jirtual teams e'change more socialOemotional information than face>to>face teams do. !) ?or increasing the efficiency of a *irtual team, managers should empo"er the team and a*oid monitoring its progress closely. Ans"er# B !'planation# B) Jirtual teams tend to be more task oriented and e'change less socialOemotional information than face>to>face teams do. Aot surprisingly, their members report less satisfaction "ith the group interaction process than do face>to>face teams. 5n the case of *irtual teams there is less social rapport and direct interaction among members. iff# $ %age &ef# 1$7 8b:ecti*e# Jirtual 3eams Nuest. Category# ConceptC efinitional E8# $ 1.) !*a is not getting the results she needs from her data base administration team. <he belie*es that this problem is occurring because the administration team is a *irtual team. Which of the follo"ing is one of the things that !*a should do to create an effecti*e *irtual team( A) Conduct training for impro*ing interpersonal skills B) Allo" more independence among members. C) 9onitor progress of the team closely. ) 5nclude peer e*aluation in the appraisal system. !) A*oid publici0ing team successes company "ide. Ans"er# C !'planation# C) ?or *irtual teams to be effecti*e, management should ensure that I1) trust is established among membersF I$) team progress is monitored closelyF and I+) the efforts and products of the team are publici0ed throughout the organi0ation Iso the team does not become in*isible). 3he members should be highly monitored, and less independent. 3raining related to interpersonal skills "ill not be *ery effecti*e in the case of a *irtual team. %eer e*aluation is not related to impro*ing effecti*eness of a *irtual team. iff# $ %age &ef# 1$7 8b:ecti*e# Jirtual 3eams Nuest. Category# ConceptC efinitional E8# $
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1-) Which of the follo"ing is not one of the key components of effecti*e teams( A) team efficacy B) a "ell>established company identity C) adequate resources ) member fle'ibility !) leadership and structure Ans"er# B !'planation# B) A "ell>established company identity is not one of the key components of effecti*e teams. iff# $ %age &ef# 1$; 8b:ecti*e# Components of !ffecti*e 3eams Nuest. Category# ConceptC efinitional E8# + $/) With reference to the team effecti*eness model, "hich of the follo"ing is one of the key components of an effecti*e team, included under the category of conte'tual factors( A) team efficacy B) climate of trust C) common purpose ) social loafing !) specific goals Ans"er# B !'planation# B) Climate of trust is a conte'tual factor that affects the effecti*eness of teams. 3eam efficacy, social loafing, specific goals, and common purpose are process related factors that affect the effecti*eness of the team. iff# $ %age &ef# 1$; 8b:ecti*e# Conte'tual ?actors of !ffecti*e 3eams Nuest. Category# ConceptC efinitional E8# + $1) According to the team effecti*eness model, "hich of the follo"ing is a process *ariable that influences effecti*eness of a team( A) leadership and structure B) team efficacy C) member fle'ibility ) performance e*aluation and re"ard systems !) abilities of members Ans"er# B !'planation# B) %rocess *ariables are e*ents "ithin the team that influence effecti*eness. 3eam efficacy is a process *ariable that influences effecti*eness of a team. iff# $ %age &ef# 1$; 8b:ecti*e# Adequate &esources Nuest. Category# ConceptC efinitional E8# +
$$) 3he team effecti*eness model classifies the key components of effecti*e teams into three general categoriesF conte't, composition, and process. Which of the follo"ing *ariables belongs to the composition category( A) adequate resources B) conflict le*el C) team efficacy ) performance e*aluation system !) personality of team members Ans"er# ! !'planation# !) 3he personality of team members is a key component that affects the effecti*eness of teams and it belongs to the composition category. iff# $ %age &ef# 1$; 8b:ecti*e# %opularity of 3eams Nuest. Category# ConceptC efinitional E8# + $+) 5n a ________ team, the manager)s :ob becomes more about managing outside the team. A) technical B) self>managed C) problem>sol*ing ) task !) *irtual Ans"er# B !'planation# B) 5n a self>managed team, team members absorb many of the duties typically assumed by managers. A manager)s :ob then becomes managing outside Irather than inside) the team. iff# $ %age &ef# 1$= 8b:ecti*e# Eeadership and <tructure Nuest. Category# ConceptC efinitional E8# + $1) Eeadership is especially important in ________, in "hich different teams coordinate their efforts to produce a desired outcome. A) technical teams B) self>managed teams C) problem>sol*ing teams ) management teams !) multi>team systems Ans"er# ! !'planation# !) Eeadership is especially important in multi>team systems. 6ere, leaders need to empo"er teams by delegating responsibility to them, and then play the role of facilitator, making sure the teams "ork together rather than against one another. iff# $ %age &ef# 1$= 8b:ecti*e# Eeadership and <tructure Nuest. Category# ConceptC efinitional E8# +
$7) Araceli is a team member in a large corporation. <he ne*er speaks in team meetings because she has seen members talk behind each others) backs after the meetings. 9embers are constantly monitoring the other members) "ork, looking for a mistakes to point out in a meeting. According to the information pro*ided, "hich conte'tual factor is most likely hindering the success of Araceli)s team( A) adequate resources B) climate of trust C) team structure ) performance e*aluations !) leadership Ans"er# B !'planation# B) Araceli doesn)t contribute because she does not feel like the group has a climate of trust. 5nterpersonal trust facilitates cooperation, reduces the need to monitor each others) beha*ior, and bonds members around the belief that others on the team "on)t take ad*antage of them. iff# $ %age &ef# 1$= AAC<B# Analytic <kills 8b:ecti*e# 3rust Nuest. Category# Application E8# + $;) 5n addition to e*aluating and re"arding employees for their indi*idual contributions, management should consider using ________ to reinforce team effort and commitment. A) personali0ed incenti*es B) consistent "ages for all team members C) indi*idual performance e*aluations ) fi'ed hourly "ages !) profit sharing Ans"er# ! !'planation# !) 5n addition to e*aluating and re"arding employees for their indi*idual contributions, management should modify the traditional, indi*idually oriented e*aluation and re"ard system to reflect team performance. @roup>based appraisals, profit sharing, gainsharing are e'amples of team re"ard systems. iff# $ %age &ef# 1$= 8b:ecti*e# &e"ard <ystems Nuest. Category# ConceptC efinitional E8# +
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$=) 3eam members "ith good listening, feedback, and conflict resolution skills are e'amples of ________ skills. A) technical B) problem>sol*ing C) decision>making ) interpersonal !) cogniti*e appraisal Ans"er# !'planation# ) 3eam members "ith good listening, feedback, and conflict resolution skills are e'amples of interpersonal skills. iff# $ %age &ef# 1$= AAC<B# Communication 8b:ecti*e# <kills of 3eam 9embers Nuest. Category# ConceptC efinitional E8# + $.) A high>ability team is composed of mostly intelligent members. Which of the follo"ing statements is true regarding a high>ability team( A) 6igh>ability teams are also less adaptable to changing situations as compared to lo">ability teams. B) When tasks are simple, high>ability teams perform better than lo">ability teams. C) 6igh>ability teams should be reser*ed for tackling the tough problems. ) Eo">ability teams can more effecti*ely apply e'isting kno"ledge to ne" problems than high> ability teams. !) When the task entails considerable thought, lo"er>ability teams perform better than high> ability teams. Ans"er# C !'planation# C) 6igh>ability teams are more adaptable to changing situationsF they can more effecti*ely apply e'isting kno"ledge to ne" problems. When tasks are simple, high>ability teams do not perform as "ell, perhaps because members become bored and turn their attention to other acti*ities that are more stimulating, "hereas lo">ability teams stay on task. 6igh>ability teams should be reser*ed for tackling the tough problems. When the task entails considerable thought, high>ability teams perform better than lo"er>ability teams. iff# $ %age &ef# 1$. 8b:ecti*e# <kills of 3eam 9embers Nuest. Category# ConceptC efinitional E8# +
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$-) %eople scoring high on ________ are *aluable in teams because they)re good at backing up fello" team members and at sensing "hen that support is truly needed. A) conscientiousness B) positi*ity C) emotional stability ) agreeableness !) openness to e'perience Ans"er# A !'planation# A) Conscientious people are *aluable in teams because they)re good at backing up other team members, and they)re also good at sensing "hen that support is truly needed. iff# $ %age &ef# 1$. 8b:ecti*e# %ersonality Nuest. Category# ConceptC efinitional E8# + +/) 3eams that are composed of people "ho score high on ________ are more creati*e and inno*ati*e. A) emotional stability B) agreeableness C) openness to e'perience ) e'tra*ersion !) conscientiousness Ans"er# C !'planation# C) 3eam members scoring high on openness to e'perience communicate better "ith one another and thro" out more ideas, "hich makes teams composed of open people more creati*e and inno*ati*e. iff# $ %age &ef# 1$. 8b:ecti*e# %ersonality Nuest. Category# ConceptC efinitional E8# + +1) 3eams that consist of team members that score ________ are more likely to perform poorly. A) high on conscientiousness B) lo" on openness to e'perience C) high on emotional stability ) lo" on e'tra*ersion !) lo" on agreeableness Ans"er# ! !'planation# !) 3eams that rate higher on mean le*els of conscientiousness and openness to e'perience tend to perform better, and the minimum le*el of team member agreeableness also mattersF teams perform poorly "hen they ha*e one or more highly disagreeable members. iff# $ %age &ef# 1$. 8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# +
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+$) ________suggests that attributes such as age or the date of :oining should help us predict turno*er. A) !mployee mobility B) 8rgani0ational demography C) &esidential mobility ) emographic en*ironment !) %opulation dynamics Ans"er# B !'planation# B) 3he degree to "hich members of a "ork unit Igroup, team, or department) share a common demographic attribute, such as age, se', race, educational le*el, or length of ser*ice in the organi0ation, is the sub:ect of organi0ational demography. iff# + %age &ef# 1$8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# + ++) 3o reali0e their creati*e potential, di*erse teams need to focus on their ________. A) similarities B) resources C) role allocation ) differences !) team efficacy Ans"er# !'planation# ) 3o reali0e their creati*e potential, di*erse teams need to focus not on their similarities but on their differences. iff# $ %age &ef# 1$8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# + +1) Which of the follo"ing factors typically impro*es the creati*ity of a di*erse team( A) specific goals B) team si0e C) proper leadership ) member fle'ibility !) team efficacy Ans"er# C !'planation# C) %roper leadership can impro*e the performance of di*erse teams. When leaders pro*ide an inspirational common goal for members "ith *arying types of education and kno"ledge, teams are *ery creati*e. When leaders don)t pro*ide such goals, di*erse teams fail to take ad*antage of their unique skills and are actually less creati*e than teams "ith homogeneous skills. iff# $ %age &ef# 1$8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# +
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+7) According to the concept of organi0ational demography, if team members ha*e dissimilar e'periences, it "ill lead to ________. A) increased employee satisfaction B) decreased le*el of conflicts C) higher employee moti*ation ) higher employee turno*er !) higher team efficacy Ans"er# !'planation# ) 8rgani0ational demography suggests that attributes such as age or the date of :oining should help us predict turno*er. 3he logic goes like this# 3urno*er "ill be greater among those "ith dissimilar e'periences because communication is more difficult. Conflict and po"er struggles are more likely and are more se*ere "hen they occur. 5ncreased conflict makes membership less attracti*e, so employees are more likely to quit. iff# $ %age &ef# 1$8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# + +;) Which of the follo"ing terms indicates the degree to "hich members of a "ork unit Igroup, team, or department) share a common attribute, such as age, se', race, or educational le*el( A) demographic en*ironment B) residential mobility C) organi0ational demography ) population dynamics !) employee mobility Ans"er# C !'planation# C) 3he degree to "hich members of a "ork unit Igroup, team, or department) share a common demographic attribute, such as age, se', race, educational le*el, or length of ser*ice in the organi0ation, is the sub:ect of organi0ational demography. iff# $ %age &ef# 1$8b:ecti*e# i*ersity Nuest. Category# ConceptC efinitional E8# + +=) @enerally speaking, the most effecti*e teams ha*e ________ members. A) t"o to four B) three to fi*e C) fi*e to nine ) ten to fifteen !) fifteen to t"enty Ans"er# C !'planation# C) @enerally speaking, the most effecti*e teams ha*e fi*e to nine members. iff# $ %age &ef# 1$8b:ecti*e# <i0e of 3eams Nuest. Category# ConceptC efinitional E8# +
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+.) Which of the follo"ing statements is true regarding si0e of teams( A) @enerally speaking, the most effecti*e teams ha*e t"el*e to fifteen members. B) When teams ha*e e'cess members, cohesi*eness declines. C) As team si0e increases, social loafing decreases. ) When teams ha*e e'cess members mutual accountability increases. !) As team si0e increases, coordination problems tend to decrease. Ans"er# B !'planation# B) @enerally speaking, the most effecti*e teams ha*e fi*e to nine members. When teams ha*e e'cess members, cohesi*eness and mutual accountability decline, social loafing increases, and more people communicate less. iff# $ %age &ef# 1$8b:ecti*e# %rocess Jariables Nuest. Category# ConceptC efinitional E8# + +-) A team that has a good plan, but is also "illing to ad:ust their master plan and adapt "hen conditions call for it demonstrates high ________, an important *ariable in successful team processes. A) goal specificity B) goal congruency C) social loafing ) di*ersity !) refle'i*ity Ans"er# ! !'planation# !) &efle'i*ity is the team characteristic of reflecting on and ad:usting the master plan "hen necessary. 5t is considered part of the process *ariables. iff# $ %age &ef# 1+/ 8b:ecti*e# Common %lan and %urpose Nuest. Category# ConceptC efinitional E8# + 1/) !ffecti*e teams begin their "ork by ________. A) allocating roles to team members according to their personalities and preferences B) analy0ing the team)s mission C) de*eloping a climate of trust among team members ) de*eloping team efficacy !) designing specific goals Ans"er# B !'planation# B) !ffecti*e teams begin by analy0ing the team)s mission, de*eloping goals to achie*e that mission, and creating strategies for achie*ing the goals. iff# $ %age &ef# 1+/ 8b:ecti*e# Adequate &esources Nuest. Category# ConceptC efinitional E8# 1
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11) 5n the case of a team, "hen each member)s contribution is not clearly *isible, ________. A) team efficacy tends to increase B) team cohesi*eness tends to decrease C) moti*ation of the team members tends to increase ) team members tend to decrease their efforts !) mutual accountability of the team members tends to decrease Ans"er# !'planation# ) 5n the case of a team, "hen each member)s contribution is not clearly *isible, indi*iduals tend to decrease their effort. 3his illustrates a process loss from using teams. iff# $ %age &ef# 1+/ 8b:ecti*e# ,se of Work 3eams Nuest. Category# ConceptC efinitional E8# + 1$) ________ illustrates a process loss from using teams. A) !motional contagion B) Cogniti*e dissonance C) <ocial loafing ) %ositi*ity offset !) !motional dissonance Ans"er# C !'planation# C) 5n the case of a team, "hen each member)s contribution is not clearly *isible, indi*iduals tend to decrease their effort. 3his is kno"n as social loafing. <ocial loafing illustrates a process loss from using teams. iff# $ %age &ef# 1+/ 8b:ecti*e# %opularity of 3eams Nuest. Category# ConceptC efinitional E8# + 1+) 9embers of successful teams put a tremendous amount of time and effort into discussing, shaping, and agreeing on ________ "hich then pro*ides direction and guidance under any and all conditions. A) the le*el of indi*idual contribution B) allocation of resources C) a common purpose ) allocation of roles !) de*eloping team efficacy Ans"er# C !'planation# C) 9embers of successful teams put a tremendous amount of time and effort into discussing, shaping, and agreeing on a purpose that belongs to them both collecti*ely and indi*idually. 3his common purpose, "hen accepted by the team pro*ides direction and guidance under any and all conditions. iff# + %age &ef# 1+/ 8b:ecti*e# 3urning 5ndi*iduals into 3eam %layers Nuest. Category# ConceptC efinitional E8# +
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11) Alberto)s team is e*aluating and de*eloping the data base for the "ater pollution data of three cities. 6e "ants to impro*e the team efficacy of his team. Which of the follo"ing actions can Alberto take to increase team efficacy before the pro:ect starts( A) plan a team outing for the team members B) make sure that his team is not comprised of more than nine people C) spend considerable time e*aluating team members and allocating proper roles for each ) pro*ide client)s soft"are and database training for all the team members !) create team goals that are *ery challenging Ans"er# !'planation# ) !fficacy means that a team belie*es it can succeed in the :ob and goal that is placed before them. 3here are t"o "ays of increasing efficacy# 1) pro*ide training to impro*e skills and increase confidence and $) help the team achie*e small, incremental successes. iff# + %age &ef# 1+1 AAC<B# Analytic <kills 8b:ecti*e# 3eam !fficacy Nuest. Category# Application E8# + 17) !ffecti*e teams ha*e confidence in themsel*es and belie*e they can succeed. 3his confidence is called ________. A) social facilitation B) goal congruence C) social loafing ) team efficacy !) self ser*ing bias Ans"er# !'planation# ) !fficacy means that a team belie*es it can succeed in the :ob and goal that is placed before them. 3here are t"o "ays to increasing efficacy# 1) pro*ide training to impro*e skills and increase confidence and $) help the team achie*e small, incremental successes. iff# $ %age &ef# 1+1 8b:ecti*e# 3eam !fficacy Nuest. Category# ConceptC efinitional E8# +
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1;) Which of the follo"ing is most likely to increase team efficacy( A) pro*iding measurable goals B) helping the team achie*e small successes C) impro*ing the refle'i*ity of the team ) ensuring that team goals are challenging !) reducing the number of members on a team Ans"er# B !'planation# B) !fficacy means that a team belie*es it can succeed in the :ob and goal that is placed before them. 3here are t"o "ays to increasing efficacy# 1) pro*ide training to impro*e skills and increase confidence and $) help the team achie*e small, incremental successes. iff# $ %age &ef# 1+1 8b:ecti*e# 3eam !fficacy Nuest. Category# ConceptC efinitional E8# + 1=) When teams are under acute stress, they are particularly likely to ha*e ________. A) inaccurate mental models B) high team efficacy C) goal congruence ) a self>ser*ing bias !) high refle'i*ity Ans"er# A !'planation# A) !ffecti*e teams share accurate mental models, or kno"ledge and beliefs Ia Bpsychological mapB) about ho" the "ork gets done. 5f team members ha*e the "rong mental models, "hich is particularly likely "ith teams under acute stress, their performance suffers. iff# $ %age &ef# 1+1 8b:ecti*e# 9ental 9odels Nuest. Category# ConceptC efinitional E8# + 1.) 5f team members ha*e similar mental models then it means that the team members ha*e similar ________. A) roles "ithin the team B) self>efficacy C) kno"ledge and skills ) beliefs about ho" the "ork gets done !) attitude to"ards social loafing Ans"er# !'planation# ) 9ental models indicate kno"ledge and beliefs of team members about ho" the "ork gets done. 5f team members ha*e different ideas about ho" to do things, the team "ill fight o*er ho" to do things rather than focus on "hat needs to be done. iff# $ %age &ef# 1+1 8b:ecti*e# 9ental 9odels Nuest. Category# ConceptC efinitional E8# +
1-) Which type of conflict is almost al"ays dysfunctional( A) task conflict B) efficacy conflict C) relationship conflict ) resource conflict !) goal conflict Ans"er# C !'planation# C) Conflict on a team isn)t necessarily bad and can actually impro*e team effecti*eness. &elationship conflicts, those based on interpersonal incompatibilities, tension, and animosity to"ard others, are almost al"ays dysfunctional. iff# $ %age &ef# 1+1 8b:ecti*e# Conflict Ee*els Nuest. Category# ConceptC efinitional E8# + 7/) Coasting on the group effort is termed ________. A) emotional labor B) cogniti*e dissonance C) social loafing ) positi*ity offset !) self>concordance Ans"er# C !'planation# C) 5ndi*iduals can engage in social loafing and coast on the group)s effort because their particular contributions can)t be identified. !ffecti*e teams undermine this tendency by making members indi*idually and :ointly accountable for the team)s purpose, goals, and approach. iff# $ %age &ef# 1+1 8b:ecti*e# <ocial Eoafing Nuest. Category# ConceptC efinitional E8# + 71) 8n teams performing nonroutine acti*ities, ________ conflicts stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. A) relationship B) efficacy C) resource ) task !) social Ans"er# !'planation# ) 8n teams performing nonroutine acti*ities, disagreements among members about task content Icalled task conflicts) stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. iff# $ %age &ef# 1+1 8b:ecti*e# Collecti*ist <ocieties Nuest. Category# ConceptC efinitional E8# +
7$) 3eams fit "ell in countries that score ________. A) high on po"er distance B) high on collecti*ism C) lo" on uncertainty a*oidance ) high on long term orientation !) lo" on restraint Ans"er# B !'planation# B) 3eams fit "ell in countries that score high on collecti*ism. iff# $ %age &ef# 1+1 AAC<B# Analytic <kills 8b:ecti*e# 3raining Nuest. Category# Application E8# 1 7+) Dou need to hire an analyst for an important pro:ect team. 5t is essential that the ne" employee "ork "ell on the already established team in order to meet the pro:ect)s challenging deadlines. 3he most talented candidate doesn)t ha*e any team e'perience and "hen asked in the inter*ie" about his team e'perience he replied, B5 prefer to "ork alone. 5)m much more efficient alone.B What should you do( A) 6ire him and train him. B) 6ire him and hope that he learns. C) 6ire him and redesign the :ob. ) Eook for a different candidate. !) 6ire him and assign him a mentor. Ans"er# !'planation# ) 3he candidate should not be hired. Creating teams often means resisting the urge to hire the best talent no matter "hat. 3he pro:ect has looming deadlines, so training isn)t an option. 6oping that he)ll learn is too much of a risk to the pro:ect, and not fair to the e'isting team. &edesigning the :ob is not an option. iff# $ %age &ef# 1+$ AAC<B# Analytic <kills 8b:ecti*e# <election Nuest. Category# Application E8# 1
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71) !'ercises that help indi*iduals become team players include "orkshops on ________. A) negotiation B) indi*idualism C) goal setting ) e*ent planning !) recruiting Ans"er# A !'planation# A) Communication and negotiation are important team necessities. Workshops help employees impro*e their problem sol*ing, communication, negotiation, conflict> management, and coaching skills. iff# $ %age &ef# 1+$ 8b:ecti*e# 3raining Nuest. Category# ConceptC efinitional E8# 1 77) !*idence sho"s that teams that s"itch from a competiti*e to a cooperati*e system do not ________. A) make poor decisions B) make rushed decisions C) share information ) ha*e conflicts !) distrust each other Ans"er# C !'planation# C) 3eams that s"itch from a competiti*e to a cooperati*e system do not share information and they tend to make rushed, poor>quality decisions. 3he lo" trust typical of the competiti*e group "ill not be readily replaced by high trust. iff# $ %age &ef# 1+$ 8b:ecti*e# 3raining Nuest. Category# ConceptC efinitional E8# 1
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7;) Which of follo"ing statements is true regarding a re"ard system that attempts to create good team players( A) 3he re"ard system should encourage competiti*e efforts. B) &e"ards gi*en to indi*iduals should be based on peer e*aluation. C) 3he re"ard system should ignore indi*idual contributions. ) %erformance>based re"ards could include a bonus based on achie*ement of team goals. !) 3he re"ard system should discourage cooperati*e efforts. Ans"er# !'planation# ) 5n order to create good team players, an organi0ation)s re"ard system must be re"orked to encourage cooperati*e efforts rather than competiti*e ones. 3his doesn)t mean indi*idual contributions should be ignoredF rather, they should be balanced "ith selfless contributions to the team. 5n order to encourage cooperati*e efforts, the re"ard system can include a bonus based on achie*ement of team goals. iff# $ %age &ef# 1+$ 8b:ecti*e# 3raining Nuest. Category# ConceptC efinitional E8# 1 7=) Which of the follo"ing techniques can be used for increasing effecti*eness of teams( A) 5mplement a re"ard system that encourages competiti*e efforts. B) 3he appraisal system should take into consideration peer e*aluation. C) A*oid gi*ing promotions and pay raises for indi*idual contributions. ) 3raining should be pro*ided to those candidates "ho lack team skills. !) 3he re"ard system should discourage cooperati*e efforts. Ans"er# !'planation# ) 5n order to create good team players, an organi0ation)s re"ard system must be re"orked to encourage cooperati*e efforts rather than competiti*e ones. 3his doesn)t mean indi*idual contributions should be ignoredF rather, they should be balanced "ith selfless contributions to the team. 3raining should be pro*ided to those candidates "ho lack team skills. iff# $ %age &ef# 1+$ Nuest. Category# ConceptC efinitional E8# 1 7.) As compared to indi*idual "ork, team"ork ________. A) in*ol*es fe"er meetings B) takes more time C) needs less resources ) decreases communication demands !) decreases the need for conflict management Ans"er# B !'planation# B) 3eam"ork takes more time and often more resources than indi*idual "ork. 3eams ha*e increased communication demands, conflicts to manage, and meetings to run. <o the benefits of using teams ha*e to e'ceed the costs, and that)s not al"ays the case. iff# $ %age &ef# 1++ 8b:ecti*e# Costs of 3eams Nuest. Category# ConceptC efinitional E8# 1
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7-) Work should be performed by an indi*idual if ________. A) the "ork is comple' and requires different perspecti*es B) the "ork creates a common purpose or set of goals for the people in the group that is more than the aggregate of indi*idual goals C) the "ork is simple and does not require di*erse input ) se*eral tasks that are interdependent are to be performed for completing the "ork !) performing the "ork requires learning a ne" technology or understanding a ne" system Ans"er# C !'planation# C) <imple tasks that donPt require di*erse input are better left to indi*iduals, "hereas comple' tasks that require di*erse input are best accomplished by teams. A successful team identifies a common goalF together, members of the team "ork to accomplish more than they could had they "orked indi*idually. ,sing teams makes sense "hen there is interdependence bet"een tasksOthe success of the "hole depends on the success of the indi*idual parts. iff# $ %age &ef# 1++ 8b:ecti*e# Costs of 3eams Nuest. Category# ConceptC efinitional E8# 7 ;/) !*idence suggests self>managed teams ha*e not fared "ell in 9e'ico because ________. A) the culture in 9e'ico has high tolerance for ambiguity B) the employees in 9e'ico strongly respect hierarchical authority C) the culture in 9e'ico is characteri0ed by lo" po"er distance ) the culture of 9e'ico is indi*idualistic in nature !) the culture in 9e'ico has short term orientation Ans"er# B !'planation# B) !*idence suggests self>managed teams ha*e not fared "ell in 9e'ico, largely due to that culture)s lo" tolerance of ambiguity and uncertainty and employees) strong respect for hierarchical authority. 3hus, in countries relati*ely high in po"er distance a team may need to be structured so leadership roles are spelled out and po"er relationships identified. iff# $ %age &ef# 1+1 8b:ecti*e# @lobal 5mplications Nuest. Category# ConceptC efinitional E8# ;
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;1) Which of the follo"ing statements is true regarding a culturally di*erse team( A) !lements of di*ersity do not interfere "ith team processes. B) Culturally homogeneous teams ha*e more difficulty learning to "ork "ith each other and sol*ing problems than culturally heterogeneous teams. C) @enerally, ne"ly formed culturally di*erse teams underperform "hen compared to ne"ly formed culturally homogeneous teams. ) Cultural di*ersity "ithin a team is not ad*isable for those tasks that call for a *ariety of *ie"points. !) <ol*ing problems is more difficult for culturally homogeneous teams than it is for culturally heterogeneous teams. Ans"er# C !'planation# C) !*idence indicates these elements of di*ersity interfere "ith team processes, at least in the short term. Cultural di*ersity does seem to be an asset for tasks that call for a *ariety of *ie"points. But culturally heterogeneous teams ha*e more difficulty learning to "ork "ith each other and sol*ing problems. Although ne"ly formed culturally di*erse teams underperform as compared to ne"ly formed culturally homogeneous teams, the differences disappear after about + months. iff# $ %age &ef# 1+1 8b:ecti*e# !'tent of 3eam"ork Nuest. Category# ConceptC efinitional E8# ; ;$) i*ersity is an asset for teams "here tasks ________. A) require a *ariety of *ie"points B) are simple C) in*ol*e emotional labor ) are highly technical !) required for completing the "ork are highly interdependent Ans"er# A !'planation# A) Cultural di*ersity does seem to be an asset for tasks that call for a *ariety of *ie"points. 6o"e*er, in other circumstances, di*ersity seems to interfere "ith team processes in the short term. iff# $ %age &ef# 1+1 8b:ecti*e# @lobal 5mplications Nuest. Category# ConceptC efinitional E8# ;
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Dou are *ice>president of a di*ision of a large, multi>national company that makes electronic equipment for consumers and the military. Dour company has se*eral teams and there are se*eral managers managing those teams. ;+) Goan, your director of accounting, has created a team of se*en employees from the accounts payable department "ho meet for three hours a "eek to discuss "ays of impro*ing quality, efficiency and the "ork en*ironment. 3his is an e'ample of a ________ team. A) problem>sol*ing B) self>managed C) cross>functional ) *irtual !) task>resolution Ans"er# A !'planation# A) %roblem>sol*ing teams share ideas or suggest ho" "ork processes and methods Isuch as quality, efficiency, and the "ork en*ironment), can be impro*ed. 3hey rarely ha*e the authority to unilaterally implement any of their suggestions. iff# $ %age &ef# 1$1 AAC<B# Analytic <kills 8b:ecti*e# %roblem><ol*ing 3eams Nuest. Category# Application E8# $ ;1) Gack, your director of manufacturing, has created a team of ele*en employees from quality control. Gack gi*es the team members the responsibility of planning and scheduling their o"n "ork, and making operating decisions. Also, members of this team e*aluate each other)s performance. 3his is an e'ample of a ________ team. A) problem>sol*ing B) self>managed C) cross>functional ) *irtual !) task>resolution Ans"er# B !'planation# B) <elf>managed "ork teams are groups of employees "ho perform highly related or interdependent :obs and take on many of the responsibilities of their former super*isors. 3hese tasks are planning, assigning tasks to members, making operating decisions, taking action on problems, and "orking "ith suppliers and customers. iff# $ %age &ef# 1$1 AAC<B# Analytic <kills 8b:ecti*e# <elf>9anaged 3eams Nuest. Category# Application E8# $
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;7) Dour company has recently landed a contract to design and manufacture a ne" state>of>the> art electronic de*ice for the military. 3his "ill be a *ery comple' pro:ect, requiring many different types of skills. Which of the follo"ing types of teams is most suited for the pro:ect( A) problem>sol*ing B) self>managed C) cross>functional ) *irtual !) task>resolution Ans"er# C !'planation# C) Cross>functional teams are teams made up of employees from about the same hierarchical le*el but different "ork areas, "ho come together to accomplish a task. 3hey are an effecti*e means of allo"ing people from di*erse areas to e'change information, de*elop ne" ideas, sol*e problems, and coordinate comple' pro:ects such as this one. iff# $ %age &ef# 1$1 AAC<B# Analytic <kills 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# Application E8# $ ;;) Ganice is your director of sales. <ince her team members are located in !urope, Asia, and Aorth America, she has decided to use instant messaging to tie her team members together in order to de*elop a marketing strategy for a ne" product line. 3his is an e'ample of a ________ team. A) problem>sol*ing B) self>managed C) cross>functional ) *irtual !) task>resolution Ans"er# !'planation# ) Jirtual teams use computer technology to unite physically dispersed members and achie*e a common goal. Ganice has created a *irtual team. iff# $ %age &ef# 1$7 AAC<B# Analytic <killsF 9ulticultural and i*ersity 8b:ecti*e# Jirtual 3eams Nuest. Category# Application E8# $
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Dou are the manager of a soft"are design firm that de*elops soft"are programs for clients using teams of specialists. 8ne of your most successful teams has been together for nearly 7 years. 5n the past, this team has performed effecti*ely, and you ha*e been *ery satisfied "ith the team)s output. &ecently, ho"e*er, you ha*e noticed a marked decrease in the team)s performance. Dou in*estigate to determine the problem. ;=) After inter*ie"ing all = team members, you determine that one of the team members performs routine administrati*e tasks that are rarely *isible to any of the other team members. Dou suspect that this team member may be loafing off and lagging in his duties. Dou could most likely impro*e that team member)s output by ________. A) encouraging him to "ork more independently B) making his "ork clearly *isible to the other team members C) empo"ering the team member to make decisions ) pro*iding him "ith administrati*e training !) gi*ing him additional assignments to complete Ans"er# B !'planation# B) 3his team member is engaging in social loafing. !ffecti*e teams undermine this tendency by making members indi*idually and :ointly accountable for the team)s purpose, goals, and approach. 3herefore, members should be clear on "hat they are indi*idually responsible for and "hat they are :ointly responsible for on the team. iff# $ %age &ef# 1$AAC<B# Analytic <kills 8b:ecti*e# %rocess Nuest. Category# Application E8# + ;.) uring an inter*ie" "ith one team member, you learn that se*eral members of the team ha*e had conflicts regarding the content of a task to "hich the team "as recently assigned. Are these conflicts likely to be reducing the group)s producti*ity( A) Des, because interpersonal conflicts al"ays hurt a team)s performance. B) Ao, because conflicts based on personal animosity rarely affect team operations. C) Des, because task>related conflicts lead to poor team decisions. ) Ao, because task>related conflicts usually benefit the performance of a team. !) Des, because disagreements about tasks usually lessen groupthink. Ans"er# !'planation# ) 5nterpersonal conflicts are almost al"ays dysfunctional but the conflict in*ol*ed in this case is a task conflict. Conflict on a team isn)t necessarily bad. 8n teams performing nonroutine acti*ities, disagreements among members about task content Icalled task conflicts) stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. iff# $ %age &ef# 1+1 AAC<B# Analytic <kills 8b:ecti*e# Conflict Ee*els Nuest. Category# Application E8# +
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Dou "ork for an international company that has offices around the "orld. Dou ha*e been asked to pull together a global *irtual team to handle a specific pro:ect. 3he pro:ect is e'pected to take + to 7 years to complete. Dou are free to include indi*iduals from any of the company)s offices, "hich are located in the ,nited <tates, Canada, 9e'ico, Britain, Australia, and Gapan. ;-) %ro*ided that all of the team members are equally qualified, "hich of the follo"ing teams is likely to be the least challenging to manage( A) A team comprised of members dra"n equally from all of the company)s offices, because culturally di*erse teams tend to operate "ith minimal conflict. B) A team comprised primarily of members from the ,nited <tates, because employees from countries "ith indi*idualistic *alues tend to function "ell in teams. C) A team comprised primarily of members from Canada, Britain, and Australia, because cultures of these countries are characteri0ed by high po"er distance. ) A team comprised of members from both Gapan and 9e'ico, because employees from these countries tend to focus on indi*idual accomplishments. !) A team comprised primarily of members from either Gapan or another Asian>%acific country, because employees from countries "ith collecti*ist *alues tend to ad:ust easily to team structures. Ans"er# ! !'planation# !) 3eams fit "ell in countries that score high on collecti*ism. 5n one study, employees from Asian>%acific countries reported the highest le*el of team participation, compared to the ,nited <tates and Canada, "ith the ,nited <tates ranking the lo"est. iff# + %age &ef# 1++ AAC<B# Analytic <kills 8b:ecti*e# Collecti*ist <ocieties Nuest. Category# Application E8# ; =/) Compared to traditional departments, teams tend to be less fle'ible and less responsi*e to changing e*ents. Ans"er# ?AE<! !'planation# 3eams are more fle'ible and responsi*e to changing e*ents than traditional departments or other forms of permanent groupings. iff# 1 %age &ef# 1$$ 8b:ecti*e# %opularity of 3eams Nuest. Category# ConceptC efinitional E8# 1
=1) 3eams are an effecti*e means for management to democrati0e organi0ations and increase employee moti*ation. Ans"er# 3&,! !'planation# 3eams facilitate employee participation in operating decisions. 3eams are an effecti*e means for management to democrati0e organi0ations and increase employee moti*ation. iff# 1 %age &ef# 1$$ 8b:ecti*e# %opularity of 3eams Nuest. Category# ConceptC efinitional E8# 1 =$) Work groups typically generate more positi*e synergy than do "ork teams. Ans"er# ?AE<! !'planation# 3here is no positi*e synergy in a "ork group that "ould create an o*erall le*el of performance greater than the sum of the inputs. A "ork team, on the other hand, generates positi*e synergy through coordinated effort. iff# 1 %age &ef# 1$+ 8b:ecti*e# Work @roups Nuest. Category# ConceptC efinitional E8# 1 =+) 3he primary goal of a "ork team is information sharing. Ans"er# ?AE<! !'planation# 5nformation sharing is the primary goal of a "ork group. 3he primary goal of a "ork team is collecti*e performance. iff# $ %age &ef# 1$+ 8b:ecti*e# Work @roups Nuest. Category# ConceptC efinitional E8# $ =1) 5n the case of a "ork team, indi*idual efforts result in a le*el of performance greater than the sum of those indi*idual inputs. Ans"er# 3&,! !'planation# A "ork team generates positi*e synergy through coordinated effort. 3he indi*idual efforts result in a le*el of performance greater than the sum of those indi*idual inputs. iff# 1 %age &ef# 1$+ 8b:ecti*e# Work @roups Nuest. Category# ConceptC efinitional E8# $
=7) Dou are a member of a team of eight indi*iduals from the same department "ho meet for a fe" hours each "eek to discuss "ays of impro*ing quality, efficiency, and the "ork en*ironment. Dou are most likely a member of a self>managed "ork team. Ans"er# ?AE<! !'planation# %roblem>sol*ing teams are typically composed of 7 to 1$ hourly employees from the same department "ho meet for a fe" hours each "eek to discuss "ays of impro*ing quality, efficiency, and the "ork en*ironment. 9embers share ideas or suggest ho" "ork processes and methods can be impro*edF they rarely ha*e the authority to unilaterally implement any of their suggestions. iff# $ %age &ef# 1$+ 8b:ecti*e# 3ypes of 3eams Nuest. Category# ConceptC efinitional E8# $ =;) As a result of self>managed teams, super*isory positions may be eliminated. Ans"er# 3&,! !'planation# <elf>managed "ork teams are groups of employees "ho perform highly related or interdependent :obs and take on many of the responsibilities of their former super*isors. <uper*isory positions take on decreased importance and are sometimes e*en eliminated. iff# $ %age &ef# 1$1 8b:ecti*e# <elf>9anaged 3eams Nuest. Category# ConceptC efinitional E8# $ ==) <elf>managed teams do not typically manage conflicts "ell. Ans"er# 3&,! !'planation# <elf>managed teams do not typically manage conflicts "ell. When disputes arise, members stop cooperating and po"er struggles ensue, "hich leads to lo"er group performance. iff# 1 %age &ef# 1$1 8b:ecti*e# <elf>9anaged 3eams Nuest. Category# ConceptC efinitional E8# $ =.) Cross>functional teams are made up of employees from about the same hierarchical le*el, but from different "ork areas, "ho come together to accomplish a task. Ans"er# 3&,! !'planation# A team made up of employees from *arious departments or "ork areas, and from about the same hierarchical le*el, "ho come together to accomplish a task form a cross> functional team. Cross>functional teams are an effecti*e means of allo"ing people from di*erse areas "ithin or e*en bet"een organi0ations to e'change information, de*elop ne" ideas, sol*e problems, and coordinate comple' pro:ects. iff# 1 %age &ef# 1$1 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $
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=-) Jirtual teams tend to be less task oriented than face>to>face teams. Ans"er# ?AE<! !'planation# Jirtual teams tend to be more task oriented than face>to>face teams. iff# $ %age &ef# 1$7 8b:ecti*e# 3ypes of 3eams Nuest. Category# ConceptC efinitional E8# $ ./) Jirtual teams report less satisfaction "ith the group interaction process than do face>to>face teams. Ans"er# 3&,! !'planation# Jirtual teams tend to be more task oriented and e'change less socialOemotional information than face>to>face teams do. As a result, *irtual teams report less satisfaction "ith the group interaction process than do face>to>face teams. iff# 1 %age &ef# 1$7 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $ .1) 8ne ad*antage of cross>functional teams is that they are easy to manage. Ans"er# ?AE<! !'planation# Cross>functional teams are not easy to manage. 3heir early stages of de*elopment are often long, as members learn to "ork "ith di*ersity and comple'ity. 5t takes time to build trust and team"ork, especially among people from different backgrounds "ith different e'periences and perspecti*es. iff# $ %age &ef# 1$7 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $ .$) ?or *irtual teams to be effecti*e, management should closely monitor the team)s progress. Ans"er# 3&,! !'planation# ?or *irtual teams to be effecti*e, management should ensure that I1) trust is established among members I$) team progress is monitored closely, and I+) the efforts and products of the team are publici0ed throughout the organi0ation. iff# $ %age &ef# 1$7 8b:ecti*e# <kills of 3eam 9embers Nuest. Category# ConceptC efinitional E8# $
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.+) When tasks are simple lo"er>ability teams perform better than high>ability teams. Ans"er# 3&,! !'planation# When tasks are simple, high>ability teams do not perform as "ell, perhaps because members become bored and turn their attention to other acti*ities that are more stimulating, "hereas lo">ability teams stay on task. iff# $ %age &ef# 1$. 8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# + .1) Eo"er>ability teams are more adaptable to changing situations than high>ability teams. Ans"er# ?AE<! !'planation# 6igh>ability teams are more adaptable to changing situations than lo"er>ability teams. iff# $ %age &ef# 1$. 8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# + .7) 3eams composed of highly agreeable people are more creati*e and inno*ati*e. Ans"er# ?AE<! !'planation# 3eams composed of people "ho score high on openness to e'perience are more creati*e and inno*ati*e. 8pen team members communicate better "ith one another and thro" out more ideas, "hich makes teams composed of open people more creati*e and inno*ati*e. iff# $ %age &ef# 1$. 8b:ecti*e# Key &oles of 3eams Nuest. Category# ConceptC efinitional E8# + .;) When teams ha*e e'cess members, cohesi*eness and mutual accountability decline. Ans"er# 3&,! !'planation# When teams ha*e e'cess members, cohesi*eness and mutual accountability decline, social loafing increases, and more people communicate less. iff# $ %age &ef# 1$8b:ecti*e# <ocial Eoafing Nuest. Category# ConceptC efinitional E8# +
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.=) 3ask conflicts are almost al"ays dysfunctional. Ans"er# ?AE<! !'planation# &elationship conflicts are almost al"ays dysfunctional. 8n teams performing nonroutine acti*ities, disagreements among members about task content Icalled task conflicts) stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. iff# 1 %age &ef# 1+1 8b:ecti*e# Collecti*ist <ocieties Nuest. Category# ConceptC efinitional E8# + ..) ?or creating good team players, an organi0ation)s re"ard system must be re"orked to encourage competiti*e efforts rather than cooperati*e ones. Ans"er# ?AE<! !'planation# ?or creating good team players, an organi0ation)s re"ard system must be re"orked to encourage cooperati*e efforts rather than competiti*e ones. iff# $ %age &ef# 1+$ 8b:ecti*e# &e"ards and Collaboration Nuest. Category# ConceptC efinitional E8# 1 .-) 3eams that s"itch from a competiti*e to a cooperati*e system tend to make better>quality decisions. Ans"er# ?AE<! !'planation# 3eams that s"itch from a competiti*e to a cooperati*e system do not share information and make rushed, poor>quality decisions. iff# $ %age &ef# 1+$ 8b:ecti*e# &e"ards Nuest. Category# ConceptC efinitional E8# 1 -/) 3eam"ork takes more time and often more resources than indi*idual "ork. Ans"er# 3&,! !'planation# 3eams can be costly. 3eam"ork takes more time and often more resources than indi*idual "ork. 3eams ha*e increased communication demands, conflicts to manage, and meetings to run. <o the benefits of using teams ha*e to e'ceed the costs, and that)s not al"ays the case. iff# $ %age &ef# 1++ 8b:ecti*e# isad*antages of 3eams Nuest. Category# ConceptC efinitional E8# 7
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-1) 3eams should be used "hen tasks are interdependent. Ans"er# 3&,! !'planation# ,sing teams makes sense "hen there is interdependence bet"een tasksQthe success of the "hole depends on the success of each one, and the success of each one depends on the success of the others. iff# + %age &ef# 1++ 8b:ecti*e# Collecti*ist <ocieties Nuest. Category# ConceptC efinitional E8# 7 -$) @enerally, ne"ly formed culturally homogeneous teams underperform "hen compared to ne"ly formed culturally di*erse teams. Ans"er# ?AE<! !'planation# @enerally, ne"ly formed culturally di*erse teams underperform "hen compared to ne"ly formed culturally homogeneous teams. iff# + %age &ef# 1+1 8b:ecti*e# Collecti*ist <ocieties Nuest. Category# ConceptC efinitional E8# ; -+) iscuss the difference bet"een a "ork group and a "ork team. Ans"er# A "ork group is a group that interacts primarily to share information and to make decisions to help each member perform "ithin his or her area of responsibility. 3here is no positi*e synergy that "ould create an o*erall le*el of performance that is greater than the sum of the inputs. A "ork team generates positi*e synergy through coordinated effort. 3heir indi*idual efforts result in a le*el of performance that is greater than the sum of those indi*idual inputs. iff# $ %age &ef# 1$+ 8b:ecti*e# Work @roups and Work 3eams Nuest. Category# ConceptC efinitional E8# 1 -1) escribe and discuss self>managed "ork teams. Ans"er# <elf>managed "ork teams are groups of employees Itypically 1/ to 17 in number) "ho perform highly related or interdependent :obs and take on many of the responsibilities of their former super*isors. 3ypically, this includes planning and scheduling of "ork, assigning tasks to members, collecti*e control o*er the pace of "ork, making operating decisions, taking action on problems, and "orking "ith suppliers and customers. ?ully self>managed "ork teams e*en select their o"n members and ha*e the members e*aluate each other)s performance. As a result, super*isory positions take on decreased importance and may e*en be eliminated. iff# $ %age &ef# 1$1 8b:ecti*e# <elf>9anaged Work 3eams Nuest. Category# ConceptC efinitional E8# $
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-7) What is a cross>functional team( Ans"er# Cross>functional teams are made up of employees from about the same hierarchical le*el, but from different "ork areas, "ho come together to accomplish a task. 3his is an effecti*e means for allo"ing people from di*erse areas "ithin an organi0ation to e'change information, de*elop ne" ideas and sol*e problems, and coordinate comple' pro:ects. iff# $ %age &ef# 1$1 8b:ecti*e# Cross>?unctional 3eams Nuest. Category# ConceptC efinitional E8# $ -;) What are some special challenges that *irtual teams face( ?or *irtual teams to be effecti*e, "hat should management ensure( Ans"er# Jirtual teams may suffer from less social rapport and less direct interaction among members. 3hey aren)t able to duplicate the normal gi*e>and>take of face>to>face discussion. !specially "hen members ha*en)t personally met, *irtual teams tend to be more task>oriented and e'change less social>emotional information. Aot surprisingly, *irtual team members report less satisfaction "ith the group interaction process than do face>to>face teams. ?or *irtual teams to be effecti*e, management should ensure that# Ia) trust is established among team members Iresearch has sho"n that one inflammatory remark in a team member e>mail can se*erely undermine team trust)F Ib) team progress is monitored closely Iso the team doesn)t lose sight of its goals, and no team member BdisappearsB)F and Ic) the efforts and products of the *irtual team are publici0ed throughout the organi0ation Iso the team does not become in*isible). iff# $ %age &ef# 1$7 8b:ecti*e# Jirtual 3eams Nuest. Category# ConceptC efinitional E8# $ -=) 3he team effecti*eness model identifies three categories of key components making up effecti*e teams. What are these three categories( @i*e e'amples of each category. Ans"er# 3he key components making up effecti*e teams can be subsumed into four general categories. a) 3he first category relates to the team)s composition. 5t takes into consideration the abilities of team members, their personalities, si0e of the team, and preferences of team members. b) 3he third category is related to the resources and conte'tual influences that make teams effecti*e. 3he four conte'tual factors that appear to be most significantly related to team performance are the presence of adequate resources, effecti*e leadership, a climate of trust, and a performance e*aluation and re"ard system that reflects team contributions. c) ?inally, process *ariables reflect the things that go on in the team that influence effecti*eness. 3hese include member commitment to a common plan and purpose, establishment of specific team goals, team efficacy, establishment of mental models, a managed le*el of conflict, and minimi0ation of social loafing. iff# + %age &ef# 1$; 8b:ecti*e# 3eam !ffecti*eness 9odel Nuest. Category# ConceptC efinitional E8# +
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-.) 6o" does climate of trust impro*e effecti*eness of teams( Ans"er# 5nterpersonal trust among team members facilitates cooperation, reduces the need to monitor each others) beha*ior, and bonds members around the belief that others on the team "on)t take ad*antage of them. 3eam members are more likely to take risks and e'pose *ulnerabilities "hen they belie*e they can trust others on their team. And, as "e "ill discuss later in the book, trust is the foundation of leadership. 5t allo"s a team to accept and commit to its leader)s goals and decisions. iff# + %age &ef# 1$= 8b:ecti*e# %opularity of 3eams and Jirtual 3eams Nuest. Category# ConceptC efinitional E8# + --) iscuss the effect of team si0e on effecti*eness of teams. Ans"er# @enerally speaking, the most effecti*e teams ha*e fi*e to nine members. And e'perts suggest using the smallest number of people "ho can do the task. ,nfortunately, managers often err by making teams too large. 5t may require only four or fi*e members to de*elop di*ersity of *ie"s and skills, "hile coordination problems can increase e'ponentially as team members are added. When teams ha*e e'cess members, cohesi*eness and mutual accountability decline, social loafing increases, and more people communicate less. 9embers of large teams ha*e trouble coordinating "ith one another, especially under time pressure. Keep teams at nine or fe"er members. iff# + %age &ef# 1$8b:ecti*e# 3ypes of 3eams and !ffecti*e 3eams Nuest. Category# ConceptC efinitional E8# + 1//) What is team efficacy( What can management do to increase team efficacy( Ans"er# !ffecti*e teams ha*e confidence in themsel*esF they belie*e they can succeed. We call this team efficacy. 3eams that ha*e been successful raise their beliefs about future success, "hich, in turn, moti*ates them to "ork harder. 3he t"o "ays in "hich the management can increase team efficacy are# I1) helping the team achie*e small successes that build confidence, I$) pro*iding training to impro*e members) technical and interpersonal skills. iff# + %age &ef# 1+1 8b:ecti*e# 3ypes of 3eams and !ffecti*e 3eams Nuest. Category# ConceptC efinitional E8# +
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1/1) iscuss the impact of conflicts on effecti*eness of teams. Ans"er# Conflict on a team isn)t necessarily bad. 3eams completely de*oid of conflict are likely to become apathetic and stagnant. 3hus, conflictQbut not all typesQcan actually impro*e team effecti*eness. &elationship conflictsQthose based on interpersonal compatibilities, tension, and animosity to"ard othersQare almost al"ays dysfunctional. 6o"e*er, on teams performing nonroutine acti*ities, disagreements among members about task content Icalled task conflicts) stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. iff# + %age &ef# 1+1 8b:ecti*e# 3urning 5ndi*iduals into 3eam %layers and 6o" it can Affect 3eam %rocesses Nuest. Category# ConceptC efinitional E8# + 1/$) What is social loafing( 6o" can the management undermine the tendency of social loafing( Ans"er# 5ndi*iduals can engage in social loafing and coast on the group)s effort because their particular contributions can)t be identified. !ffecti*e teams undermine this tendency by making members indi*idually and :ointly accountable for the team)s purpose, goals, and approach. 3herefore, members should be clear on "hat they are indi*idually responsible for and "hat they are :ointly responsible for on the team. iff# + %age &ef# 1+1 8b:ecti*e# 3ypes of 3eams Nuest. Category# ConceptC efinitional E8# +
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1/+) !'plain ho" organi0ations can create team players. Ans"er# 3he primary options managers ha*e for trying to turn indi*iduals into team players include# a) <election. <ome people already possess the interpersonal skills to be effecti*e team players. When hiring team members, in addition to the technical skills required to fill the :ob, care should be taken to ensure that candidates can fulfill their team roles as "ell as technical requirements. 9any :ob candidates don)t ha*e team skills. 3his is especially true for those sociali0ed around indi*idual contributions. When faced "ith such candidates, managers basically ha*e three options. 3he candidates can undergo training to Bmake them into team players.B 5f this isn)t possible or doesn)t "ork, the other t"o options are to transfer the indi*idual to another unit "ithin the organi0ation, "ithout teams Iif this possibility e'ists)F or don)t hire the candidate. 5n established organi0ations that decide to redesign :obs around teams, it should be e'pected that some employees "ill resist being team players and may be un>trainable. ,nfortunately, such people typically become casualties of the team approach. b) 3raining. 8n a more optimistic note, a large proportion of people raised on the importance of indi*idual accomplishments can be trained to become team players. 3raining specialists conduct e'ercises that allo" employees to e'perience the satisfaction that team"ork can pro*ide. 3hey typically offer "orkshops to help employees impro*e their problem>sol*ing, communication, negotiation, conflict>management, and coaching skills. !mployees also learn the fi*e>stage group de*elopment model. c) &e"ards. 3he re"ard system needs to be re"orked to encourage cooperati*e efforts rather than competiti*e ones. %romotions, pay raises, and other forms of recognition should be gi*en to indi*iduals for ho" effecti*e they are as a collaborati*e team member. 3his doesn)t mean indi*idual contributions are ignoredF rather, they are balanced "ith selfless contributions to the team. !'amples of beha*iors that should be re"arded include training ne" colleagues, sharing information "ith teammates, helping to resol*e team conflicts, and mastering ne" skills that the team needs but in "hich it is deficient. iff# $ %age &ef# 1+1>1+$ 8b:ecti*e# Creating 3eam %layers Nuest. Category# ConceptC efinitional E8# 1
1/1) What are some of the cautions to be a"are of "hen using teams( What tests should be applied to see if a team fits the situation( Ans"er# 3eams ha*e increased communication demands, conflicts to be managed, and meetings to be run. 5t has been suggested that three tests be applied to see if a team fits the situation. ?irst, can the "ork be done better by more than one person( A good indicator is the comple'ity of the "ork and the need for different perspecti*es. <imple tasks that don)t require di*erse input are probably better left to indi*iduals. <econd, does the "ork create a common purpose or set of goals for the people in the group that is more than the aggregate of indi*idual goals( 3he final test to assess "hether teams fit the situation is# Are the members of the group interdependent( 3eams make sense "here there is interdependence bet"een tasksF "here the success of the "hole depends on the success of each one and the success of each one depends on the success of the others. iff# + %age &ef# 1++ 8b:ecti*e# isad*antages of 3eams Nuest. Category# ConceptC efinitional E8# 7 1/7) iscuss the ad*antages and disad*antages of team di*ersity. iscuss di*ersity in a global conte't. 6o" does cultural di*ersity affect team>building( Ans"er# 8ne of the per*asi*e problems "ith teams is that "hile di*ersity may ha*e real potential benefits, a team is deeply focused on commonly held information. But if di*erse teams are to reali0e their creati*e potential, they need to focus not on their similarities but on their differences. 3here is some e*idence, for e'ample, that "hen team members belie*e others ha*e more e'pertise, they "ill "ork to support those members, leading to higher le*els of effecti*eness. 3he key is for di*erse teams to communicate "hat they uniquely kno", but also "hat they don)t kno". !*idence indicates these elements of di*ersity interfere "ith team processes, at least in the short term in global situations. Cultural di*ersity appears to be an asset for tasks that call for a *ariety of *ie"points. But culturally heterogeneous teams ha*e more difficulty learning to "ork "ith each other and sol*ing problems. 6o"e*er, these difficulties seem to dissipate "ith time. Although ne"ly formed culturally di*erse teams underperform ne"ly formed culturally homogeneous teams, the differences disappear after about + months. ?ortunately, some team performance>enhancing strategies seem to "ork "ell in many cultures. 8ne study found that teams in the !uropean ,nion made up of members from collecti*ist and indi*idualist countries benefitted equally from group goals. 5f a manager allo"s a global team time to ad:ust it can o*ercome the initial stages of surface>le*el differences and result in a highly efficient team. iff# + %age &ef# 1$-, 1++ AAC<B# 9ulticultural and i*ersity ,nderstanding 8b:ecti*e# i*ersity Nuest. Category# ConceptC efinitional E8# +, ;
Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1C Co$$unication 1) Communication must include both the ________ and the understanding of meaning. A) transportation B) interpretation C) "riting ) transfer !) intention Ans"er# iff# $ %age &ef# 11+ AA<CB 3ag# Communication Abilities $) 3he means by "hich a communication is passed bet"een a sender and a recei*er is called a ________. A) medium B) conduit C) conductor ) transmission !) coder Ans"er# A iff# $ %age &ef# 111 3opic# 3he Communication %rocess +) 3he recei*er of a communication is most likely to ________ a message initiated by the sender. A) e'plain B) reproduce C) reflect ) decode !) discard Ans"er# iff# 1 %age &ef# 111 3opic# 3he Communication %rocess AA<CB 3ag# Communication Abilities 1) 5n the communication process, "hich of the follo"ing steps occurs first( A) transmitting B) decoding C) encoding ) understanding !) analysis Ans"er# C iff# $ %age &ef# 111 3opic# 3he Communication %rocess
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7) uring communication, the ________ initiates a message by encoding a thought. A) recei*er B) channel C) sender ) speaker !) leader Ans"er# C iff# 1 %age &ef# 111 3opic# 3he Communication %rocess ;) uring a discussion "ith 9atthe", "hen Gennifer gestures, this is considered part of the A) medium. B) channel. C) message. ) noise. !) decoding. Ans"er# C iff# 1 %age &ef# 111 3opic# 3he Communication %rocess =) 3he product of a sender)s encoding is the ________. A) channel B) message C) transmission ) medium !) feedback Ans"er# B iff# 1 %age &ef# 111 3opic# 3he Communication %rocess .) 3he medium through "hich communication tra*els is called a ________. A) transmission B) message C) media ) channel !) *essel Ans"er# iff# 1 %age &ef# 111 3opic# 3he Communication %rocess
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-) 9ary telephones her employee, Goe, to let him kno" that today)s meeting has been mo*ed to one o)clock. 5n the communication process, 9ary is the A) sender B) recei*er C) message ) channel !) encoder Ans"er# A iff# 1 %age &ef# 111 3opic# 3he Communication %rocess AA<CB 3ag# Analytic <kills 1/) 9ary telephones her employee, Goe, to let him kno" that today)s meeting has been mo*ed to one o)clock. 3he telephone is the A) sender. B) recei*er. C) medium. ) message. !) decoder. Ans"er# C iff# 1 %age &ef# 111 3opic# 3he Communication %rocess AA<CB 3ag# Analytic <kills 11) 9ary telephones her employee, Goe, to let him kno" that today)s meeting has been mo*ed to one o)clock. Goe misses the one o)clock meeting because he misunderstood "hich meeting 9ary "as referring to. Goe forgot to ask 9ary to clarify "hich meeting she meant. Goe)s misunderstanding therefore occurred due to a lack of A) encoding. B) decoding. C) noise. ) feedback. !) channel. Ans"er# iff# $ %age &ef# 111 3opic# 3he Communication %rocess AA<CB 3ag# Analytic <kills
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1$) Gohn "rites a memo to his employees. %utting his thoughts onto paper is an e'ample of ________. A) encoding B) noise C) decoding ) channeling !) cryptography Ans"er# A iff# 1 %age &ef# 111 3opic# 3he Communication %rocess AA<CB 3ag# Analytic <kills 1+) ?ormal channels of communication traditionally follo" the ________ "ithin an organi0ation. A) communication chain B) authority chain C) influence chain ) transmission chain !) social chain Ans"er# B iff# $ %age &ef# 111 3opic# 3he Communication %rocess 11) What step determines "hether understanding has been achie*ed during the communication process( A) decoding B) feedback C) channel ) encoding !) transmission Ans"er# B iff# $ %age &ef# 111 3opic# 3he Communication %rocess AA<CB 3ag# Communication Abilities 17) A recei*er "ho translates a sender)s message is engaging in the process of ________. A) encoding B) decoding C) transmission ) feedback !) recoding Ans"er# B iff# $ %age &ef# 111 3opic# 3he Communication %rocess
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1;) 3he final link in the communication process is ________. A) noise B) encoding C) decoding ) feedback !) messaging Ans"er# iff# 1 %age &ef# 111 3opic# 3he Communication %rocess 1=) 3he communication used by managers to pro*ide :ob instructions to employees is ________ communication. A) do"n"ard B) lateral C) formal ) directional !) diagonal Ans"er# A iff# 1 %age &ef# 111 3opic# irection of Communication AA<CB 3ag# Communication Abilities 1.) Which of the follo"ing is an e'ample of do"n"ard communication flo"( A) suggestion bo'es B) en*elope attitude sur*eys C) feedback on :ob performance ) identifying "ith and discussing problems "ith the boss !) letters to your senator Ans"er# C iff# $ %age &ef# 111>117 3opic# irection of Communication AA<CB 3ag# Analytic <kills 1-) All of the follo"ing are e'amples of do"n"ard communication flo"s !2C!%3 A) managers assigning goals for subordinates B) managers informing employees of procedures C) managers pointing out problems that need attention by employees ) employees completing attitude sur*eys !) managers telling employees to "ork more quickly Ans"er# iff# $ %age &ef# 111>117 3opic# irection of Communication AA<CB 3ag# Communication Abilities
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$/) <uggestion bo'es, employee attitude sur*eys, and grie*ance procedures are e'amples of ________. A) organi0ational structure B) hori0ontal communication C) managerial communication ) up"ard communication !) diagonal communication Ans"er# iff# 1 %age &ef# 111>117 3opic# irection of Communication AA<CB 3ag# Analytic <kills $1) Which of the follo"ing is not an e'ample of up"ard communication( A) performance reports prepared by lo"er management for top management re*ie" B) informing employees of policies C) suggestion bo'es ) grie*ance procedures !) a letter to your boss Ans"er# B iff# $ %age &ef# 117 3opic# irection of Communication AA<CB 3ag# Analytic <kills $$) All of the follo"ing are recommendations for engaging in more effecti*e up"ard communication !2C!%3 A) try to reduce distractions B) a*oid meandering discussions if you "ant t get your boss)s attention C) prepare an agenda ) try to meet in your boss)s office !) support your position "ith actionable items Ans"er# iff# $ %age &ef# 117 3opic# irection of Communication AA<CB 3ag# Analytic <kills $+) Communication that takes place among members of "ork groups at the same le*el is kno"n as ________ communication. A) tangential B) cross>functional C) :ob ) lateral !) do"n"ard Ans"er# iff# $ %age &ef# 117 3opic# irection of Communication
$1) When can lateral communications create dysfunctional conflict( A) "hen the formal *ertical channels are breached B) "hen members go abo*e their superiors to get things done C) "hen bosses find out that actions ha*e been taken "ithout their kno"ledge ) "hen members go around their superiors to get things done !) all of the abo*e Ans"er# ! iff# + %age &ef# 117 3opic# irection of Communication $7) 8ral communication messages that are passed through a great many people "ill most likely suffer from "hich of the follo"ing( A) disruption B) distortion C) lack of non>*erbal cues ) decoding !) formal communication decay Ans"er# B iff# + %age &ef# 11; 3opic# 5nterpersonal Communications $;) 9emos, letters, e>mail, fa' transmissions, and organi0ational periodicals represent e'amples of ________. A) informal communication channels B) formal communication channels C) "ritten communication ) technological communication !) electronic communication Ans"er# C iff# $ %age &ef# 11; 3opic# 5nterpersonal Communications AA<CB 3ag# Analytic <kills $=) A sender may most likely choose to use "ritten communication because ________. A) "ritten communications are tangible and *erifiable B) "ritten messages can be retracted easily C) the messages can only be stored for short periods of time ) "ritten messages usually take minimal time to prepare !) "ritten messages often require additional feedback Ans"er# A iff# $ %age &ef# 11; 3opic# 5nterpersonal Communications
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$.) Which of the follo"ing is not a dra"back of "ritten messages( A) 3hey)re time consuming. B) 3hey are unlikely to be "ell thought>out. C) 3hey lack built>in feedback mechanisms. ) 5t is difficult for senders to confirm "hether they ha*e been recei*ed. !) 3hey may be misinterpreted by their recei*ers. Ans"er# B iff# $ %age &ef# 11; 3opic# 5nterpersonal Communications $-) 9essages con*eyed through body mo*ements and facial e'pressions are ________. A) non*erbal communication B) kinesics C) physical characteristics ) connotations !) semantics Ans"er# A iff# 1 %age &ef# 11= 3opic# 5nterpersonal Communications +/) ?acial e'pressions, physical distance, and looking at your "atch are all e'amples of ________. A) kinesics B) non*erbal communication C) informal net"orks ) *erbal communication !) adaptors Ans"er# B iff# $ %age &ef# 11= 3opic# 5nterpersonal Communications AA<CB 3ag# Analytic <kills +1) All of the follo"ing are e'amples of non*erbal communication !2C!%3 A) intonations or emphasis B) instant messaging C) physical distance ) facial e'pressions !) hand gestures Ans"er# B iff# $ %age &ef# 11= 3opic# 5nterpersonal Communications AA<CB 3ag# Analytic <kills
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+$) Which of the follo"ing statements is not a characteristic of non*erbal communication( A) 5t includes intonation. B) 5ts significance is unpro*en in e'plaining and predicting beha*ior. C) 5t can be argued that e*ery body mo*ement has meaning. ) We rarely send these types of messages consciously. !) 5t can con*ey meaningful information. Ans"er# B iff# $ %age &ef# 11= 3opic# 5nterpersonal Communications AA<CB 3ag# Analytic <kills ++) Why is it easier to understand the real communication that occurred in a meeting by *ie"ing a *ideo rather than reading the meeting minutes( A) ?acial e'pressions con*ey meaning and can be seen in the *ideo. B) 5ntonations con*ey meaning and can be heard in the *ideo. C) 3he meeting minutes do not contain any record of non*erbal communication. ) 3he emphasis placed on "ords or phrases is missing from the meeting minutes. !) All of the abo*e. Ans"er# ! iff# $ %age &ef# 11. 3opic# 5nterpersonal Communications AA<CB 3ag# &eflecti*e 3hinking <kills +1) What are the t"o most important messages that body language con*eys( A) the e'tent to "hich one is interested in another and the relati*e percei*ed status bet"een the send and recei*er B) the e'tent to "hich one has po"er and is rela'ed C) ho" quickly and loudly one can speak ) the e'tent to "hich facial e'pressions and intonation are important !) the importance of physical distance and intonation in communication Ans"er# B iff# $ %age &ef# 11. 3opic# 5nterpersonal Communications AA<CB 3ag# Communication Abilities +7) AIn) ________ net"ork of communication "ould most likely be found in direct>line authority relations "ith no de*iations. A) *ertical B) direct C) chain ) all>channel !) bo' Ans"er# C iff# 1 %age &ef# 11. 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills
+;) AIn) ________ communication net"ork occurs "hen a checkout clerk reports to a department manager, "ho in turn reports to a store manager, "ho reports to a regional manager. A) direct B) all>channel C) *ertical ) chain !) hori0ontal Ans"er# iff# $ %age &ef# 11. 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills +=) When all communication is channeled through one person, a ________ communication net"ork e'ists. A) direct B) chain C) lateral ) "heel !) bo' Ans"er# iff# $ %age &ef# 11. 3opic# 8rgani0ational Communication +.) 3he ________ communication net"ork is best illustrated by a self>managed team. A) "heel B) all>channel C) interpersonal ) circle !) bo' Ans"er# B iff# $ %age &ef# 11. 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills +-) 5n aIn) ________ communication net"ork, any net"ork member can communicate "ith any other member. A) "heel B) all>channel C) interpersonal ) circle !) free Ans"er# B iff# $ %age &ef# 11. 3opic# 8rgani0ational Communication
1/) 3he most effecti*e communication net"ork for facilitating the emergence of a leader is ________. A) chain B) all>channel C) "heel ) direct !) bo' Ans"er# C iff# $ %age &ef# 11. 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills 11) 6arriet has been assigned the task of setting up "ork teams for a comple' soft"are de*elopment pro:ect. !ach team has different "ork requirements. 6arriet must choose the best structure for each team, based on its specific requirements. 3eam A must operate *ery quickly to meet stringent deadlines. 3he quality of the final pro:ect depends highly on 3eam A)s output, so 3eam A must also "ork *ery accurately. Which of the follo"ing net"ork structures should 6arriet choose for this team( A) chain B) "heel C) grape*ine ) informal !) all>channel Ans"er# B iff# + %age &ef# !'h 1/>+ 3opic# 8rgani0ational Communication AA<CB 3ag# &eflecti*e 3hinking <kills 1$) 6arriet has been assigned the task of setting up "ork teams for a comple' soft"are de*elopment pro:ect. !ach team has different "ork requirements. 6arriet must choose the best structure for each team, based on its specific requirements. 3eam B must promote high member satisfaction to impro*e employee engagement. Which of the follo"ing net"ork structures should 6arriet choose for this team( A) chain B) "heel C) grape*ine ) informal !) all>channel Ans"er# ! iff# + %age &ef# !'h 1/>+ 3opic# 8rgani0ational Communication AA<CB 3ag# &eflecti*e 3hinking <kills
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1+) 3he ________ net"ork best ser*es to promote high member satisfaction. A) direct B) circle C) "heel ) all>channel !) bo' Ans"er# iff# $ %age &ef# 113opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills 11) Which of the follo"ing types of net"orks is most likely to promote accuracy( A) chain B) direct C) "heel ) all>channel !) circle Ans"er# A iff# $ %age &ef# 113opic# 8rgani0ational Communication 17) An informal communication net"ork is typically called a ________. A) gossip monger B) grape*ine C) chain ) conte'tual system !) free>acting system Ans"er# B iff# 1 %age &ef# 113opic# 8rgani0ational Communication 1;) 5t "as found that about ________ percent of indi*iduals hear about matters first through rumors on the grape*ine. A) 1/ B) $7 C) 7/ ) =7 !) -7 Ans"er# iff# + %age &ef# 113opic# 8rgani0ational Communication
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1=) Which of the follo"ing statements most accurately characteri0es the grape*ine( A) 5t is used to ser*e the self>interests of outsiders. B) 5t is percei*ed by employees as being more reliable than formal communication issued by top management. C) 5t is generally used as an anti>management tool. ) 5t is usually inaccurate. !) 5t ser*es as a formal communication channel. Ans"er# B iff# $ %age &ef# 113opic# 8rgani0ational Communication 1.) <tudies ha*e sho"n that ________ percent of the information transmitted through the grape*ine is accurate. A) 77 B) ;7 C) =7 ) .7 !) 1// Ans"er# C iff# $ %age &ef# 113opic# 8rgani0ational Communication 1-) 3he grape*ine is *aluable for all of the follo"ing !2C!%3 A) tapping into employee an'ieties. B) gi*ing managers a feel for the morale of their organi0ation. C) identifying issues that employees consider important. ) ser*ing employees) needs to create a sense of closeness and friendship. !) replacing the need for formal communication. Ans"er# ! iff# $ %age &ef# 113opic# 8rgani0ational Communication 7/) &umors "ould most likely flourish in situations "here there is ________. A) "ell>communicated change B) ambiguity C) a tri*ial issue at hand ) assurance by management !) a chain communication style Ans"er# B iff# $ %age &ef# 11->17/ 3opic# 8rgani0ational Communication
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71) With regard to the grape*ine, a manager should try to ________. A) ignore it B) destroy it C) minimi0e the negati*e consequences of rumors by limiting its range and impact ) discipline those those in*ol*ed in the grape*ine rumors !) control the information flo" Ans"er# C iff# $ %age &ef# 17/ 3opic# 8rgani0ational Communication 7$) 3here is a rumor in your organi0ation that layoffs are ine*itable. Which of the follo"ing is the least likely "ay to reduce the negati*e consequences of this rumor( A) !'plain decisions that may appear inconsistent or secreti*e. B) !mphasi0e the do"nside, as "ell as the upside, of current decisions and future plans. C) iscount the rumor. ) 8penly discuss "orst case possibilities. !) iscuss deadlines for decisions. Ans"er# C iff# $ %age &ef# !'h 1/>7 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills 7+) !lectronic communication includes all of the follo"ing !2C!%3 A) te't messaging. B) teleconferencing. C) *ideoconferencing. ) e>mail. !) blogs. Ans"er# B iff# 1 %age &ef# 17/ 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills 71) !lectronic communication is the primary medium of communication in today)s organi0ations in ________ percent of cases. A) 17 B) $7 C) 7/ ) =/ !) -/ Ans"er# iff# 1 %age &ef# 17/ 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills
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77) All of the follo"ing are considered dra"backs of email !2C!%3 A) misinterpreting the message. B) communicating negati*e messages. C) o*eruse of email. ) pri*acy concerns. !) poor grammar. Ans"er# ! iff# $ %age &ef# 171 3opic# 8rgani0ational Communication 7;) When &adio <hack laid off 1// employees, they "ere critici0ed for the medium they chose to communicate the layoffs. Which medium did they use to communicate( A) *ideoconference B) corporate "ebsite announcement C) email ) intranet !) blogs Ans"er# C iff# $ %age &ef# 171 3opic# 8rgani0ational Communication 7=) 9ary "anted to pro*ide recommendations to her co>"orkers on using email. Which of the follo"ing statement "ould you recommend she share "ith her peers to inform them of pri*acy issues( A) !mails are generally pri*ate and seldom monitored. B) 5t should be assumed that the email recipient "ill keep the email confidential. C) Dou should not "rite anything in an email that you "ould not "ant made public. ) ?or"arding email from your company account to your personal account can be protected from monitoring if it is marked Bpri*ateB. !) All of the abo*e. Ans"er# C iff# $ %age &ef# 171 3opic# 8rgani0ational Communication 7.) &eal>time e>mail is kno"n as ________. A) intranet B) instant messaging C) e'tranet ) facebook !) *ideoconferencing Ans"er# B iff# 1 %age &ef# 171 3opic# 8rgani0ational Communication
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7-) Which electronic communication is usually transmitted *ia a Blackberry *ersus a computer( A) 39 B) 59 C) email ) teleconference !) blog Ans"er# A iff# + %age &ef# 171 3opic# 8rgani0ational Communication ;/) 9any organi0ations are concerned about the security of 59C39 since A) they are often encoded. B) they can be intercepted so easily. C) they are "ritten in short>hand. ) they are not sa*ed. !) they clutter up in>bo'es. Ans"er# B iff# + %age &ef# 171 3opic# 8rgani0ational Communication ;1) !mail communication is recommended o*er 59 and 39 "hen A) con*eying long messages that need to be sa*ed. B) only one>line messages are being sent. C) a fast means is needed to stay in touch any"here, anytime. ) a BrealB time communication is needed. !) records are not needed. Ans"er# A iff# + %age &ef# 171 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology ;$) Which of the follo"ing is A83 true about instant messaging( A) 59 is a fast and ine'pensi*e "ay for managers to stay in touch "ith employees and for employees to stay in touch "ith each other. B) 59 is going to replace e>mail. C) 59 is preferred for sending one> or t"o>line messages. ) <ome 59 users find the technology intrusi*e. !) 59)s continual online presence can make it hard for employees to stay focused. Ans"er# B iff# $ %age &ef# 17$ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology
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;+) 9y<pace and ?acebook are e'amples of A) 39. B) 59. C) social net"orking platforms. ) email applications. !) blogs. Ans"er# C iff# + %age &ef# 17$ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology ;1) 5n gathering information on :ob candidates, prospecti*e employers might check an applicant)s A) email. B) 59)s. C) 9y<pace. ) 39)s. !) All of the abo*e. Ans"er# C iff# + %age &ef# 17$ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology ;7) Weblogs are commonly kno"n as A) net"orking soft"are. B) social net"orking sites. C) blogs ) 59 !) 39 Ans"er# C iff# + %age &ef# 17$>17+ 3opic# 8rgani0ational Communication ;;) 3he ad*ice for employees "ith personal blogs is to A) use your first amendment right. B) maintain a strict "ork>personal Bfire"allB. C) post personal blog entries at "ork. ) share information only "ith those inside your company. !) forgi*e any blogs casting a negati*e light on the company. Ans"er# B iff# + %age &ef# 17+ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology
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;=) When employees can conduct interacti*e meetings "ith li*e audio and *ideo images, "ithout being physically in the same location, "hich means of electronic communication are they using( A) intranet B) instant messaging C) e'tranet ) facebook !) *ideoconferencing Ans"er# ! iff# 1 %age &ef# 17+ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology ;.) A process of organi0ing and distributing an organi0ation)s collecti*e "isdom so the right information gets to the right people at the right time is kno"n as ________. A) the grape*ine B) kno"ledge management C) organi0ational communication ) the rumor mill !) effecti*e feedback Ans"er# B iff# $ %age &ef# 17+ 3opic# 8rgani0ational Communication ;-) !ffecti*e K9 begins by A) de*eloping an effecti*e email policy. B) determining "hat soft"are system to use. C) identifying "hat kno"ledge matters to the organi0ation. ) creating a data base. !) determining "ho needs "hat information in the organi0ation. Ans"er# C iff# + %age &ef# 171 3opic# 8rgani0ational Communication =/) !ffecti*e K9 has the potential to pro*ide all of the follo"ing benefits to organi0ations !2C!%3 A) pro*ide organi0ations "ith a competiti*e edge. B) pro*ide organi0ations "ith impro*ed organi0ational performance. C) make employees smarter. ) control leaks of *ital company information. !) allo" employees to participate in *ideo conferences "ithout lea*ing their desks. Ans"er# ! iff# 1 %age &ef# 171 3opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills
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=1) Which of the follo"ing is A83 a reason "hy K9 is increasingly important( A) 5ntellectual assets are no" as important as physical assets. B) As more baby boomers lea*e the "orkforce, their kno"ledge "ill be lost if there are no attempts to capture it. C) A K9 system can reduce redundancy. ) A K9 system can make an organi0ation more efficient by cutting time re>training a path already tra*eled. !) 5nformation can be easily manipulated. Ans"er# ! iff# $ %age &ef# 17+>171 3opic# 8rgani0ational Communication =$) When a person purposely manipulates information so that it "ill be seen more fa*orably by the recei*er, he is ________. A) using selecti*e perception B) filtering information C) using politically correct communication ) suffering from communication apprehension !) using ineffecti*e communication means Ans"er# B iff# + %age &ef# 171 3opic# Barriers to !ffecti*e Communication =+) Gake tells his boss only "hat he belie*es the boss "ants to hear. Gake is engaging in ________. A) filtering B) selecti*e perception C) communication apprehension ) emotional block !) selecti*e selection Ans"er# A iff# $ %age &ef# 171 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities =1) &ecei*ers in communication see and hear based on their needs, moti*ations, e'perience, background, and other personal characteristics. 3his is called ________. A) communication apprehension B) filtering C) selecti*e perception ) emotional block !) pro:ection Ans"er# C iff# $ %age &ef# 171 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities
=7) An inter*ie"er may pro:ect her o"n interest in family into communications she decodes from others and therefore belie*es female applicants "ill put family ahead of career. 3his inter*ie"er is using ________. A) pre:udice B) selecti*e perception C) *alues :udgment ) filtering !) the self>ser*ing bias Ans"er# B iff# + %age &ef# 171>177 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Analytic <kills =;) uring the communication process, "hich of the follo"ing is most likely to result in lost information and less effecti*e communication( A) information processing B) information o*erload C) information filtering ) effecti*e communication !) the ma'imal effort effect Ans"er# B iff# $ %age &ef# 177 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities ==) Which of the follo"ing is not a barrier to effecti*e communication( A) filtering B) silence C) selecti*e perception ) language !) emotions Ans"er# B iff# $ %age &ef# 171>177 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities =.) 3"o of the biggest *ariables that influence the language a person uses and the definitions gi*en to "ords are A) age and conte't. B) incenti*es and gender. C) education and age. ) cultural background and gender. !) nationality and conte't. Ans"er# A iff# $ %age &ef# 177 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities
=-) Communication ________ is the tension and an'iety about oral, or "ritten communication, or both. A) obstruction B) apprehension C) breakdo"n ) block !) frustration Ans"er# B iff# $ %age &ef# 177>17; 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities ./) 5f Albert is apprehensi*e regarding oral communication, "hich of the follo"ing beha*iors is he least likely to display( A) 6e prefers to talk on the phone. B) 6e distorts the communication demands of his :ob. C) 6e limits his oral communication and then tends to rationali0e his beha*ior. ) 6e relies on memos or letters. !) 6e a*oids face>to>face communication. Ans"er# A iff# $ %age &ef# 17; 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Analytic <kills .1) Which of the follo"ing "ould be least likely to pose a barrier to cross>cultural communications( A) tone difference B) "ord connotations C) semantics ) political correctness !) differences among perceptions Ans"er# iff# + %age &ef# 17= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .$) 5n dealing "ith cross>cultural communication, a manager might practice putting herself in the place of the employee, a method termed ________. A) e*aluation B) empathy C) complicity ) commiseration !) apathy Ans"er# B iff# $ %age &ef# 17= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
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.+) Which of the follo"ing is most likely to help reduce misperceptions "hen communicating "ith people from a different culture( A) Assume similarity until differences are pro*en. B) !mphasi0e interpretation rather than e*aluation and descriptions. C) <ee the other)s point of *ie". ) 3reat your interpretations as a confirmed hypothesis. !) 9ake :udgments quickly and decisi*ely. Ans"er# C iff# + %age &ef# 17= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) Which of the follo"ing statements reflects the relationship bet"een communication and employee satisfaction( A) 3here is no documented relationship bet"een communication and employee satisfaction. B) 3he greater the uncertainty in communication, the more positi*e the impact on employee satisfaction. C) Communication distortions and ambiguities ha*e a negati*e impact on employee satisfaction. ) 3he less the uncertainty in communication, the more negati*e the impact on employee satisfaction. !) 3he less distortion in communication, the less employee satisfaction. Ans"er# C iff# $ %age &ef# 17. 3opic# 5mplications for 9anagers AA<CB 3ag# Communication Abilities .7) 5ncongruities bet"een *erbal and non*erbal communication A) seldom impact satisfaction. B) increase uncertainty and thereby reduce satisfaction. C) increase employee satisfaction. ) decrease uncertainty. !) rarely occur in organi0ational settings. Ans"er# B iff# $ %age &ef# 17. 3opic# 5mplications for 9anagers AA<CB 3ag# Communication Abilities .;) Ao group can e'ist "ithout communication. Ans"er# 3&,! iff# 1 %age &ef# 11+ .=) Communication must include either the transference or the understanding of meaning. Ans"er# ?AE<! iff# + %age &ef# 11+
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..) &eading is a form of communication. Ans"er# 3&,! iff# $ %age &ef# 11+ 3opic# 3he Communication %rocess .-) 5n the communication process, decoding should precede encoding. Ans"er# ?AE<! iff# 1 %age &ef# 11+ 3opic# 3he Communication %rocess -/) 3he means by "hich a communication is passed is called the conduit. Ans"er# ?AE<! iff# $ %age &ef# 11+ 3opic# 3he Communication %rocess -1) !ncryption is the process through "hich a message is con*erted into symbolic form. Ans"er# ?AE<! iff# $ %age &ef# 111 3opic# 3he Communication %rocess -$) 3he encoder is the ob:ect to "hom a message is directed. Ans"er# ?AE<! iff# 1 %age &ef# 111 3opic# 3he Communication %rocess -+) When t"o people are talking, the message that they e'change is referred to as noise. Ans"er# ?AE<! iff# $ %age &ef# 111 3opic# 3he Communication %rocess -1) ?eedback determines "hether a message has been recei*ed. Ans"er# ?AE<! iff# $ %age &ef# 111 3opic# 3he Communication %rocess -7) 3he recei*er decodes the communication. Ans"er# 3&,! iff# 1 %age &ef# 111 3opic# 3he Communication %rocess -;) 8rgani0ational communication can flo" laterally or *ertically. Ans"er# 3&,! iff# 1 %age &ef# 111 3opic# 3he Communication %rocess
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-=) When information is gi*en to a subordinate, this process occurs through lateral communication. Ans"er# ?AE<! iff# 1 %age &ef# 111 3opic# 3he Communication %rocess -.) When feedback is being gi*en to higher>le*el indi*iduals in an organi0ation, up"ard communication is taking place. Ans"er# 3&,! iff# 1 %age &ef# 117 3opic# 3he Communication %rocess --) Eateral communications are often created to short>circuit the *ertical hierarchy "ithin an organi0ation. Ans"er# 3&,! iff# $ %age &ef# 117 3opic# 3he Communication %rocess AA<CB 3ag# Communication Abilities 1//) Eateral communication can create dysfunctional conflicts. Ans"er# 3&,! iff# $ %age &ef# 117 3opic# 3he Communication %rocess AA<CB 3ag# Communication Abilities 1/1) 8ral communication is the chief means of con*eying messages among group members. Ans"er# 3&,! iff# 1 %age &ef# 11; 3opic# 5nterpersonal Communication 1/$) 3he ad*antages of oral communication are precision and feedback. Ans"er# ?AE<! iff# $ %age &ef# 11; 3opic# 5nterpersonal Communication AA<CB 3ag# Communication Abilities 1/+) 8ral communications are more likely than "ritten communications to be logical and clear. Ans"er# ?AE<! iff# $ %age &ef# 11; 3opic# 5nterpersonal Communication 1/1) Written communication has a built>in feedback mechanism. Ans"er# ?AE<! iff# $ %age &ef# 11; 3opic# 5nterpersonal Communication AA<CB 3ag# Communication Abilities
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1/7) !'amples of non*erbal communication include messages transmitted by facial e'pressions and body mo*ements. Ans"er# 3&,! iff# $ %age &ef# 11; 3opic# 5nterpersonal Communication AA<CB 3ag# Communication Abilities 1/;) Body language can con*ey the relati*e percei*ed status bet"een a sender and a recei*er. Ans"er# 3&,! iff# 1 %age &ef# 11= 3opic# 5nterpersonal Communication AA<CB 3ag# Communication Abilities 1/=) Body language tends to make *erbal communication less complicated. Ans"er# ?AE<! iff# 1 %age &ef# 11= 3opic# 5nterpersonal Communication 1/.) ?acial e'pressions can indicate something quite different from the *erbal message that a sender is communicating. Ans"er# 3&,! iff# 1 %age &ef# 11= 3opic# 5nterpersonal Communication AA<CB 3ag# Communication Abilities 1/-) uring communication, the acceptable amount of physical space bet"een indi*iduals *aries according to cultural norms. Ans"er# 3&,! iff# 1 %age &ef# 11= 3opic# 5nterpersonal Communication AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11/) 3hree common small>group net"orks are chain, "heel, and global. Ans"er# ?AE<! iff# $ %age &ef# 11. 3opic# 8rgani0ational Communication 111) 3he all>channel net"ork uses one figure to act as the conduit for all of the group)s communication. Ans"er# ?AE<! iff# 1 %age &ef# 11. 3opic# 8rgani0ational Communication 11$) 3he grape*ine is a type of chain communication. Ans"er# ?AE<! iff# $ %age &ef# 113opic# 8rgani0ational Communication
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11+) 3he grape*ine is percei*ed by most employees as being more belie*able and reliable than formal communiqu s issued by management. Ans"er# 3&,! iff# $ %age &ef# 113opic# 8rgani0ational Communication 111) &umors flourish in ambiguous situations. Ans"er# 3&,! iff# $ %age &ef# 113opic# 8rgani0ational Communication AA<CB 3ag# Analytic <kills 117) !*idence indicates that about -/ percent of the information con*eyed through the grape*ine is accurate. Ans"er# ?AE<! iff# $ %age &ef# 11->17/ 3opic# 8rgani0ational Communication 11;) 3he potential for misinterpreting email messages is less than "ith *erbal messages since they are in "riting. Ans"er# ?AE<! iff# $ %age &ef# 17/ 3opic# 8rgani0ational Communication AA<CB 3ag# Communication Abilities 11=) Aearly 1/H of companies ha*e employees "hose only :ob is to read other employees) email. Ans"er# 3&,! iff# $ %age &ef# 171 3opic# 8rgani0ational Communication 11.) 5t is recommended that employees maintain a strict B"ork>personal fire"allB in their personal blogs. Ans"er# 3&,! iff# $ %age &ef# 171 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology 11-) 59 and 39 are e'pected to replace email. Ans"er# ?AE<! iff# $ %age &ef# 171>17$ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology
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1$/) %ostings to social net"orks are seldom of interest to potential employers. Ans"er# ?AE<! iff# $ %age &ef# 17$ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology 1$1) !lectronic mail is the ideal method for con*eying messages that might e*oke emotional responses. Ans"er# ?AE<! iff# $ %age &ef# 17$ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology 1$$) 9any people say things in e>mails that they "ould ne*er say to someone face>to>face. Ans"er# 3&,! iff# $ %age &ef# 17$ 3opic# 8rgani0ational Communication 1$+) Without tra*el, a meeting "ith <arah in 6ong Kong, &aul in Columbia, and 9arie in %aris is possible "ith *ideo conferencing. Ans"er# 3&,! iff# $ %age &ef# 17+ 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology 1$1) 9ost business e'ecuti*es are firmly committed to kno"ledge management. Ans"er# ?AE<! iff# $ %age &ef# 17+ 3opic# 8rgani0ational Communication 1$7) 3he organi0ation culture must support sharing of information for kno"ledge management to "ork. Ans"er# 3&,! iff# $ %age &ef# 17+ 3opic# 8rgani0ational Communication 1$;) 5n K9, more kno"ledge means better kno"ledge. Ans"er# ?AE<! iff# $ %age &ef# 171 3opic# 8rgani0ational Communication 1$=) 3he 5nternet sur*eillance and monitoring practices of organi0ations seldom in*ade employees) pri*acy. Ans"er# ?AE<! iff# $ %age &ef# 171 3opic# 8rgani0ational Communication AA<CB 3ag# ,se of 5nformation 3echnology
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1$.) 5t is safe for senders to assume that their "ords mean the same to the sender as they do to them. Ans"er# ?AE<! iff# $ %age &ef# 171 3opic# Barriers to !ffecti*e Communication AA<CB 3ag# Communication Abilities 1$-) ?iltering is most likely to occur in organi0ations in "hich there are many *ertical le*els. Ans"er# 3&,! iff# + %age &ef# 171 3opic# Barriers to !ffecti*e Communication 1+/) <electi*e perception refers to manipulating information so that it "ill be seen more fa*orably by the recei*er. Ans"er# ?AE<! iff# $ %age &ef# 177 3opic# Barriers to !ffecti*e Communication 1+1) <electi*e perception and information o*erload are barriers to effecti*e communication. Ans"er# 3&,! iff# $ %age &ef# 171>177 3opic# Barriers to !ffecti*e Communication 1+$) When the information "e ha*e to "ork "ith e'ceeds our processing capacity, the result is selecti*e perception. Ans"er# ?AE<! iff# $ %age &ef# 177 3opic# Barriers to !ffecti*e Communication 1++) 5ndi*iduals ha*e an infinite capacity for processing data. Ans"er# ?AE<! iff# 1 %age &ef# 177 3opic# Barriers to !ffecti*e Communication 1+1) A recei*er "ho is e'periencing depression may interpret a message differently than a recei*er "ho is in a positi*e mood. Ans"er# 3&,! iff# 1 %age &ef# 177 3opic# Barriers to !ffecti*e Communication 1+7) 5t is estimated that 7 to $/ percent of the population suffers from debilitating communication apprehension. Ans"er# 3&,! iff# + %age &ef# 177 3opic# Barriers to !ffecti*e Communication
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1+;) %eople "ho suffer from communication apprehension e'perience undue tension and an'iety only in oral communication. Ans"er# ?AE<! iff# + %age &ef# 177>17; 3opic# Barriers to !ffecti*e Communication 1+=) Cross>cultural communications may e'perience a barrier to effecti*e communication caused by tone differences. Ans"er# 3&,! iff# $ %age &ef# 17; 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+.) %eople "ho speak different languages actually *ie" the "orld in different "ays. Ans"er# 3&,! iff# $ %age &ef# 17= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) When communicating "ith people from a different culture, it is best to assume similarities until differences are pro*en. Ans"er# ?AE<! iff# $ %age &ef# 17= 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11/) 5ncongruities bet"een *erbal and non*erbal communication is likely to reduce satisfaction. Ans"er# 3&,! iff# $ %age &ef# 17= 3opic# 5mplications for 9anagers AA<CB 3ag# Communication Abilities 111) escribe the communication process. !'plain the parts of this process. Ans"er# Before communication can take place, a purpose, e'pressed as a message to be con*eyed, is needed. 5t passes bet"een a source Ithe sender) and a recei*er. 3he message is encoded Icon*erted to a symbolic form) and passed by "ay of some medium Ichannel) to the recei*er, "ho retranslates Idecodes) the message initiated by the sender. 3he result is a transference of meaning from one person to another. 3he se*en parts of the communication process are the source, encoding, the message, the channel, decoding, the recei*er, and feedback. 3he source initiates a message by encoding a thought. 3he message is the actual physical product from the source encoding. 3he channel is the medium through "hich the message tra*els. 3he recei*er is the ob:ect to "hom the message is directed. 3he symbols must be translated into a form that can be understood by the recei*er. 3his is the decoding. 3he final link is a feedback loop. %age &ef# 111 3opic# 3he Communication %rocess
11$) What are the three basic methods of interpersonal communication( Ans"er# 3he three basic methods of interpersonal communication are oral, "ritten, and non*erbal communication. 3he chief means of con*eying messages is oral communication. <peeches, formal one>on>one and group discussions, and the informal rumor mill or grape*ine are popular forms of oral communication. Written communications include memos, letters, electronic mail, fa' transmissions, organi0ational periodicals, notices placed on bulletin boards, or any other de*ice that is transmitted *ia "ritten "ords or symbols. Aon*erbal communications includes body mo*ements, the intonations or emphasis "e gi*e to "ords, facial e'pressions, and the physical distance bet"een the sender and recei*er. %age &ef# 11;>11= 3opic# 5nterpersonal Communication 11+) Contrast the ad*antages and disad*antages of oral *ersus "ritten communication. Ans"er# 3he ad*antages of oral communication are speed and feedback. A *erbal message can be con*eyed and a response recei*ed in a minimal amount of time. 5f the recei*er is unsure of the message, rapid feedback allo"s for early detection by the sender and, hence, allo"s for early correction. 3he ma:or disad*antage of oral communication surfaces in organi0ations or "hene*er the message has to be passed through a number of people. 3he more people a message must pass through, the greater the potential distortion. 3he message)s content, "hen it reaches its destination, is often *ery different from that of the original. 5n an organi0ation, "here decisions and other communiquRs are *erbally passed up and do"n the authority hierarchy, there are considerable opportunities for messages to become distorted. 3he ad*antages of "ritten communications include that they are often tangible and *erifiable. When printed, both the sender and recei*er ha*e a record of the communication and the message can be stored for an indefinite period. 5f there are questions concerning the content of the message, it is physically a*ailable for later reference. 3his feature is particularly important for comple' and lengthy communications. A final benefit of all "ritten communication comes from the process itself. Dou)re usually more careful "ith the "ritten "ord than the oral "ord. Dou)re forced to think more thoroughly about "hat you "ant to con*ey in a "ritten message than in a spoken one. 3hus, "ritten communications are more likely to be "ell thought out, logical, and clear. Written messages also ha*e their dra"backs. 3hey)re time consuming. <o, although "riting may be more precise, it also consumes a great deal of time. 3he other ma:or disad*antage is feedback, or lack of it. 8ral communication allo"s the recei*er to respond rapidly to "hat he thinks he hears. Written communication, ho"e*er, does not ha*e a built>in feedback mechanism. 3he result is that the mailing of a memo is no assurance it has been recei*ed, and, if recei*ed, there is no guarantee the recipient "ill interpret it as the sender intended. %age &ef# 11;>11= 3opic# 5nterpersonal Communication
111) !'plain the concept of non*erbal communication. Ans"er# Aon*erbal communication includes body mo*ements, the intonations or emphasis "e gi*e to "ords, facial e'pressions, and the physical distance bet"een the sender and recei*er. %age &ef# 11= 3opic# 5nterpersonal Communication 117) iscuss the three common small group net"orks. !*aluate each on their effecti*eness. Ans"er# 3he chain rigidly follo"s the formal chain of command. 3his net"ork appro'imates the communication channels you might find in a rigid three>le*el organi0ation. 3he "heel relies on a central figure to act as the conduit for all the group)s communication. 5t stimulates the communication net"ork you "ould find on a team "ith a strong leader. 3he all>channel net"ork is most often characteri0ed in practice by self>managed teams, in "hich all group members are free to contribute and no one person takes on a leadership role. 3he structure of the "heel facilitates the emergence of a leader. 3he all>channel net"ork is best if you are concerned "ith ha*ing high member satisfaction. 3he chain is best if accuracy is most important. Ao single net"ork "ill be best for all occasions. %age &ef# 11. 3opic# 8rgani0ational Communication 11;) What is the grape*ine( Ans"er# 3he grape*ine is an informal communication system. While it is informal, it doesn)t mean that it is not an important source of information. A sur*ey found that =7 percent of employees hear about matters first through rumors on the grape*ine. %age &ef# 113opic# 8rgani0ational Communication 11=) What are the limitations of e>mail( Ans"er# !>mail can be a distraction from "ork acti*ities. 5nformation o*erload is also a dra"back. 5t)s not unusual for employees to get a hundred or more e>mails a day. &eading, absorbing, and responding to such an inflo" can literally consume an employee)s entire day. 5n essence, e>mail)s ease of use has become its biggest negati*e. !mployees are finding it increasingly difficult to distinguish important e>mails from :unk mail and irrele*ant messages. Another dra"back of e>mails is that they lack emotional content. 3he non*erbal cues don)t come across in e>mail. 3hey can be cold and impersonal. As such, it)s not the ideal means to con*ey information like layoffs, plant closings, or other messages that might e*oke emotional responses and require empathy or social support. 3here is a high potential for misinterpreting email messages. ?inally, there are t"o pri*acy issues "ith email. ?irst, employees must be a"are that their e>mails may be Iand usually are) monitored. <econd, you can)t al"ays trust that the recipient of your e>mail "ill keep it confidential. 3he recommendation is not to "rite anything that you "ould not "ant made public. %age &ef# 17/>171 3opic# 8rgani0ational Communication
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11.) Eist and e'plain fi*e of the barriers to effecti*e communication. Ans"er# ?iltering refers to a sender)s purposely manipulating information so it "ill be seen more fa*orably by the recei*er. <electi*e perception occurs "hen recei*ers process communication selecti*ely to see and hear based on their needs, moti*ations, e'perience, background, and other personal characteristics. When the information "e ha*e to "ork "ith e'ceeds our processing capacity, the result is information o*erload. !motions ser*e as a barrier to effecti*e communication. 6o" the recei*er feels at the time of receipt of a communication message "ill influence ho" he or she interprets it. Words mean different things to different people. Age, education, and cultural background are three of the most ob*ious *ariables that influence the language a person uses and the definitions he or she gi*es to "ords. Communication apprehension is a ma:or barrier to effecti*e communication that affects 7 to $/ percent of the population. %eople "ho suffer from communication apprehension e'perience undue tension and an'iety in oral communication, "ritten communication, or both. %age &ef# 171>17; 3opic# Barriers to !ffecti*e Communication 11-) escribe and discuss specific problems related to cross>cultural communication. Ans"er# 3here are four specific problems related to language difficulties in cross>cultural communications. ?irst, there are barriers caused by semantics. <econd, there are barriers caused by "ord connotations. 3hird are barriers caused by tone differences. ?ourth, there are barriers caused by differences among perceptions. Cultures tend to differ in the importance to "hich conte't influences the meaning that indi*iduals take from "hat is actually said or "ritten *ersus "ho the other person is. 6igh>conte't cultures rely hea*ily on non*erbal and subtle situational cues "hen communicating "ith others. What is not said may be more significant than "hat is said. A person)s official status, place in society, and reputation carry considerable "eight in communications. %eople in lo">conte't cultures rely essentially on "ords to con*ey meaning. Body language or formal titles are secondary to spoken and "ritten "ords. %age &ef# 17= 3opic# Barriers to !ffecti*e Communication 17/) iscuss four "ays to reduce misinterpretations "hen communicating "ith people from a different culture. Ans"er# 3he follo"ing four rules can be helpful "hen communicating "ith people from different cultures. 1. Assume differences until similarity is pro*en. Dou are less likely to make an error if you assume others are different from you rather than assuming similarity until differences are pro*en. $. !mphasi0e description rather than interpretation or e*aluation. elay :udgment until you)*e had sufficient time to obser*e and interpret the situations from the differing perspecti*es of all the cultures in*ol*ed. +. %ractice empathy. Before sending a message, put yourself in the recipient)s shoes. 1. 3reat your interpretations as a "orking hypothesis. &ecogni0e that you need further testing of your hypothesis. Carefully assess the feedback pro*ided by recipients to see if it confirms your hypothesis. %age &ef# 17= 3opic# @lobal 5mplications
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 11 ;eadership 1) Eeadership is best defined as ________. A) the ability to influence a group in goal achie*ement B) keeping order and consistency in the midst of change C) implementing the *ision and strategy pro*ided by management ) coordinating and staffing the organi0ation and handling day>to>day problems !) not a rele*ant *ariable in modern organi0ations Ans"er# A iff# $ %age &ef# 173opic# What 5s Eeadership( $) Which of the follo"ing roles focuses on bringing about order and consistency by dra"ing up formal plans( A) leadership B) management C) task structure ) initiating structure !) production orientation Ans"er# B iff# 1 %age &ef# 173opic# What 5s Eeadership( +) Gohn Kotter)s *ie" argues that management focuses on coping "ith comple'ity, "hereas leadership focuses on coping "ith ________. A) conflict B) success C) defeat ) morale !) change Ans"er# ! iff# + %age &ef# 173opic# What 5s Eeadership( 1) Which of the follo"ing statements regarding leadership is true( A) All leaders are managers. B) ?ormal rights enable managers to lead effecti*ely. C) All managers are leaders. ) All leaders are hierarchically superior to follo"ers. !) Aon>sanctioned leadership is often as important as or more important than formal influence. Ans"er# ! iff# + %age &ef# 1;/ 3opic# What 5s Eeadership(
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7) Which of the follo"ing statements best characteri0es the function of leadership "ithin an organi0ation( A) Eeadership is more important than management. B) Jision is a common thread throughout the research on leadership. C) 9anagement is more important than leadership. ) Eeaders establish direction by de*eloping a *ision of the futureF then they align people by communicating this *ision and inspiring them to o*ercome hurdles. !) Eeaderships and management are interchangeable terms. Ans"er# iff# $ %age &ef# 1;/ 3opic# What 5s Eeadership( ;) !*idence today suggests that traits can predict leadership. 3his is primarily due to the research surrounding A) the Big ?i*e. B) American %residents. C) beha*ioral theories. ) emotional intelligence. !) all of the abo*e Ans"er# A iff# $ %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership =) Which theory states that people are born "ith certain characteristics that predispose them to being leaders( A) ?iedler)s perspecti*e B) characteristic theory C) E%C ) contingency theory !) trait theory Ans"er# ! iff# 1 %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership .) Which t"o common traits of leaders are part of the Big ?i*e personality trait of e'tra*ersion( A) conscientiousness and agreeableness B) ambition and energy C) energy and openness to e'perience ) ambition and conscientiousness !) energy and emotional stability Ans"er# B iff# $ %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership
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-) Dour company)s 6& director is a belie*er in trait theories of leadership. 6e belie*es that he can differentiate leaders from non>leaders by focusing on personal qualities and characteristics. 6e asks for your e'pertise in helping him to apply trait theory to leadership selection "ithin your company. Dou e'plain that research efforts at isolating leadership traits ha*e A) identified si' leadership traits that definitely predict leadership. B) been supporti*e of the Big ?i*e leadership traits predicting leadership. C) sho"n that conscientiousness does not help much in predicting leadership. ) identified emotional stability as the most strongly related trait to leader emergence. !) been more focused on de*eloping contingency theories and replacing trait theories. Ans"er# B iff# 1 %age &ef# 1;/>1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills 1/) Dour company)s 6& director is a belie*er in trait theories of leadership. 6e belie*es that he can differentiate leaders from non>leaders by focusing on personal qualities and characteristics. 6e asks for your e'pertise in helping him to apply trait theory to leadership selection "ithin your company. When selecting indi*iduals for leadership positions, trait theory suggests that "hich of the follo"ing is least helpful for identifying leaders( A) e'tra*ersion B) conscientiousness C) openness to e'perience ) agreeableness !) ambition Ans"er# iff# $ %age &ef# 1;/>1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills 11) 3he 6& director plans to promote Ea"rence, a highly e'tro*erted manager "ith a great deal of asserti*eness. 3he director belie*es that because of his innate characteristics, Ea"rence "ill be highly effecti*e at helping the company achie*e its production goals. Dou ad*ise the director against this decision because A) research has identified emotional stability as the strongest predictor of leadership effecti*eness. B) studies ha*e found that the Big ?i*e traits are difficult to identify in leaders. C) studies ha*e sho"n that highly asserti*e leaders "ere less effecti*e than those "ho "ere moderately asserti*e. ) research has found that conscientiousness is a better predictor of effecti*eness than e'tra*ersion. !) research has sho"n that effecti*e managers are often unlikely to become effecti*e leaders. Ans"er# C iff# $ %age &ef# 1;/>1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
1$) 3here is fairly strong e*idence that traits can predict ________ more accurately than leadership effecti*eness. A) leadership emergence B) e'tra*ersion in leaders C) leadership a"areness ) leadership competence !) the conscientiousness of leaders Ans"er# A iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership 1+) <uddenly your boss begins sending people to training to help them de*elop more effecti*e leadership characteristics. 5t is clear that he is reading an author "ho supports ________. A) trait theories B) beha*ioral theories C) ?iedler)s contingency model ) the reflection effect !) the managerial grid Ans"er# B iff# 1 %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills 11) Dou are the C!8 of an engineering design firm that has se*eral departments, each speciali0ing in the design of different products. Dou ha*e noticed a great deal of difference bet"een the styles of the *arious department directors. Dou also see a big difference in the morale, employee satisfaction le*els, and effecti*eness Iproducti*ity) le*els of the departments. 8ne of your goals as C!8 is to ma'imi0e producti*ity across all departments. As you look at the difference bet"een the department directors, you notice that some are more charismatic and enthusiastic than others. 5n identifying this difference, you are looking at the directors) ________. A) beha*iors B) traits C) *alues ) attitudes !) all of the abo*e Ans"er# B iff# 1 %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
17) Which of the follo"ing statements is true concerning emotional intelligence and leadership( A) 3he research indicates a strong positi*e correlation bet"een !5 and leadership effecti*eness. B) 3he research indicates a strong negati*e correlation bet"een !5 and leadership effecti*eness. C) &esearchers are not confident about the connection bet"een !5 and leadership. ) 3he link bet"een !5 and leadership effecti*eness is the most in*estigated. !) 3here is no relationship bet"een !5 and leadership effecti*eness. Ans"er# C iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership 1;) 5f beha*ioral leadership theories are correct, then ________. A) leadership beha*iors are consistent B) leaders are born "ith leadership beha*iors C) leaders) beha*ior should be altered ) leadership skills can be taught through training !) "omen generally make better leaders than men Ans"er# iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership 1=) 3he t"o dimensions of leader beha*ior e'plained in the 8hio <tate studies are ________. A) coercion and moti*ation B) concern for people and concern for production C) employee>oriented and production>oriented ) initiating structure and consideration !) operant conditioning and classical conditioning Ans"er# iff# + %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership 1.) According to the 8hio <tate studies, the e'tent to "hich a leader)s beha*ior is directed to"ard getting the :ob done is called ________. A) consideration B) ma'imi0ation C) relationship>oriented ) path>goal !) initiating structure Ans"er# ! iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership
1-) According to the 8hio <tate studies, the e'tent to "hich a leader is likely to ha*e :ob relationships characteri0ed by mutual trust and respect for hisCher employees is ________. A) consideration B) matri' C) consensus>building ) E%C !) ma'imi0ation Ans"er# A iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills $/) A leader high in initiating structure "ould do "hich of the follo"ing( A) <eek consensus. B) !'hibit laisse0>faire type of leadership. C) 9a'imi0e leader>member relations. ) Assign group members to particular tasks. !) !mpo"er employees to make their o"n decisions. Ans"er# iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills $1) 3rait research focused on ________, "hereas beha*ioral studies focused on ________. A) underlying traitsF obser*able beha*ior B) the task at handF relationships C) obser*able beha*iorF specific leader acti*ities ) obser*able beha*iorF underlying traits !) identifying certain traits in leadersF relationships leaders engaged in Ans"er# A iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership
$$) Dour boss has been reading se*eral books on leadership. Dou notice that e*ery fe" months he is spouting a different approach and philosophy. Dou ha*e been trying to keep up "ith him and figure out "hich Bleadership theory of the monthB he is studying. 3his month, he seems to be focusing on "hether the managers are employee>oriented or production>oriented. Dou deduce that he has been reading ________. A) 6ersey and Blanchard B) Jroom and Detton C) ?iedler ) 6ouse !) the ,ni*ersity of 9ichigan studies Ans"er# ! iff# + %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills $+) <ome of the departmental directors spend more time training and helping their employees, "hile other spend more time on the technical issues that arise in the de*elopment process. According to the categories used in the ,ni*ersity of 9ichigan studies, the directors can be described as ________. A) oriented to"ard initiating structure *s. oriented to"ard consideration B) employee>oriented *s. production>oriented C) training>oriented *s. de*elopment>oriented ) assistance>oriented *s. gro"th>oriented !) authority>type leaders *s. laisse0>faire>type leaders Ans"er# B iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills $1) Based on the results of the ,ni*ersity of 9ichigan studies, "hich department leaders most likely ha*e departments "ith higher producti*ity and :ob satisfaction( A) the employee>oriented leaders B) the production>oriented leaders C) the consideration>oriented leaders ) the de*elopment>oriented leaders !) the task>oriented leaders Ans"er# A iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills
$7) 3he t"o dimensions of leadership beha*ior identified in the ,ni*ersity of 9ichigan studies are ________. A) coercion and moti*ation B) emotional and rational C) employee>oriented and production>oriented ) initiating structure and consideration !) initiation and completion Ans"er# C iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership $;) 3he ,ni*ersity of 9ichigan studies define aIn) ________ leader as one "ho takes personal interest in the needs of hisCher subordinates. A) E92 B) conte'tual C) employee>oriented ) consensus>building !) consummate Ans"er# C iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership $=) 5f a leader)s main concern is accomplishing hisCher group)s tasks, the ,ni*ersity of 9ichigan studies label this leader ________. A) consideration>oriented B) managerial C) ineffecti*e ) high achie*ing !) production>oriented Ans"er# ! iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills $.) According to ,ni*ersity of 9ichigan researchers, "hich type of leader is associated "ith higher group producti*ity and higher :ob satisfaction( A) situational B) employee>oriented C) production>oriented ) initiating structure>oriented !) heliocentric Ans"er# B iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership
$-) 3he graphic portrayal of a t"o>dimensional *ie" of leadership style by Blake and 9outon is kno"n as the ________. A) least preferred co>"orker scale B) leader>participation model C) autocratic>democratic continuum ) managerial grid !) matri' of discretion Ans"er# iff# 1 %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership +/) Which of the follo"ing is not a beha*ioral theory of leadership( A) 8hio <tate studies B) ?iedler model C) ,ni*ersity of 9ichigan studies ) Blake and 9outon)s managerial grid !) none of the abo*e Ans"er# B iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership +1) Which of the follo"ing proposed a contingency theory( A) ?iedler B) Blake C) Weber ) 9outon !) Kelleher Ans"er# A iff# 1 %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership +$) All contingency theories are based on the idea that effecti*e leadership performance depends on ________. A) the proper match bet"een the leader)s style and the control the situation gi*es the leader B) selecting the right leadership style based on the le*el of the follo"ers) readiness C) using a leadership style that is appropriate to the situational conditions ) making use of the best path for the goal that is identified !) the BrightB traits Ans"er# C iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership
++) Which of the follo"ing de*eloped the E%C Ileast preferred co>"orker) questionnaire( A) 8hio <tate ,ni*ersity B) ?iedler C) 6ouse ) Blake and 9outon !) ,ni*ersity of 9ichigan Ans"er# B iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership +1) 3he first comprehensi*e contingency model for leadership "as de*eloped by ________. A) 6ersey and Blanchard B) Blake and 9outon C) ?red ?iedler ) Gohn Kotter !) ouglas <urber Ans"er# C iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership +7) Dou ha*e noticed that your boss is often asking you "hat types of peers you least like to "ork "ith. Dou suspect that he is trying to co*ertly determine your leadership style according to ________. A) the ,ni*ersity of 9ichigan studies B) the 8hio <tate studies C) ?iedler ) trait theory !) E92 theory Ans"er# C iff# 1 %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills +;) Which model represents the theory that effecti*e leadership depends upon a proper match bet"een a leader)s style of interacting "ith subordinates and the degree to "hich the situation gi*es control and influence to the leader( A) Eeader>9ember !'change 9odel B) ?iedler)s Contingency 9odel C) 6ersey and Blanchard)s <ituational Eeadership 9odel ) Jroom and Detton)s Eeader>%articipation 9odel !) the 8hio <tate studies Ans"er# B iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership
+=) 5n ?iedler)s model, if a respondent describes his or her least preferred co>"orker in relati*ely positi*e terms, then the respondent is considered to be ________. A) relationship>oriented B) positi*e C) consensus>building ) consideration>focused !) unrealistic Ans"er# A iff# + %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills +.) 5f a sur*ey respondent sees his or her least preferred co>"orker in unfa*orable terms, ?iedler "ould categori0e the respondent as ________. A) o*erly critical B) task>oriented C) emotionally deficient ) insightful !) laisse0>faire Ans"er# B iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills +-) ?iedler labels the degree of confidence, trust, and respect that subordinates ha*e in their leader as ________. A) leader>member relations B) relationship orientation C) positional po"er ) employee>orientation !) conte't Ans"er# A iff# 1 %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership
1/) ?ran completes the E%C questionnaire and finds that she described her least>preferred co> "orker in relati*ely positi*e terms. <he is surprised by this finding because she recalls being particularly annoyed by this difficult co>"orker. Based on your understanding of ?iedler)s model, you e'plain to ?ran that her E%C score makes sense "ithin the model because# A) ?ran tends to become *ery dominating "hen gi*en ambiguous tasks. B) ?ran is usually much more focused on producti*ity than on de*eloping relationships. C) ?ran tends in general to focus on building good relationships "ith the other employees at your company. ) ?ran has a spotty "ork history and has tended to s"itch :obs e*ery couple of years. !) ?ran is usually chosen for positions of high responsibility "ithin your organi0ation. Ans"er# C iff# + %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills 11) ?iedler)s contingency model assumes that an indi*idual)s leadership style is ________. A) changeable B) contingent C) situational ) fi'ed !) intangible Ans"er# iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 1$) Dou ha*e decided to use ?iedler)s E%C questionnaire to help your employees learn more about their leadership styles. !ach of your employees has filled out and scored the instrument. 5t is your :ob to try to e'plain to them ho" to use the sur*ey information. According to ?iedler)s approach, your employees should assume "hich of the follo"ing about the leadership styles determined through using the sur*ey( A) !ach person)s style is essentially fi'ed. B) !ach person can use the information to change hisCher style to a more producti*e style. C) 3ask>oriented leaders "ill not perform as "ell as relationship>oriented leaders in situations that are *ery unfa*orable. ) 3ask>oriented leaders "ill perform better than relationship>oriented leaders in moderately fa*orable situations. !) !ach person)s style "ill change in accordance "ith the situation at hand. Ans"er# A iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
1+) 3hree situational criteria identified in the ?iedler model are ________. A) :ob requirements, position po"er, and leadership ability B) charisma, influence, and leader>member relations C) leader>member relations, task structure, and position po"er ) task structure, leadership ability, and group conflict !) emotional intelligence, group orientation, and employee status Ans"er# C iff# $ %age &ef# 1;+>1;1 3opic# 3raditional 3heories of Eeadership 11) 3he degree to "hich :ob assignments are proceduri0ed is classified in the ?iedler model as ________. A) leader>member relations B) task orientation C) task structure ) initiating structure !) producti*ity oriented Ans"er# C iff# $ %age &ef# 1;+>1;1 3opic# 3raditional 3heories of Eeadership 17) 3he ?iedler model proposes A) changing the leader. B) changing the situation. C) matching leaders and situations. ) changing the employees. !) training the leader to match each situation. Ans"er# C iff# 1 %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership 1;) ?iedler)s theory predicts that an indi*idual "ho is considered task oriented "ill be most effecti*e "hen the situation is ________. A) moderately to highly fa*orable B) moderately fa*orable C) moderately to highly unfa*orable ) *ery fa*orable or *ery unfa*orable !) highly fa*orable Ans"er# iff# + %age &ef# 1;1>1;7 3opic# 3raditional 3heories of Eeadership
1=) Based on the contingency theory, if the leadership style does not match the situation, you should ________. A) change the leader to fit the situation B) change the situation to fit the leader C) accept this circumstance as unchangeable ) either change the leader to fit the situation or change the situation to fit the leader. !) retrain the leader in a more appropriate style Ans"er# iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1.) Which of the follo"ing is A83 a problem "ith ?iedler)s E%C <cale( A) 5t)s difficult to determine ho" good the leader>member relations are. B) 5t)s difficult to determine ho" structured the task is. C) 5t)s difficult to determine ho" much position po"er the leader has. ) 3he E%C <cales are not stable. !) 3he logic underlying the E%C <cale is too rigid. Ans"er# ! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1-) Which of the follo"ing theories argues that because of time pressures, leaders establish a special relationship "ith a small group of their subordinates( A) managerial grid B) leader>member e'change C) path>goal ) e'pectancy !) contingency Ans"er# B iff# 1 %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 7/) According to E92 theory, "hich of the follo"ing is not true of those indi*iduals "ho fall into the out>group( A) 3hey recei*e a disproportionate amount of the leader)s attention. B) 3hey ha*e leader>follo"er relations based on formal authority interaction. C) 3hey are less trusted. ) 3hey recei*e fe"er of the preferred re"ards that the leader controls. !) 3he members of the out group are treated differently than members of the in group. Ans"er# A iff# 1 %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership
71) According to E92 theory, a leader implicitly categori0es follo"ers as BinB or BoutB ________. A) after careful analysis B) on a temporary basis C) early in the interaction ) because of political pressure !) based on :ob requirements Ans"er# C iff# 1 %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 7$) As you ha*e obser*ed your department manager and her interactions "ith the department)s employees, you ha*e come to belie*e in E92 theory. <arah and Goe get less of the manager)s time. <ally gets fe"er of the preferred re"ards that the manager controls and Gohn has a relationship "ith the manager based on formal authority interactions. &ebecca is trusted. Gennifer gets a disproportionate amount of the manager)s attention and is more likely to recei*e special pri*ileges. According to E92 theory, the in>group is likely to be comprised of ________. A) &ebecca and Gennifer only B) Gennifer only C) &ebecca only ) Gohn, &ebecca, and Gennifer only !) <arah, Goe, <ally, and Gohn only Ans"er# A iff# $ %age &ef# 1;7>1;; 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
7+) As you ha*e obser*ed your department manager and her interactions "ith the department)s employees, you ha*e come to belie*e in E92 theory. <arah and Goe get less of the manager)s time. <ally gets fe"er of the preferred re"ards that the manager controls and Gohn has a relationship "ith the manager based on formal authority interactions. &ebecca is trusted. Gennifer gets a disproportionate amount of the manager)s attention and is more likely to recei*e special pri*ileges. According to E92 theory, "hich of the follo"ing employees is likely to be included in the out>group( A) &ebecca only B) Gennifer only C) <arah and Gennifer only ) <arah and Goe only !) <arah, Goe, <ally, and Gohn only Ans"er# C iff# 1 %age &ef# 1;7>1;; 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills 71) As you ha*e obser*ed your department manager and her interactions "ith the department)s employees, you ha*e come to belie*e in E92 theory. <arah and Goe get less of the manager)s time. <ally gets fe"er of the preferred re"ards that the manager controls and Gohn has a relationship "ith the manager based on formal authority interactions. &ebecca is trusted. Gennifer gets a disproportionate amount of the manager)s attention and is more likely to recei*e special pri*ileges. When you look at this department)s performance e*aluations, you e'pect to find that ________. A) &ebecca and Gennifer ha*e high ratings. B) &ebecca, Gohn, and Gennifer ha*e high ratings. C) &ebecca and Gennifer ha*e high ratings, Gohn has moderate ratings, and the rest of the employees ha*e lo" ratings. ) Gohn has recei*ed more promotions than any of the other employees. !) &ebecca and Gohn compete "ith each other for the highest ratings. Ans"er# A iff# $ %age &ef# 1;7>1;; 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
77) As you ha*e obser*ed your department manager and her interactions "ith the department)s employees, you ha*e come to belie*e in E92 theory. <arah and Goe get less of the manager)s time. <ally gets fe"er of the preferred re"ards that the manager controls and Gohn has a relationship "ith the manager based on formal authority interactions. &ebecca is trusted. Gennifer gets a disproportionate amount of the manager)s attention and is more likely to recei*e special pri*ileges. 3he manager of this particular department is *ery goal>oriented in his leadership style and also *alues employees "ho are goal>oriented. Which of the follo"ing employees is also likely to be *ery goal>oriented( A) <arah B) Gennifer C) Goe ) <ally !) Gohn Ans"er# B iff# $ %age &ef# 1;7>1;; 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills 7;) According to E92 theory, follo"ers "ith in>group status "ill ha*e all of the follo"ing !2C!%3 A) higher performance ratings than out>group members. B) lo"er turno*er intentions. C) more characteristics in common "ith the leader. ) greater satisfaction "ith their super*isors. !) higher o*erall satisfaction than the out>group members. Ans"er# C iff# $ %age &ef# 1;; 3opic# 3raditional 3heories of Eeadership 7=) Ao" your boss seems to be trying to analy0e each leader according to "hich employees they interact "ith most and least, and "hich employees they rate highest and lo"est. Dou suspect that he is reading about "hich of the follo"ing models( A) 9B35 B) E92 C) E%C ) ?iedler !) 9anagerial @rid Ans"er# B iff# $ %age &ef# 1;7>1;; 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills
7.) Eeaders can influence ho" others see and understand e*ents by A) framing. B) delegating. C) directing. ) using E92 theory. !) engaging in charismatic leadership. Ans"er# A iff# 1 %age &ef# 1;= 3opic# Contemporary Approaches to Eeadership 7-) Who "as the first scholar to discuss charismatic leadership( A) 9a' Weber B) Jroom C) 6ouse ) ?iedler !) Blake Ans"er# A iff# 1 %age &ef# 1;= 3opic# Contemporary Approaches to Eeadership ;/) Which of the follo"ing is not true of charismatic leaders( A) 3hey ha*e a *ision and the ability to articulate the *ision. B) 3hey ha*e beha*ior that is uncon*entional. C) 3hey are "illing to take high personal risk. ) 3hey e'hibit beha*iors that are consistent "ith their follo"ers) beha*iors. !) All of the abo*e are true. Ans"er# iff# $ %age &ef# 1;=>1;. 3opic# Contemporary Approaches to Eeadership ;1) 3he author of the te't "ould be most likely to disagree "ith "hich of the follo"ing statements regarding charismatic leaders( A) Charismatic leaders routinely e'press confidence that follo"ers can attain established goals. B) Charismatic leaders typically communicate high performance e'pectations of their follo"ers. C) Charismatic leaders are kno"n for con*eying ne" sets of *alues to their follo"ers. ) Charismatic leaders are better at describing positi*e beha*iors than demonstrating those beha*iors in practice. !) Charismatic leaders are skilled at articulating appealing *isions for their organi0ations. Ans"er# iff# + %age &ef# 1;=>1;. 3opic# Contemporary Approaches to Eeadership
;$) According to the te't, a person can learn to become more charismatic by displaying all of the follo"ing characteristics !2C!%3 A) maintaining an optimistic *ie". B) creating a bond that inspires others to follo". C) communicating information only "ith a select group of close ad*isors. ) bringing out the potential in follo"ers by tapping into their emotions. !) using a capti*ating and engaging tone of *oice. Ans"er# C iff# 1 %age &ef# 1;=>1;. 3opic# Contemporary Approaches to Eeadership ;+) Dou are an employee in a large organi0ation. 5n this organi0ation, there are t"o senior managers. 3he first of these mangers, Gohn, prides himself on his ability to help his subordinates understand their roles in achie*ing company goals. 6e defines clear>cut steps for his subordinates to use in completing pro:ects, and re"ards them for using pro*en strategies. 3he second manager, Alan, feels that his role should be to pro*ide indi*iduali0ed consideration and intellectual stimulation. 6is approach encourages creati*e problem sol*ing and the de*elopment of ne" ideas. 9ost of the "orkers belie*e that both leaders are "ell trained, but Alan)s employees remark that Alan seems to ha*e a special leadership quality that sets him apart from the other managers. 3hat special leadership quality that people notice "hen they "ork "ith Alan may be termed ________. A) transformation B) trust C) charisma ) framing !) transaction Ans"er# C iff# 1 %age &ef# 1;=>1;. 3opic# Contemporary Approaches to Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
;1) Dou are an employee in a large organi0ation. 5n this organi0ation, there are t"o senior managers. 3he first of these mangers, Gohn, prides himself on his ability to help his subordinates understand their roles in achie*ing company goals. 6e defines clear>cut steps for his subordinates to use in completing pro:ects, and re"ards them for using pro*en strategies. 3he second manager, Alan, feels that his role should be to pro*ide indi*iduali0ed consideration and intellectual stimulation. 6is approach encourages creati*e problem sol*ing and the de*elopment of ne" ideas. 9ost of the "orkers belie*e that both leaders are "ell trained, but Alan)s employees remark that Alan seems to ha*e a special leadership quality that sets him apart from the other managers. 5n his role as manager, Alan most likely e'hibits all of the follo"ing characteristics !2C!%3 ________. A) engaging in uncon*entional beha*ior B) making self>sacrifices C) acting in his o"n best interests ) setting an e'ample for others to follo" !) responsi*e to others) needs Ans"er# C iff# $ %age &ef# 1;. 3opic# Contemporary Approaches to Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills ;7) Which of the follo"ing is A83 a characteristic of charismatic leaders( A) *ision B) pro*iding re"ards C) sensiti*ity to follo"er needs ) e'hibiting beha*iors that are out of the ordinary !) "illingness to take personal risks to achie*e their *ision Ans"er# B iff# $ %age &ef# !'h 11>+ 3opic# Contemporary Approaches to Eeadership ;;) 9artin Euther King)s B5 ha*e a dreamB speech is an e'ample of ho" A) follo"ers BcatchB the emotions their leader is con*eying. B) repetition is effecti*e. C) transactional leadership relies first on transformational leadership. ) charismatic leadership fails to incite follo"ers. !) all of the abo*e Ans"er# A iff# + %age &ef# 1;3opic# Contemporary Approaches to Eeadership AA<CB 3ag# Analytic <kills
;=) 3he dark side of charismatic leadership can be seen "hen A) the lines bet"een their personal interests and their organi0ation)s interests become blurred. B) personal goals o*erride the organi0ation)s goals. C) they are intolerant of criticism. ) they surround themsel*es "ith Byes peopleB "ho are re"arded for pleasing them. !) all of the abo*e Ans"er# ! iff# $ %age &ef# 1;->1=/ 3opic# Contemporary Approaches to Eeadership ;.) According to the te't, transactional leadership is addressed by all of the follo"ing leadership theories !2C!%3 ________. A) transformational leadership theory B) trait theory C) ?iedler)s model ) the 8hio <tate studies !) the ,ni*ersity of 9ichigan studies. Ans"er# A iff# 1 %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership ;-) 3he type of leader "ho guides or moti*ates his or her follo"ers in the direction of established goals by clarifying role and task requirements is kno"n as aIn) ________ leader. A) transactional B) charismatic C) transformational ) transcendent !) actuarial Ans"er# A iff# 1 %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership AA<CB 3ag# Analytic <kills =/) 3he te't implies that the type of leader likely to ha*e the most profound effect on his or her follo"ers is the ________ leader. A) educational B) transformational C) actuarial ) transcendent !) transactional Ans"er# B iff# 1 %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership
=1) 3he te't suggests that transactional and transformational leadership should be *ie"ed as ________. A) equi*alent to charismatic leadership B) opposing approaches to accomplishing goals C) subcomponents of situational leadership ) the building blocks of charismatic leadership !) cumulati*e forms of leadership "ith transformational built on top of transactional leadership Ans"er# ! iff# + %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership =$) Dou are an employee in a large organi0ation. 5n this organi0ation, there are t"o senior managers. 3he first of these managers, Gohn, prides himself on his ability to help his subordinates understand their roles in achie*ing company goals. 6e defines clear>cut steps for his subordinates to use in completing pro:ects, and re"ards them for using pro*en strategies. 3he second manager, Alan, feels that his role should be to pro*ide indi*iduali0ed consideration and intellectual stimulation. 6is approach encourages creati*e problem sol*ing and the de*elopment of ne" ideas. 9ost of the "orkers belie*e that both leaders are "ell trained, but Alan)s employees remark that Alan seems to ha*e a special leadership quality that sets him apart from the other managers. 3he passage implies "hich of the follo"ing about the effecti*eness of the t"o managers) leadership styles( A) Alan and Gohn are not effecti*e leaders, because neither helps define the *ision of the organi0ation. B) Alan is a more effecti*e leader than Gohn, because he encourages creati*ity in his employees. C) Alan and Gohn are equally effecti*e as leaders, because both employ transformational leadership styles. ) Gohn is a more effecti*e leader than Alan, because he encourages his employees to use pro*en methods. !) Gohn is more effecti*e than Alan at inspiring employees, "hile Alan is more effecti*e than Gohn at achie*ing goals. Ans"er# B iff# $ %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills
=+) Dou are an employee in a large organi0ation. 5n this organi0ation, there are t"o senior managers. 3he first of these mangers, Gohn, prides himself on his ability to help his subordinates understand their roles in achie*ing company goals. 6e defines clear>cut steps for his subordinates to use in completing pro:ects, and re"ards them for using pro*en strategies. 3he second manager, Alan, feels that his role should be to pro*ide indi*iduali0ed consideration and intellectual stimulation. 6is approach encourages creati*e problem sol*ing and the de*elopment of ne" ideas. 9ost of the "orkers belie*e that both leaders are "ell trained, but Alan)s employees remark that Alan seems to ha*e a special leadership quality that sets him apart from the other managers. Based on the information gi*en in the passage, Alan is most likely aIn) ________ leader. A) transactional B) emotion>based C) transformational ) transcendent !) reactional Ans"er# C iff# $ %age &ef# 1=1 3opic# Contemporary Approaches to Eeadership AA<CB 3ag# &eflecti*e 3hinking <kills =1) !*idence indicates that transactional leadership is more strongly correlated than transformational leadership "ith ________. A) higher employee satisfaction B) higher producti*ity C) higher employee turno*er ) reduced operating costs !) none of the abo*e Ans"er# ! iff# $ %age &ef# 1=+ 3opic# Contemporary Approaches to Eeadership =7) Eeaders "ho kno" "ho they are, kno" "hat they belie*e in and *alue, and act on those *alues and beliefs openly and candidly are kno"n as A) ethical leaders. B) authentic leaders. C) transformational leaders. ) transactional leaders. !) charismatic leaders. Ans"er# B iff# 1 %age &ef# 1=1 3opic# Authentic Eeadership# Are !thics 3he ?oundation of Eeadership(
+;/ Copyright 4 $/1/ %earson !ducation, 5nc. %ublishing as %rentice 6all
=;) As a leader, Goseph con*eys *alues that are other>centered *ersus self>centered and models ethical conduct. 6e is demonstrating A) transformational leadership. B) sociali0ed charismatic leadership. C) charismatic leadership. ) transactional leadership. !) dark charismatic leadership. Ans"er# B iff# 1 %age &ef# 1=1 3opic# Authentic Eeadership# Are !thics 3he ?oundation of Eeadership( AA<CB 3ag# Analytic <kills ==) 3he ________ theory of leadership *ie"s leadership traits as ascribed to indi*iduals based on follo"ers) perceptions of them. A) fundamental B) attribution C) perception ) organi0ational !) contingency Ans"er# B iff# $ %age &ef# 1=7 3opic# Challenges to the Eeadership Construct =.) According to the attribution theory of leadership, the key to being characteri0ed as an Beffecti*e leaderB is pro:ecting the ________ of being a leader rather than focusing on ________. A) appearanceF actual accomplishments B) imageF o*ercoming challenges C) facadeF reality ) lookF e*ents !) attributesF substance Ans"er# A iff# 1 %age &ef# 1=7 3opic# Challenges to the Eeadership Construct =-) ________ make it impossible for leader beha*ior to make any difference to follo"er outcomes. A) <ubstitutes B) Aeutrali0ers C) 6igher>le*el leaders ) eterrents !) Authentic leaders Ans"er# B iff# $ %age &ef# 1=; 3opic# Challenges to the Eeadership Construct
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./) 8rgani0ational characteristics that can be substitutes for leadership include all of the follo"ing !2C!%3 A) e'plicit formali0ed goals. B) rigid rules and procedures. C) cohesi*e "ork groups. ) mentor relationships. !) formali0ed goals. Ans"er# iff# 1 %age &ef# 1=; 3opic# Challenges to the Eeadership Construct AA<CB 3ag# Analytic <kills .1) 3he J% of 6uman &esources of the Acme Company is interested in identifying indi*iduals "ho "ill be effecti*e leaders. Which of the follo"ing tools might she use in this search( A) %ersonality tests to identify e'tra*ersion B) 5nter*ie"s C) re*ie"s of situation>specific e'perience ) personality tests to identify conscientiousness !) all of the abo*e Ans"er# ! iff# 1 %age &ef# 1== 3opic# ?inding and Creating !ffecti*e Eeaders .$) Which company "as called the BEeadership ?actoryB as a result of their reputation for de*eloping leaders( A) isney B) <outh"est Airlines C) @eneral !lectric ) @oldman <achs !) DahooS Ans"er# iff# 1 %age &ef# 1== 3opic# ?inding and Creating !ffecti*e Eeaders .+) According to the te't, "hich of the follo"ing skills should be included in leadership training( A) *ision implementation B) trust building C) situational analysis ) mentoring !) all of the abo*e Ans"er# ! iff# 1 %age &ef# 1=. 3opic# ?inding and Creating !ffecti*e Eeaders
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.1) Based on the @E8B! student, "hich leadership characteristic might be the most effecti*e in leading a team of Bra0ilian employees( A) lo" on consideration B) lo" E%C scores C) emphasis on participati*e decision>making ) dictatorial in nature !) task>oriented Ans"er# C iff# 1 %age &ef# 1=. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .7) Which of the follo"ing statements reflects the findings of global research on leadership( A) CharismaticCtransformational leadership generali0es across cultures. B) %articipati*e leadership styles generali0e across cultures. C) 6igh E%C leadership styles generali0e across cultures. ) 6igh consideration styles generali0e across cultures. !) 3raditional leadership styles generali0e across cultures. Ans"er# A iff# 1 %age &ef# 1=3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .;) Eeadership and management are t"o terms that are often confused. Ans"er# 3&,! iff# 1 %age &ef# 173opic# What 5s Eeadership( .=) According to Kotter, management focuses on coping "ith changeF leadership focuses on coping "ith comple'ity. Ans"er# ?AE<! iff# $ %age &ef# 173opic# What 5s Eeadership( ..) Eeadership can be defined as the ability to influence a group to"ards the achie*ement of cohesi*eness. Ans"er# ?AE<! iff# + %age &ef# 1;/ 3opic# What 5s Eeadership( .-) 6olding a management position is an important step to"ards becoming a leader in an organi0ation. Ans"er# ?AE<! iff# $ %age &ef# 1;/ 3opic# What 5s Eeadership(
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-/) <trong leadership is the primary element needed for optimum organi0ational effecti*eness. Ans"er# ?AE<! iff# $ %age &ef# 1;/ 3opic# What 5s Eeadership( -1) &esearch efforts at isolating leadership traits achie*ed a breakthrough, of sorts, "hen researchers began organi0ing traits around the Big ?i*e personality frame"ork. Ans"er# 3&,! iff# $ %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership -$) By the 1--/s, numerous studies indicated that leaders differed from non>leaders only in ambition and self>confidence. Ans"er# ?AE<! iff# + %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership -+) 3he Big ?i*e personality frame"ork re*ealed that traits are most useful as predictors of leadership. Ans"er# 3&,! iff# $ %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership -1) 8ne assumption of the trait *ie" of leadership is that leaders cannot be trained. Ans"er# 3&,! iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership -7) 3he link bet"een !5 and leadership effecti*eness has been "ell established in the research. Ans"er# ?AE<! iff# 1 %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership -;) 5f beha*ioral theories of leadership are *alid, "e could ha*e an infinite supply of effecti*e leaders. Ans"er# 3&,! iff# + %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills -=) 3he most comprehensi*e and replicated of the beha*ioral theories resulted from research begun by ?red ?iedler. Ans"er# ?AE<! iff# + %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership
-.) 3he 8hio <tate <tudies in*ol*ed research on t"o leadership dimensionsinitiating structure and consideration. Ans"er# 3&,! iff# $ %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership --) A leader designated as high on initiating structure "ould be likely to clearly define the roles of his or her subordinates. Ans"er# 3&,! iff# 1 %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership AA<CB 3ag# Analytic <kills 1//) According to the ,ni*ersity of 9ichigan studies, production>oriented leadership is defined as the e'tent to "hich a leader tends to emphasi0e the technical or task aspects of the :ob. Ans"er# 3&,! iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership 1/1) 3he ,ni*ersity of 9ichigan studies found that production>oriented leaders "ere associated "ith higher group producti*ity than employee>oriented leaders. Ans"er# ?AE<! iff# + %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership 1/$) 3he managerial grid "as de*eloped by a team of researchers kno"n as the <candina*ian <tudies group. Ans"er# ?AE<! iff# 1 %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership 1/+) 3he managerial grid model of leadership is based on the styles Bconcern for peopleB and Bconcern for production.B Ans"er# 3&,! iff# $ %age &ef# 1;$ 3opic# 3raditional 3heories of Eeadership 1/1) 3he ?iedler contingency model proposes that effecti*e group performance depends upon the proper match bet"een a leader)s style and the degree to "hich a situation gi*es control to the leader. Ans"er# 3&,! iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership
1/7) ?iedler)s contingency model is considered to be the first comprehensi*e contingency model for leadership. Ans"er# 3&,! iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 1/;) Contingency models of leadership suggest that there is no one best style of leadership, but rather the situation and the conditions must be considered. Ans"er# 3&,! iff# 1 %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 1/=) ?iedler belie*es that a key factor in leadership success is the follo"er)s preferences for co> "orker types. Ans"er# ?AE<! iff# 1 %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 1/.) ?iedler)s findings focused on results obtained from his pioneering use of the most preferred co>"orker I9%C) questionnaire. Ans"er# ?AE<! iff# 1 %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 1/-) 5n ?iedler)s approach, if a respondent uses unfa*orable terms to describe the co>"orker in question, the respondent can be said to be primarily task>oriented. Ans"er# 3&,! iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 11/) ?iedler)s theory is based on the assumption that leaders can)t change their styles to fit changing situations. Ans"er# 3&,! iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 111) According to ?iedler, task structure is the degree to "hich the :ob assignments are proceduri0ed. Ans"er# 3&,! iff# $ %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership
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11$) According to ?iedler, leader>member relations concern the degree to "hich a leader takes a personal interest in the needs of his or her employees and accepts indi*idual differences among them. Ans"er# ?AE<! iff# + %age &ef# 1;+ 3opic# 3raditional 3heories of Eeadership 11+) ?iedler)s three situational factors include# leader>member relations, task structure, and stress. Ans"er# ?AE<! iff# + %age &ef# 1;+>1;1 3opic# 3raditional 3heories of Eeadership 111) According to ?iedler)s contingency model, task>oriented leaders are most effecti*e in situations of high or lo" control. Ans"er# 3&,! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 117) ?iedler)s theory suggests that training is an effecti*e tool to impro*e leader effecti*eness. Ans"er# ?AE<! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 11;) ?iedler assumes that "e should concentrate on changing situations to suit the leaders or changing the leaders to fit the situation. Ans"er# 3&,! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 11=) 3aken as a "hole, tests of the o*erall *alidity of the ?iedler model tend to support substantial parts of the model. Ans"er# 3&,! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 11.) 8ne of the most cited fla"s in the ?iedler leadership model is that it fails to take into account the formal authority of the leader. Ans"er# ?AE<! iff# + %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership
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11-) <tudies regarding the ?iedler model ha*e sho"n that respondents) questionnaire scores tend to be relati*ely stable. Ans"er# ?AE<! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1$/) 8ne criticism of the ?iedler model concerns the fact that the logic underlying the model)s questionnaire is not "ell understood. Ans"er# 3&,! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1$1) 8ne ad*antage of the ?iedler model is that its contingency *ariables are simple and easy to assess. Ans"er# ?AE<! iff# + %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1$$) 5n the leader>member e'change theory, leaders don)t treat all of their subordinates alike. Ans"er# 3&,! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1$+) According to E92 theory, out>group members get more of the leader)s time, but in a negati*e manner. Ans"er# ?AE<! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1$1) 5n the leader>member e'change theory, leaders establish a special relationship "ith a small group of employees called the Bsupporti*e follo"ers.B Ans"er# ?AE<! iff# $ %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership 1$7) &esearch testing E92 theory has been generally supporti*e. Ans"er# 3&,! iff# $ %age &ef# 1;; 3opic# 3raditional 3heories of Eeadership 1$;) According to E92 theory, follo"ers "ith in>group status "ill ha*e lo"er turno*er intentions than the out>group members. Ans"er# 3&,! iff# + %age &ef# 1;; 3opic# 3raditional 3heories of Eeadership
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1$=) According to charismatic leadership theory, follo"ers make attributions of heroic leadership abilities "hen they obser*e certain beha*iors. Ans"er# 3&,! iff# 1 %age &ef# 1;= 3opic# Contemporary Approaches to Eeadership 1$.) 9ost researchers ha*e concluded that charisma is an innate trait. Ans"er# ?AE<! iff# $ %age &ef# 1;= 3opic# Contemporary Approaches to Eeadership 1$-) Charismatic leadership is necessary to achie*e high le*els of employee performance. Ans"er# ?AE<! iff# $ %age &ef# 1;3opic# Contemporary Approaches to Eeadership 1+/) 3ransformational leadership builds on top of transactional leadership. Ans"er# 3&,! iff# $ %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership 1+1) 3ransactional leaders are al"ays charismatic leaders. Ans"er# ?AE<! iff# $ %age &ef# 1=1 3opic# Contemporary Approaches to Eeadership 1+$) 8ne study found that *ision "as e*en more important than a charismatic communication style "hen e'plaining the success of entrepreneurial firms. Ans"er# 3&,! iff# 1 %age &ef# 1=$ 3opic# Contemporary Approaches to Eeadership 1++) 3here is an increasing body of research that sho"s impressi*e correlations bet"een transactional leadership and higher producti*ity, lo"er turno*er rates, and higher employee satisfaction. Ans"er# ?AE<! iff# $ %age &ef# 1=+ 3opic# Contemporary Approaches to Eeadership 1+1) 3he primary quality produced by authentic leaders is trust. Ans"er# 3&,! iff# $ %age &ef# 1=1 3opic# Authentic Eeadership# Are !thics 3he ?oundation of Eeadership(
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1+7) According to the attribution theory of leadership, most leaders do not possess the characteristics that indi*iduals attribute to them. Ans"er# ?AE<! iff# + %age &ef# 1=7 3opic# Challenges to the Eeadership Construct 1+;) 5n the attribution leadership literature, effecti*e leaders are generally considered to be fle'ible and responsi*e in their decisions. Ans"er# ?AE<! iff# + %age &ef# 1=7 3opic# Challenges to the Eeadership Construct 1+=) Eeadership neutrali0ers make it possible for a leader to make a difference in follo"er outcomes. Ans"er# ?AE<! iff# 1 %age &ef# 1=; 3opic# Challenges to the Eeadership Construct 1+.) 3he inter*ie" is the primary tool a*ailable for identifying and selecting strong leaders. Ans"er# ?AE<! iff# 1 %age &ef# 1== 3opic# ?inding and Creating !ffecti*e Eeaders 1+-) ?or the most part, people are equally trainable. Ans"er# ?AE<! iff# 1 %age &ef# 1=. 3opic# ?inding and Creating !ffecti*e Eeaders 11/) 3here is e*idence suggesting that beha*ioral training can increase an indi*idual)s ability to e'hibit charismatic leadership qualities. Ans"er# 3&,! iff# 1 %age &ef# 1=. 3opic# ?inding and Creating !ffecti*e Eeaders 111) What is the difference bet"een leadership and management( Ans"er# Eeadership is defined as the ability to influence a group to"ard the achie*ement of goals. Eeadership is about coping "ith change, management is about coping "ith comple'ity. @ood management brings about order and consistency by dra"ing up formal plans, designing rigid organi0ation structures, and monitoring results against plans. 9anagement consists of implementing the *ision and strategy pro*ided by leaders, coordinating and staffing the organi0ation, and handling day>to>day problems. %age &ef# 17->1;/ 3opic# What 5s Eeadership(
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11$) What BbreakthroughB resulted in consistent and strong support for traits as predictors of leadership( Ans"er# When researchers began organi0ing traits around the Big ?i*e personality frame"ork, it became clear that most of the do0ens of traits that emerged in *arious leadership re*ie"s could be subsumed under one of the Big ?i*e.3his approach resulted in consistent and strong support for traits as predictors of leadership emergence. %age &ef# 1;/ 3opic# 3raditional 3heories of Eeadership 11+) What are the implications of the beha*ioral theories of leadership( Ans"er# 3he failures of early trait studies led researchers to go in the direction of beha*ioral theories. 3hese theories focused on obser*able beha*iors, as opposed to underlying traits. 8ne relati*e ad*antage of the beha*ioral approach is that, since beha*iors can be learned, "e could train people to be leaders. %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership 111) 5dentify and e'plain the t"o dimensions of leadership described in the 8hio <tate studies. Ans"er# 3he 8hio <tate studies proposed that t"o categories accounted for most of the leadership beha*ior described by employees. 3hey called these t"o dimensions initiating structure and consideration. 5nitiating structure refers to the e'tent to "hich a leader is likely to define and structure his or her role and those of employees in the search for goal attainment. Consideration is described as the e'tent to "hich a person is likely to ha*e :ob relationships that are characteri0ed by mutual trust, respect for employees) ideas, and regard for their feelings. %age &ef# 1;1 3opic# 3raditional 3heories of Eeadership
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117) !'plain ?iedler)s contingency model. 5n your discussion, describe the role of the E%C Ileast preferred co"orker) questionnaire and identify the key situational factors that determine leadership effecti*eness, according to this model. Ans"er# ?red ?iedler de*eloped the first comprehensi*e contingency model for leadership. 3his model proposes that effecti*e group performance depends upon the proper match bet"een the leader)s style and the degree to "hich the situation gi*es control to the leader. 3he least preferred co>"orker IE%C) questionnaire is used to determine "hat the leader)s basic style is. <i'teen contrasting ad:ecti*es are used to ask respondents to describe their least>preferred co>"orker. 5f the least preferred co>"orker is described in relati*ely positi*e terms Ia high E%C score), then the respondent is primarily interested in good personal relations "ith this co>"orker. 3his person is considered relationship oriented. 5f the least preferred co>"orker is primarily interested in producti*ity, they "ould be labeled task oriented. ?iedler assumes that an indi*idual)s leadership style is fi'ed. ?iedler identified three contingency dimensions that define the key situational factors that determine leadership effecti*eness. Eeader>member relations are the degree of confidence, trust, and respect members ha*e in their leader. 3ask structure is the degree to "hich the :ob assignments are proceduri0ed. %osition po"er is the degree of influence a leader has o*er po"er *ariables such as hiring, firing, discipline, promotions, and salary increases. 3he better the leader>member relations, the more highly structured the :ob, and the stronger the position po"er, the more control the leader has. With kno"ledge of an indi*idual)s E%C and an assessment of the three contingency *ariables, ?iedler proposes matching them up to achie*e ma'imum leadership effecti*eness. 3ask>oriented leaders tend to perform better in situations that "ere *ery fa*orable to them and in situations that "ere *ery unfa*orable. &elationship oriented leaders perform better in moderately fa*orable situations. ?iedler has suggested recently that task>oriented leaders perform best in situations of high and lo" control, "hile relationship>oriented leaders perform best in moderate control situations. 3here are t"o "ays to impro*e leader effecti*eness. Dou can change the leader to fit the situation. 3he second alternati*e "ould be to change the situation to fit the leader. 3his could be done by restructuring tasks or increasing or decreasing the po"er that the leader has to control factors such as salary increases, promotions, and disciplinary actions. %age &ef# 1;+>1;7 3opic# 3raditional 3heories of Eeadership 11;) escribe E92 theory and identify its main beliefs. Ans"er# 3his theory argues that because of time pressures, leaders establish a special relationship "ith a small group of their follo"ers. 3hese indi*iduals make up the in>group T they are trusted, get a disproportionate amount of the leader)s attention, and are more likely to recei*e special pri*ileges. 8ther follo"ers fall into the out>group. 3hey get less of the leader)s time, fe"er of the preferred re"ards that the leader controls, and ha*e leader>follo"er relations based on formal authority interactions. 3he leader implicitly categori0es the follo"er as an BinB or BoutB and that relationship is relati*ely stable o*er time. %age &ef# 1;7 3opic# 3raditional 3heories of Eeadership
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11=) <ummari0e the research e*idence in support of leader>member e'change theory. Ans"er# 3he theory and research surrounding it pro*ide substanti*e e*idence that leaders do differentiate among follo"ersF that these disparities are far from randomF and that follo"ers "ith in>group status "ill ha*e higher performance ratings, lo"er turno*er intentions, greater satisfaction "ith their superior, and higher o*erall satisfaction than "ill the out>group. 3hese positi*e findings for in>group members are consistent "ith our kno"ledge of the self>fulfilling prophesy. %age &ef# 1;;>1;= 3opic# 3raditional 3heories of Eeadership 11.) 6o" can charismatic leadership hurt an organi0ation( Ans"er# 3o attract charismatic leaders, companies may gi*e these indi*iduals *irtually unrestricted autonomy and resources. As a result, the leaders may earn *ery high salaries e*en if they do not perform effecti*ely. 3hey may use company funds for their o"n personal benefits, and they may also take ad*antage of their po"er by putting their o"n interests ahead of the interests of the organi0ation. <ome charismatic leaders are successful at con*incing their follo"ers to pursue a *ision that can be disastrous. Charismatic leaders "ho are larger>than>life don)t necessarily act in the best interests of their organi0ations. 9any used their po"er to remake their companies in their o"n image. 3hey often completely blurred the boundary separating their personal interests from their organi0ation)s interests. 5ntolerant of criticism, they surround themsel*es "ith yes people "ho are re"arded for pleasing the leader and create a climate "here people are afraid to question the leader. %age &ef# 1;->1=/ 3opic# Contemporary Approaches to Eeadership 11-) What is the difference bet"een transactional leadership and transformational leadership( Ans"er# 3ransactional leaders guide their follo"ers in the direction of established goals by clarifying role and task requirements. 3ransformational leaders inspire follo"ers to transcend their o"n self>interests for the good of the organi0ation. 3ransformational leadership is built on top of transactional leadershipit produces le*els of follo"er effort and performance that go beyond "hat "ould occur "ith a transactional approach alone. %age &ef# 1=/ 3opic# Contemporary Approaches to Eeadership 17/) What is authentic leadership( Ans"er# Authentic leadership is a relati*ely ne" concept. Authentic leaders kno" "ho they are, kno" "hat they belie*e in and *alue, and act on those *alues and beliefs openly and candidly. 3heir follo"ers "ould consider them to be ethical people. 3he primary quality produced by authentic leaders is trust. 3hey do this by sharing information, encouraging open communication, and sticking to their ideals. As a result, people come to ha*e faith in authentic leaders. %age &ef# 1=1 3opic# Authentic Eeadership# Are !thics 3he ?oundation of Eeadership(
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 12 Po"er and Politics 1) %o"er can be defined as ________. A) the ability to influence the beha*ior of others B) the actuali0ation of the dependency of others C) congruence bet"een the goals of the leader and those being led ) do"n"ard influence on one)s follo"ers !) up"ard influence on one)s leaders Ans"er# A iff# $ %age &ef# 1.1 3opic# A efinition of %o"er $) Which one of the follo"ing is not implied in the definition of po"er( A) influence B) potential C) dependency ) actuali0ation !) capacity Ans"er# iff# $ %age &ef# 1.1 3opic# A efinition of %o"er +) 3he most important aspect of po"er is probably that it ________. A) is needed to get things done in an organi0ation B) is a function of dependency C) tends to corrupt people ) is counterproducti*e !) in*ol*es control Ans"er# B iff# 1 %age &ef# 1.1 3opic# A efinition of %o"er 1) Which of the follo"ing statements is true concerning po"er( A) 3rust and mistrust affect the e'pression of po"er. B) A person can ha*e po"er o*er you only if he or she controls something you desire. C) %o"er requires some congruence bet"een the goals of the leader and those being led. ) 3o be effecti*e, po"er must be actuali0ed. !) 5n order to ha*e po"er, a person must impose their control o*er others. Ans"er# B iff# $ %age &ef# 1.1 3opic# A efinition of %o"er
7) Eeaders achie*e goals, and po"er is ________. A) defined by leaders) hopes and aspirations B) usually used by poor leaders C) a means of achie*ing goals ) a goal in and of itself !) a strong influence on leaders) goals Ans"er# C iff# 1 %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er ;) %o"er does not require goal compatibility, merely ________. A) reliance B) communication C) confidence ) dependence !) understanding Ans"er# iff# $ %age &ef# 1.$ 3opic# A efinition of %o"er =) Eeadership requires ________. A) some congruence bet"een the goals of the leader and those being led B) strong t"o>"ay communication bet"een the leader and those being led C) a dependency of those being led on the leader ) a dependency of the leader on those being led !) follo"ers to share beha*ioral traits "ith their leaders Ans"er# A iff# $ %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er .) Eeadership focuses on the ________. A) do"n"ard influence of a leader on his or her follo"ers B) importance of lateral and up"ard influence patterns C) elimination of dependency relationships ) the stability of the organi0ation !) management of the organi0ation Ans"er# A iff# $ %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er
-) Eeadership research emphasi0es ________. A) style B) persuasion C) po"er ) communication !) commitment Ans"er# A iff# $ %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er 1/) ,nlike leadership research, research on po"er tends to focus on ________. A) indi*idual styles in using po"er B) strategies for goal attainment C) tactics for gaining compliance ) the administration of re"ards !) the effecti*e use of threats Ans"er# C iff# + %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er 11) 3he t"o general groupings of po"er are ________. A) informational and personal B) formal and informal C) informal and legitimate ) personal and formal !) static and fluid Ans"er# iff# $ %age &ef# 1.$ 3opic# Bases of %o"er 1$) ________ po"er is based on an indi*idual)s position in an organi0ation. A) Eeadership B) ?ormal C) 5nformal ) 5nfluential !) <tatic Ans"er# B iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er
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1+) ?ormal po"er can arise out of "hich of the follo"ing( A) the ability to coerce B) formal authority C) the ability to re"ard ) one)s position in the organi0ation !) all of the abo*e Ans"er# ! iff# $ %age &ef# 1.$ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills 11) Dour colleagues at "ork are constantly talking about the *ice president in your region. 6e is percei*ed throughout the organi0ation as a ruthless man "ho is not to be antagoni0ed. 5t is necessary for you to bring him a report, and you are *ery ner*ous about ha*ing to deal "ith him. 3he *ice president)s ma:or base of po"er seems to be ________. A) re"ard B) coerci*e C) referent ) e'pert !) personal Ans"er# B iff# $ %age &ef# 1.$ 3opic# Bases of %o"er AA<CB 3ag# &eflecti*e 3hinking <kills 17) 3he *ice president in your region is percei*ed throughout the organi0ation as a ruthless man "ho is not to be antagoni0ed. 5t is necessary for you to bring him a report and you are *ery ner*ous about ha*ing to deal "ith him. 3he most likely reason for the success of this *ice president in your organi0ation is that his subordinates A) stri*e to make themsel*es indispensable to him. B) find his leadership style inspiring. C) stri*e to emulate him. ) are en*ious of his success. !) fear negati*e sanctions if they fail to comply. Ans"er# ! iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er AA<CB 3ag# &eflecti*e 3hinking <kills
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1;) 8ne reacts to ________ po"er out of fear of the negati*e ramifications that might result if one fails to comply. A) legitimate B) coerci*e C) puniti*e ) referent !) abusi*e Ans"er# B iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er 1=) When a bank robber points a gun at a bank employee, his base of po"er is ________. A) coerci*e B) puniti*e C) positional ) authoritati*e !) fractional Ans"er# A iff# $ %age &ef# 1.$ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills 1.) 3he opposite of coerci*e po"er is ________ po"er. A) referent B) re"ard C) legitimate ) charismatic !) resourci*e Ans"er# B iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er 1-) When your superior offers you a raise if you "ill perform additional "ork beyond the requirements of your :ob, heCshe is e'ercising ________ po"er. A) legitimate B) coerci*e C) re"ard ) personal !) reflecti*e Ans"er# C iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills
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$/) Dou kno" that the *ice president of your region has the authority to accept or re:ect your report. 3his is part of his ________ po"er. A) re"ard B) coerci*e C) e'pert ) legitimate !) personal Ans"er# iff# $ %age &ef# 1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills $1) As a result of the organi0ation)s structure, the *ice president in your region has "hich of the follo"ing po"er bases( A) re"ard B) coerci*e C) formal ) legitimate !) all of the abo*e Ans"er# ! iff# 1 %age &ef# 1.$>1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills $$) Eegitimate po"er is based on ________. A) positi*e re"ards B) interpersonal trust C) structural position ) e'pert kno"ledge !) respect and admiration Ans"er# C iff# $ %age &ef# 1.+ 3opic# Bases of %o"er $+) 3he po"er that the College ean has been granted by the ,ni*ersity o*er the faculty is termed ________ po"er. A) academic B) positional C) legitimate ) personal !) referent Ans"er# C iff# $ %age &ef# 1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills
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$1) Which of the follo"ing types of po"er requires acceptance of the leader)s authority by members of the organi0ation( A) personal B) organi0ational C) legitimate ) positional !) balanced Ans"er# C iff# $ %age &ef# 1.+ 3opic# Bases of %o"er $7) ________ po"er is generally related to an indi*idual)s unique characteristics. A) %ersonal B) &e"ard C) Eegitimate ) !'pert !) 5diosyncratic Ans"er# A iff# $ %age &ef# 1.+ 3opic# Bases of %o"er $;) %ersonal po"er is generally percei*ed as a result of all the follo"ing !2C!%3 A) e'pertise B) charisma C) legitimate authority ) admiration !) skill Ans"er# C iff# $ %age &ef# 1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills $=) ________ po"er is based on identification "ith a person "ho has desirable resources or personal traits. A) Associational B) Eegitimate C) &eferent ) %ersonal !) <ource Ans"er# C iff# $ %age &ef# 1.+ 3opic# Bases of %o"er
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$.) Dour physician has ad*ised you to take a series of medications. Dou comply because of her ________ po"er. A) referent B) information C) formal ) e'pert !) personal Ans"er# iff# 1 %age &ef# 1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills $-) Celebrities are paid millions of dollars to endorse products in commercials because the ad*ertisers belie*e the celebrities ha*e ________ po"er. A) personal B) referent C) e'pert ) legitimate !) star Ans"er# B iff# $ %age &ef# 1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills +/) &esearch suggests "hich of the follo"ing is the most effecti*e source of po"er( A) formal B) coerci*e C) personal ) re"ard !) legitimate Ans"er# C iff# $ %age &ef# 1.+ 3opic# Bases of %o"er +1) Which source of formal po"er can actually backfire( A) re"ard B) coerci*e C) e'pert ) referent !) legitimate Ans"er# B iff# 1 %age &ef# 1.+ 3opic# Bases of %o"er
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+$) %o"er tactics can be defined as ________. A) the only legitimate sources of po"er B) techniques for translating po"er bases into specific actions C) strategies for gathering and maintain support ) organi0ational structural characteristics !) approaches for "inning arguments Ans"er# B iff# $ %age &ef# 1.+ 3opic# %o"er 3actics ++) Games approaches his super*isor "ith data and a logical presentation supporting his request for additional personnel. 6e is using ________. A) consultation B) legitimacy C) rational persuasion ) informational po"er !) e'change Ans"er# C iff# $ %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Analytic <kills +1) Goe comes to you "ith a request for funds for a pro:ect. 6e reminds you that company policy supports his position. 6e is using the tactic of ________. A) coalitions B) consultation C) rational persuasion ) legitimacy !) pressure Ans"er# iff# $ %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Analytic <kills +7) Which of the follo"ing is not considered to be a po"er tactic( A) coalitions B) substitution C) rational persuasion ) ingratiation !) legitimacy Ans"er# B iff# $ %age &ef# 1.1 3opic# %o"er 3actics
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+;) Ji*ian has not been handling one portion of her duties in a satisfactory manner. As a result, her manager threatens to "ithhold her promotion. Which po"er tactic is being used( A) e'change B) ingratiation C) pressure ) personal appeals !) inspirational appeals Ans"er# C iff# 1 %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Analytic <kills +=) When Gennifer asks for Gim)s compliance on her ne" initiati*e based on their long friendship, "hich influence tactic is she using( A) e'change B) ingratiation C) pressure ) personal appeals !) inspirational appeals Ans"er# iff# $ %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Analytic <kills +.) 3he po"er tactic of using flattery and creating good"ill before making a request is kno"n as ________. A) ingratiation B) e'change C) inspirational appeal ) moti*ational appeal !) affecti*e appeal Ans"er# A iff# 1 %age &ef# 1.1 3opic# %o"er 3actics +-) Which of the follo"ing tactics in*ol*es including an indi*idual in the decision>making and planning process( A) ingratiation B) e'change C) pressure ) inspirational appeals !) consultation Ans"er# ! iff# $ %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Communication Abilities
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1/) 3he po"er tactic that e*idence suggests is one of the most effecti*e is ________. A) pressure or coercion B) rational persuasion C) personal appeals or friendship ) e'change or re"ards !) flattery Ans"er# B iff# + %age &ef# 1.1 3opic# %o"er 3actics 11) Which of the follo"ing is A83 considered a BsofterB influence tactic( A) personal appeals B) inspirational appeals C) rational persuasion ) pressure !) consultation Ans"er# iff# $ %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Communication Abilities 1$) Which influence tactic tends to "ork best as a do"n"ard influencing tactic "ith subordinates( A) pressure B) inspirational appeals C) ingratiation ) coalitions !) e'change Ans"er# B iff# + %age &ef# 1.1 3opic# %o"er 3actics AA<CB 3ag# Communication Abilities 1+) Which po"er tactic tends to be the most effecti*e across all organi0ational le*els( A) personal appeals B) rational persuasion C) ingratiation ) legitimacy !) pressure Ans"er# B iff# $ %age &ef# 1.1 3opic# %o"er 3actics
11) When employees in organi0ations con*ert their po"er into action, they are engaged in ________. A) influence B) 59 C) politics ) po"er techniques !) po"er tactics Ans"er# C iff# 1 %age &ef# 1.7 3opic# %olitics# %o"er in Action 17) Acti*ities that influence the distribution of ad*antages and disad*antages "ithin an organi0ation are kno"n as ________. A) human resources B) political beha*iors C) se'ual harassment ) influential po"er mo*es !) interacti*e initiati*es Ans"er# B iff# + %age &ef# 1.7 3opic# %olitics# %o"er in Action 1;) %olitical beha*iors usually ________. A) lie outside of an indi*idual)s specified :ob requirements B) are counterproducti*e to indi*idual goals C) are seen only in large organi0ations ) are fro"ned upon by organi0ational leaders !) are e'pected as part of each :ob requirement Ans"er# A iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action 1=) Which of the follo"ing "ould be considered a legitimate political beha*ior( A) sabotage B) bypassing the chain of command C) "histleblo"ing ) "earing protest buttons !) groups of employees simultaneously calling in sick Ans"er# B iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action
1.) All of the follo"ing may pro*ide reasons to e'plain "hy politics is a fact of organi0ational life !2C!%3 A) 8rgani0ations are comprised of groups "ith different *alues and goals. B) 3here is the potential for conflict o*er resources. C) &esources in organi0ations are limited. ) WinC"in scenarios are the norm. !) ecisions are often made in a climate of ambiguity. Ans"er# iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action 1-) ?or an organi0ation to be politics free "ould require that A) all organi0ational members hold the same goals and interests. B) organi0ational resources are not scarce. C) performance outcomes are clear. ) performance outcomes are ob:ecti*e. !) all of the abo*e. Ans"er# A iff# $ %age &ef# 1.; 3opic# %olitics# %o"er in Action 7/) Which of the follo"ing is not an indi*idual factor related to political beha*ior( A) organi0ational in*estment B) percei*ed :ob alternati*es C) 0ero>sum re"ard practices ) le*el of self>monitoring !) e'pectations of success Ans"er# C iff# $ %age &ef# 1.; 3opic# Causes and Consequences of %olitics 71) 3he more a person has in*ested in the organi0ation, the more that person has to lose if forced out and therefore, is less likely to use A) their po"er. B) politics. C) illegitimate means. ) defensi*e beha*ior. !) all of the abo*e Ans"er# C iff# + %age &ef# 1.; 3opic# Causes and Consequences of %olitics
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7$) An indi*idual most likely to engage in political beha*ior "ould ha*e all of the follo"ing e'cept aIn) ________. A) high need for po"er B) high ability to self monitor C) high charisma rating ) internal locus of control !) 9achia*ellian personality Ans"er# C iff# $ %age &ef# 1.; 3opic# Causes and Consequences of %olitics 7+) Which of the follo"ing does not describe high self>monitors( A) 3he sho" greater sensiti*ity to social cues. B) 3hey possess an e'ternal locus of control. C) 3hey e'hibit higher le*els of social conformity. ) 3hey are more likely to be skilled in political beha*ior. !) 3hey are more likely to engage in political beha*ior. Ans"er# B iff# + %age &ef# 1.; 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills 71) %olitical acti*ity is probably more a function of ________ than of ________. A) management)s e'ampleF the organi0ation)s characteristics B) management)s e'ampleF indi*idual difference *ariables C) the organi0ation)s characteristicsF indi*idual difference *ariables ) indi*idual difference *ariablesF management)s e'ample !) indi*idual difference *ariablesF the organi0ation)s characteristics Ans"er# C iff# $ %age &ef# 1.= 3opic# Causes and Consequences of %olitics 77) Which of the follo"ing is not true( A) 3he more an organi0ation)s culture emphasi0es 0ero>sum re"ard allocations, the more employees "ill be moti*ated to engage in politicking. B) 3he more pressure that employees feel to perform "ell, the more likely they are to engage in politicking. C) 3he more gro"th stability a company demonstrates, the more likely its employees are to engage in politicking. ) 3he greater the role ambiguity "ithin a company, the more its employees can engage in political acti*ity "ith little chance of it being *isible. !) 3he greater the opportunity for promotion or ad*ancement "ithin a company, the more employees "ill compete to positi*ely influence outcomes. Ans"er# C iff# + %age &ef# 1.= 3opic# Causes and Consequences of %olitics
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7;) 3here is a greater likelihood of political beha*ior of the illegitimate kind "hen there isCare ________ "ithin the organi0ation. A) more resources B) less trust C) more e'ecuti*e opportunities ) less e'ecuti*e opportunities !) less satisfaction Ans"er# B iff# $ %age &ef# 1.= 3opic# Causes and Consequences of %olitics 7=) Which of the follo"ing is A83 cited as a culture that creates a breeding ground for politicking( A) cultures "ith unclear performance e*aluation systems B) high trust cultures C) cultures "ith role ambiguity ) democratic decision>making cultures !) cultures "ith self>ser*ing senior managers Ans"er# B iff# + %age &ef# 1.= 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills 7.) Which factors in the re"ard allocation process are likely to increase the likelihood that an employee "ill be moti*ated to engage in politicking( A) the use of ob:ecti*e criteria in the appraisal B) use of se*eral outcome measures C) a 0ero>sum approach ) clear criteria !) all of the abo*e Ans"er# C iff# $ %age &ef# 1.. 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills 7-) When politicking becomes too much to handle, A) it can lead to employees quitting. B) it can lead to increases in employee performance. C) it can increase the moti*ation of employees. ) it may decrease pressure to compete in the political arena. !) it can increase employee retention. Ans"er# A iff# $ %age &ef# 1.. 3opic# Causes and Consequences of %olitics
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;/) &eacti*e and protecti*e beha*iors designed to a*oid action, blame, or change "hen people percei*e politics as a threat, are termed ________. A) political beha*iors B) defensi*e beha*iors C) protectionism ) impression management !) shielding bias Ans"er# B iff# $ %age &ef# 1.3opic# Causes and Consequences of %olitics ;1) 5ndi*iduals "ho de*elop e'planations to lessen their responsibility for negati*e outcomes are demonstrating "hich of the follo"ing defensi*e beha*iors( A) buffing B) :ustifying C) pre*ention ) stretching !) misrepresenting Ans"er# B iff# + %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics ;$) When <al says, B3his is the "ay "e)*e al"ays done it,B he is using the defensi*e beha*ior kno"n as A) buck passing. B) playing dumb. C) o*er>conforming. ) stretching. !) stalling. Ans"er# C iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills ;+) When 9att a*oids blame by manipulating information by distortion or deception, he is using the defensi*e beha*ior kno"n as A) buffing. B) playing safe. C) :ustifying. ) scapegoating. !) misrepresenting. Ans"er# ! iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills
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;1) Catherine and Bernice are faculty members at a local college "ho feel *ery differently about their academic dean. Catherine belie*es that he is al"ays engaging in political acti*ity that is not in the best interests of the college. <he describes him as a man "ho passes the buck and "ho is scheming and arrogant. Bernice belie*es that the dean is an effecti*e manager. Bernice)s label for "hat Catherine describes as Bpassing the buckB might be A) delegating authority. B) sho"ing responsibility. C) encouraging dependency. ) demonstrating conscientiousness. !) facilitating cooperation. Ans"er# A iff# + %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills ;7) Catherine and Bernice are faculty members at a local college "ho feel *ery differently about their academic dean. Catherine belie*es that he is al"ays engaging in political acti*ity that is not in the best interests of the college. <he describes him as a man "ho passes the buck and "ho is scheming and arrogant. Bernice belie*es that the dean is an effecti*e manager. Bernice)s effecti*e management label for Catherine)s phrase B:ustifyingB is probably A) distributing re"ards. B) establishing e'pertise. C) apologi0ing. ) displaying charisma. !) fi'ing responsibility. Ans"er# C iff# + %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills ;;) Catherine and Bernice are faculty members at a local college "ho feel *ery differently about their academic dean. Catherine belie*es that he is al"ays engaging in political acti*ity that is not in the best interests of the college. <he describes him as a man "ho passes the buck and "ho is scheming and arrogant. Bernice belie*es that the dean is an effecti*e manager. Beha*iors that Catherine *ie"s as Bo*er>conformingB are probably *ie"ed by Bernice as A) competent. B) responsible. C) being mindful of the rules . ) practical>minded. !) astute. Ans"er# C iff# + %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills
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;=) Catherine and Bernice are faculty members at a local college "ho feel *ery differently about their academic dean. Catherine belie*es that he is al"ays engaging in political acti*ity that is not in the best interests of the college. <he describes him as a man "ho passes the buck and "ho is scheming and arrogant. Bernice belie*es that the dean is an effecti*e manager. Bernice sees the dean as being competent, thorough and carefully documenting. Catherine "ould most likely describe the dean instead as A) o*erachie*ing. B) scapegoating. C) misrepresenting . ) cunning. !) buffing. Ans"er# ! iff# + %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills ;.) 3homas recogni0es that his firm is plagued by organi0ational politics. 6e is not good at playing games and instead frequently engages in defensi*e beha*iors in order to protect himself and his interests. 3homas is frustrated because he belie*es that he has little control o*er his en*ironment, and his en*ironment is uncomfortable to him. 6e has had some success at establishing a sense of control for himself by appearing to be more or less supporti*e publicly "hile doing little or nothing pri*ately. Which of the follo"ing beha*iors is 3homas engaged in( A) o*erconforming B) stalling C) playing dumb ) stretching !) buck passing Ans"er# B iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills
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;-) 3homas recogni0es that his firm is plagued by organi0ational politics. 6e is not good at playing games and instead frequently engages in defensi*e beha*iors in order to protect himself and his interests. 3homas is frustrated because he belie*es that he has little control o*er his en*ironment, and his en*ironment is uncomfortable to him. 6e has had some success at establishing a sense of control for himself by appearing to be more or less supporti*e publicly "hile doing little or nothing pri*ately. 3he defensi*e beha*ior that he is engaged in falls under the category of a*oiding A) action. B) blame. C) change. ) po"er. !) responsibility. Ans"er# A iff# + %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills =/) 3homas also attempts to pro:ect an image of competence and thoroughness by rigorously documenting all of his acti*ity. 3his defensi*e beha*ior is termed A) :ustifying. B) playing safe. C) buffing. ) scapegoating. !) misrepresenting. Ans"er# C iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills =1) 3homas) rigorous documentation allo"s him to accomplish "hich of the follo"ing( A) a*oiding responsibility B) a*oiding po"er C) a*oiding change ) a*oiding action !) a*oiding blame Ans"er# ! iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills
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=$) 3homas has decided that in general, his best defense is to focus on beha*iors that enable him to a*oid blame. Which of the follo"ing beha*iors is he most likely to engage in( A) o*erconforming B) playing dumb C) scapegoating ) pre*ention !) stalling Ans"er# C iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills =+) 5f 3homas "ishes to a*oid change at "ork, he "ill most likely ________. A) share resources B) o*erachie*e C) build coalitions ) guard information !) di*ide alliances Ans"er# iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills =1) 3he process by "hich indi*iduals attempt to control the perceptions that others form of them is called ________. A) impression management B) information management C) defensi*e beha*ior ) perception management !) reflection control Ans"er# A iff# 1 %age &ef# 1.3opic# Causes and Consequences of %olitics
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=7) Gerrod is relati*ely ne" to 2enon Corporation and "ants to make sure that he makes a good impression on his co"orkers and super*isor. 6e agrees "ith the super*isor)s opinion most of the time and is al"ays doing nice things for him. Gerrod makes sure that he associates "ith the BrightB people and is constantly complimenting others about their good "ork. Gerrod is attempting to use A) politics. B) impression management. C) defensi*e beha*ior. ) his po"er base. !) interdependence. Ans"er# B iff# $ %age &ef# 1.3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills =;) Gerrod is relati*ely ne" to 2enon Corporation and "ants to make sure that he makes a good impression on his co"orkers and super*isor. 6e agrees "ith the super*isor)s opinion most of the time and is al"ays doing nice things for him. Gerrod makes sure that he associates "ith the BrightB people and is constantly complimenting others about their good "ork. Gerrod is engaging in "hich of the follo"ing impression management techniques( A) mirroring B) acclaiming C) gro*eling ) conformity !) apologi0ing Ans"er# iff# + %age &ef# !'h 1$>1 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills ==) Gerrod is relati*ely ne" to 2enon Corporation and "ants to make sure that he makes a good impression on his co"orkers and super*isor. 6e agrees "ith the super*isor)s opinion most of the time and is al"ays doing nice things for him. Gerrod makes sure that he associates "ith the BrightB people and is constantly complimenting others about their good "ork. Gerrod is engaging in all of the follo"ing impression management techniques e'cept A) conformity. B) flattery. C) e'cuses. ) association. !) fa*ors. Ans"er# C iff# + %age &ef# !'h 1$>1 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills
=.) Which of the follo"ing is not an e'ample of an impression management technique( A) conformity B) capitulating C) flattery ) granting fa*ors !) self>promotion Ans"er# B iff# $ %age &ef# !'h 1$>1 3opic# Causes and Consequences of %olitics =-) B5)*e got t"o tickets to the game tonight that 5 can)t use. 3ake them. Consider it a thank you for taking the time to talk "ith me.B 3his is an e'ample of "hich impression management beha*ior( A) fa*ors B) flattery C) association ) self>promotion !) conformity Ans"er# A iff# $ %age &ef# 1$>1 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills ./) <ome indi*iduals promote their image by describing others "ith "hom they are associated in a positi*e light. 3hese indi*iduals are using the impression management technique of ________. A) conformity B) flattery C) association ) self>promotion !) attribution denial Ans"er# C iff# $ %age &ef# !'h 1$>1 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills .1) Who is most likely to engage in 59( A) lo" self>monitors B) high self>monitors C) lo" 9achs ) those "ith an e'ternal locus of control !) e*eryone Ans"er# A iff# $ %age &ef# 1-/ 3opic# Causes and Consequences of %olitics
.$) Which 59 technique may be the most important to inter*ie"ing success( A) ingratiation B) self>promotion C) conformity ) flattery !) association Ans"er# B iff# + %age &ef# 1-1 3opic# Causes and Consequences of %olitics .+) Which of the follo"ing is most likely to help Gerrod earn higher performance e*aluations from his super*isors( A) apologies B) ingratiation C) e'cuses ) buffing !) self>promotion Ans"er# B iff# + %age &ef# 1-1 3opic# Causes and Consequences of %olitics AA<CB 3ag# Analytic <kills .1) Which 59 technique appears to backfire on employees and lead to lo"er performance e*aluations( A) ingratiation B) self>promotion C) conformity ) flattery !) association Ans"er# B iff# + %age &ef# 1-1 3opic# Causes and Consequences of %olitics .7) Which of the follo"ing is A83 true of po"er( A) 3o get things done, it helps to ha*e po"er. B) 9anagers should increase others) dependence on them. C) 3o increase your po"er, you should de*elop a skill your boss needs. ) %o"er is a one>"ay street. !) While you seek to ma'imi0e others) dependence on you, you "ill be seeking to minimi0e your dependence on others. Ans"er# iff# $ %age &ef# 1-+ 3opic# 5mplications for 9anagers
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.;) %o"er is an action, not a potential. Ans"er# ?AE<! iff# $ %age &ef# 1.1 3opic# A efinition of %o"er .=) %o"er is a function of dependency. Ans"er# 3&,! iff# 1 %age &ef# 1.1 3opic# A efinition of %o"er ..) A person can ha*e po"er o*er you only if he or she controls something you desire. Ans"er# 3&,! iff# $ %age &ef# 1.1 3opic# A efinition of %o"er .-) ,nlike po"er, leadership requires a significant degree of goal compatibility. Ans"er# 3&,! iff# $ %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er -/) %o"er focuses on do"n"ard influence patterns. Ans"er# ?AE<! iff# + %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er -1) A bully)s po"er can be understood as coerci*e po"er. Ans"er# 3&,! iff# $ %age &ef# 1.$ 3opic# Bases of %o"er -$) 5f A can assign B "ork acti*ities that B finds unpleasant, or treat B in a manner that B finds embarrassing, A possesses referent po"er o*er B. Ans"er# ?AE<! iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills -+) ?ormal po"er is a measure of an indi*idual)s ability to control organi0ational resources. Ans"er# ?AE<! iff# + %age &ef# 1.$ 3opic# Bases of %o"er -1) ?or re"ard po"er to be effecti*e, the re"ards in*ol*ed must be financial. Ans"er# ?AE<! iff# 1 %age &ef# 1.$ 3opic# Bases of %o"er
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-7) &e"ard po"er rests on the allocation of things others *ie" as *aluable. Ans"er# 3&,! iff# $ %age &ef# 1.$ 3opic# Bases of %o"er -;) 6a*ing a formal position in an organi0ation is a prerequisite to ha*e po"er. Ans"er# ?AE<! iff# 1 %age &ef# 1.+ 3opic# Bases of %o"er -=) %ersonal po"er arises from an indi*idual)s unique characteristics. Ans"er# 3&,! iff# $ %age &ef# 1.+ 3opic# Bases of %o"er -.) 3he e'pert po"er of an indi*idual "ithin an organi0ation is strengthened "hen another indi*idual "ith the same :ob>related kno"ledge and skills is hired by the organi0ation. Ans"er# ?AE<! iff# + %age &ef# 1.+ 3opic# Bases of %o"er --) As the "orld has become more technologically oriented, e'pertise has declined as a source of influence due to the increased a*ailability of information. Ans"er# ?AE<! iff# $ %age &ef# 1.+ 3opic# Bases of %o"er 1//) A famous A?E quarterback)s po"er to influence buying beha*ior through commercial endorsements is based on his e'pertise at leading a football team and his athletic skills. Ans"er# ?AE<! iff# + %age &ef# 1.+ 3opic# Bases of %o"er AA<CB 3ag# Analytic <kills 1/1) &eferent po"er is based on identification "ith a person "ho is famous and "ealthy. Ans"er# ?AE<! iff# 1 %age &ef# 1.+ 3opic# Bases of %o"er 1/$) 3he use of po"er tactics o*er time can result in an accumulation of a po"er base. Ans"er# 3&,! iff# 1 %age &ef# 1.+ 3opic# %o"er 3actics
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1/+) %ersonal appeal is a po"er tactic based on flattery. Ans"er# ?AE<! iff# $ %age &ef# 1.1 3opic# %o"er 3actics 1/1) &ational persuasion is the only po"er tactic that is effecti*e across all organi0ational le*els. Ans"er# 3&,! iff# $ %age &ef# 1.1 3opic# %o"er 3actics 1/7) %ressure is effecti*e as a po"er tactic "hen indi*iduals attempt to influence their superiors. Ans"er# ?AE<! iff# $ %age &ef# 1.1 3opic# %o"er 3actics 1/;) 3he organi0ational culture in "hich a manager "orks "ill ha*e an insignificant bearing on defining "hich po"er tactics are considered appropriate. Ans"er# ?AE<! iff# 1 %age &ef# 1.7 3opic# %o"er 3actics 1/=) When employees in organi0ations con*ert their po"er into action, "e describe them as being engaged in politics. Ans"er# 3&,! iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action 1/.) %olitical beha*ior encompasses efforts to influence organi0ational decision>making. Ans"er# 3&,! iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action 1/-) Eegitimate political beha*ior refers to actions that are specified in one)s formal :ob description. Ans"er# ?AE<! iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action 11/) 3hose "ho pursue e'treme illegitimate political beha*iors ha*e been described as Bplaying hardballB. Ans"er# 3&,! iff# $ %age &ef# 1.7 3opic# %olitics# %o"er in Action
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111) By definition, all political beha*ior is considered an illegitimate acti*ity. Ans"er# ?AE<! iff# 1 %age &ef# 1.7 3opic# %olitics# %o"er in Action 11$) 3here is a great likelihood that organi0ations can become politics free. Ans"er# ?AE<! iff# 1 %age &ef# 1.7 3opic# %olitics# %o"er in Action 11+) 3he more an indi*idual has in*ested in the organi0ation, the less likely they are to use illegitimate means. Ans"er# 3&,! iff# $ %age &ef# 1.; 3opic# %olitics# %o"er in Action 111) %oliticking is most likely to be used "hen decisions are made in a climate of certainty. Ans"er# ?AE<! iff# $ %age &ef# 1.; 3opic# %olitics# %o"er in Action 117) %olitical acti*ity is influenced by both an organi0ation)s characteristics and by indi*idual differences. Ans"er# 3&,! iff# $ %age &ef# 1.; 3opic# Causes and Consequences of %olitics 11;) 8b:ecti*e performance appraisal criteria tend to encourage politicking. Ans"er# ?AE<! iff# 1 %age &ef# 1.= 3opic# Causes and Consequences of %olitics 11=) 3he 0ero>sum approach encourages making others look bad so you can B"inB. Ans"er# 3&,! iff# $ %age &ef# 1.= 3opic# Causes and Consequences of %olitics 11.) 6igh trust in organi0ations should encourage a higher le*el of political beha*ior in general. Ans"er# ?AE<! iff# 1 %age &ef# 1.= 3opic# Causes and Consequences of %olitics 11-) %oliticking by top management implies such beha*ior is acceptable. Ans"er# 3&,! iff# 1 %age &ef# 1.= 3opic# Causes and Consequences of %olitics
1$/) %oliticking is fostered "ithin organi0ations that emphasi0e a 0ero>sum approach to the allocation of re"ards. Ans"er# 3&,! iff# 1 %age &ef# 1.= 3opic# Causes and Consequences of %olitics 1$1) 3he perception of politics in organi0ations tends to increase :ob an'iety and stress. Ans"er# 3&,! iff# $ %age &ef# 1.. 3opic# Causes and Consequences of %olitics 1$$) !*idence suggests that politics leads to self>reported increases in employee performance. Ans"er# ?AE<! iff# $ %age &ef# 1.. 3opic# Causes and Consequences of %olitics 1$+) When people percei*e politics as an opportunity, they respond "ith defensi*e beha*iors. Ans"er# ?AE<! iff# $ %age &ef# 1.3opic# Causes and Consequences of %olitics 1$1) 3he defensi*e beha*ior kno"n as Bplaying it safeB can also be described as Bco*ering your rear.B Ans"er# ?AE<! iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics 1$7) A*oiding an un"anted task by falsely pleading inability is the defensi*e beha*ior kno"n as playing dumb. Ans"er# 3&,! iff# $ %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics 1$;) %re*ention is a defensi*e beha*ior to a*oid blame. Ans"er# ?AE<! iff# 1 %age &ef# !'h 1$>+ 3opic# Causes and Consequences of %olitics 1$=) <ince high self>monitors are good at reading situations and molding their appearances and beha*ior, they are more likely to engage in 59. Ans"er# 3&,! iff# $ %age &ef# 1-/ 3opic# Causes and Consequences of %olitics AA<CB 3ag# &eflecti*e 3hinking <kills
1$.) !*eryone is concerned "ith 59. Ans"er# ?AE<! iff# 1 %age &ef# 1-/ 3opic# Causes and Consequences of %olitics 1$-) 59 does not imply that the impressions people con*ey are necessarily false. Ans"er# 3&,! iff# $ %age &ef# 1-/ 3opic# Causes and Consequences of %olitics 1+/) &eacti*e beha*iors to a*oid action, blame, or change are called impression management. Ans"er# ?AE<! iff# $ %age &ef# 1-1 3opic# Causes and Consequences of %olitics 1+1) 5ndi*iduals use association and conformity to manipulate the impressions that others hold of them. Ans"er# 3&,! iff# $ %age &ef# !'h 1$>1 3opic# Causes and Consequences of %olitics 1+$) <elf>promotion tactics are important to inter*ie"ing success. Ans"er# 3&,! iff# 1 %age &ef# 1-1 3opic# Causes and Consequences of %olitics 1++) <elf>promotion tactics can lo"er performance e*aluations. Ans"er# 3&,! iff# 1 %age &ef# 1-1 3opic# Causes and Consequences of %olitics 1+1) !*idence demonstrates that impression management techniques are rarely successful. Ans"er# ?AE<! iff# 1 %age &ef# 1-1 3opic# Causes and Consequences of %olitics 1+7) &esearch has produced clear guidelines for differentiating ethical from unethical politicking. Ans"er# ?AE<! iff# 1 %age &ef# 1-$ 3opic# 3he !thics of Beha*ing %olitically 1+;) 5t is a lot easier for the po"erless than the po"erful to act ethically. Ans"er# 3&,! iff# 1 %age &ef# 1-$ 3opic# 3he !thics of Beha*ing %olitically
1+=) 3here is significant agreement in the po"er tactics preferred by people across the globe. Ans"er# ?AE<! iff# 1 %age &ef# 1-$ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+.) 5ndi*iduals in Western, indi*iduali0ed cultures tend to engage in more self>promotion beha*iors than indi*iduals in !astern, more collecti*ist cultures. Ans"er# 3&,! iff# 1 %age &ef# 1-+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) 3he effecti*e manager accepts the political nature of organi0ations. Ans"er# 3&,! iff# 1 %age &ef# 1-+ 3opic# 5mplications for 9anagers 11/) 59 is a type of political beha*ior designed to alter others) immediate perceptions of us. Ans"er# 3&,! iff# 1 %age &ef# 1-+ 3opic# 5mplications for 9anagers 111) 6o" is po"er defined( Ans"er# %o"er is a capacity that A has to influence the beha*ior of B, so that B acts in accordance "ith A)s "ishes. 3his implies a potential that need not be actuali0ed to be effecti*e and a dependency relationship. %o"er may e'ist but not be used. 5t is a capacity or potential. A person may ha*e po"er o*er you if heCshe controls something you "ant. %age &ef# 1.1 3opic# A efinition of %o"er 11$) Contrast leadership and po"er. Ans"er# %o"er does not require goal compatibility, merely dependence. Eeadership, on the other hand, requires some congruence bet"een the goals of the leader and those being led. A second difference relates to the direction of influence. Eeadership focuses on the do"n"ard influence on one)s follo"ers. 5t minimi0es the importance of lateral and up"ard influence patterns. %o"er does not. <till another difference deals "ith research emphasis. Eeadership research, for the most part, emphasi0es style. 5t seeks ans"ers to such questions as# 6o" supporti*e should a leader be( 6o" much decision making should be shared "ith follo"ers( 3he research on po"er encompasses a broader area and focus on tactics for gaining compliance. %o"er can be used by groups as "ell as by indi*iduals to control other indi*iduals or groups. %age &ef# 1.$ 3opic# Contrasting Eeadership and %o"er
11+) Eist and discuss the bases of formal po"er. Ans"er# ?ormal po"er can come from the ability to coerce or re"ard or from formal authority. 3he coerci*e po"er base is dependent on fear. 8ne reacts to this po"er out of fear of the negati*e results that might occur if one failed to comply. A has coerci*e po"er o*er B if A can dismiss, suspend, or demote B, assuming that B *alues his or her :ob. 3he opposite of coerci*e po"er is re"ard po"er. %eople comply "ith the "ishes or directi*es of another because doing so produces positi*e benefits. 3herefore, one "ho can distribute re"ards that others *ie" as *aluable "ill ha*e po"er o*er those others. 3hese re"ards can be either financial or non> financial. 8ne)s structural position is called legitimate po"er. 5t represents the formal authority to control and use organi0ational resources. %age &ef# 1.$>1.+ 3opic# Bases of %o"er 111) Eist and discuss the bases of personal po"er. Ans"er# %ersonal po"er comes from an indi*idual)s unique characteristics. 3"o bases of personal po"er are e'pertise, the respect and admiration of others, and charisma. !'pert po"er is influence "ielded as a result of e'pertise, special skill, or kno"ledge. !'pertise has become one of the most po"erful sources of influence as the "orld has become more technologically oriented. &eferent po"er is based on identification "ith a person "ho has desirable resources or personal traits. 5f 5 like, respect, and admire you, you can e'ercise po"er o*er me because 5 "ant to please you. %age &ef# 1.+ 3opic# Bases of %o"er 117) What po"er tactics can employees use to translate their po"er bases into specific actions and ho" does each one "ork( Ans"er# &esearch has identified nine distinct tactics of political influence. Legitimacy in*ol*es relying on one)s authority position or stressing that a request is in accordance "ith organi0ational policies or rules. Rational persuasion in*ol*es presenting logical arguments and factual e*idence to demonstrate that a request is reasonable. Inspirational appeals in*ol*e de*eloping emotional commitment by appealing to a target)s *alues, needs, hopes, and aspirations. Consultation in*ol*es increasing a target)s moti*ation and support by in*ol*ing him or her in deciding ho" a plan or change "ill be implemented. Exchange in*ol*es re"arding targets "ith benefits or fa*ors in e'change for follo"ing a request. Personal appeals in*ol*e asking for compliance based on friendship or loyalty. Ingratiation in*ol*es using flattery, praise, or friendly beha*ior prior to making a request. Pressure in*ol*es using "arnings, repeated demands, and threats. ?inally, coalitions in*ol*e enlisting the aid of other people to persuade a target or using the support of others as a reason for the target to agree. %age &ef# 1.+>1.1 3opic# %o"er 3actics
11;) What is political beha*ior( iscuss some of the indi*idual and organi0ational factors related to political beha*ior. Ans"er# %olitical beha*ior in organi0ations is defined as those acti*ities that are not required as part of one)s formal role in the organi0ation, but that influence, or attempt to influence, the distribution of ad*antages and disad*antages "ithin the organi0ation. At the indi*idual le*el, researchers ha*e identified certain personality traits, needs, and other factors that are likely to be related to political beha*ior. !mployees "ho are high self>monitors, possess an internal locus of control, and ha*e a high need for po"er are more likely to engage in political beha*ior. An indi*idual)s in*estment in the organi0ation, percei*ed alternati*es, and e'pectations of success "ill influence the degree to "hich he or she "ill pursue illegitimate means of political action. %olitical acti*ity is probably more a function of the organi0ation)s characteristics than of indi*idual difference *ariables. When an organi0ation)s resources are declining, "hen the e'isting pattern of resources is changing, and "hen there is opportunity for promotions, politics is more likely to surface. 5n addition, cultures characteri0ed by lo" trust, role ambiguity, unclear performance e*aluation systems, 0ero>sum re"ard allocation practices, democratic decision making, high pressures for performance, and self>ser*ing senior managers "ill create breeding grounds for politicking. %age &ef# 1.7>1.= 3opic# %olitics# %o"er in Action 11=) iscuss defensi*e beha*iors. Ans"er# efensi*e beha*iors occur "hen people percei*e politics as a threat rather than an opportunity. 3hey respond "ith reacti*e and protecti*e beha*iors to a*oid action, blame, or change. efensi*e beha*iors are often associated "ith negati*e feelings to"ard the :ob and "ork en*ironment. 5n the short run, employees may find that defensi*eness protects their self>interest. But in the long run, it is the only "ay they kno" ho" to beha*e. At that point, they lose the trust and support of their peers, bosses, employees, and clients. %age &ef# 1.3opic# %olitics# %o"er in Action 11.) !'plain impression management and gi*e an e'ample of its use in the "orkplace. Ans"er# 3he process by "hich indi*iduals attempt to control the impression others form of them is called impression management. 59 techniques are especially "idespread in the employment inter*ie". %eople create an impression to be seen as more attracti*e than other candidates. 3his can help them initially get the :obs they "ant in an organi0ation and, once hired, to get fa*orable e*aluations, superior salary increases and more rapid promotions. %age &ef# 1.->1-/ 3opic# %olitics# %o"er in Action
11-) escribe impression management I59) techniques and describe their effecti*eness on inter*ie" success. Ans"er# 3he process by "hich indi*iduals attempt to control the impression others form of them is called impression management. 3he e*idence indicates 59 beha*ior "orks. 5n one study, inter*ie"ers felt that those applicants for a position as a customer ser*ice representati*e "ho used 59 techniques performed better in the inter*ie", and they seemed some"hat more inclined to hire these people. 5t "as the 59 techniques alone that influenced the inter*ie"ers. 5t didn)t seem to matter if applicants "ere "ell or poorly qualified. 5f they used 59 techniques, they did better in the inter*ie". %age &ef# 1-1 3opic# %olitics# %o"er in Action 17/) Eist the three questions that can help determine if a political action is ethical. Ans"er# 3he first question you should ask is BWhat is the utility of engaging in the beha*ior(B <ometimes "e engage in political beha*iors for little good reason. <econd, "e should ask B6o" does the utility of engaging in the political beha*ior balance out any harm it "ill do to others(B And the third question to ask is B oes the political acti*ity conform to standards of equity and :ustice(B %age &ef# 1-$ 3opic# 3he !thics of Beha*ing %olitically
Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1< Con%lict and &egotiation 1) 5f no one is a"are of conflict, it is generally agreed that ________. A) employee>employer relations "ill be good B) conflict is sub*ersi*e C) no conflict e'ists ) conflict is ine*itable !) conflict is psychologically dri*en as opposed to physically manifest Ans"er# C iff# 1 %age &ef# 1-1 3opic# A efinition of Conflict $) Which of the follo"ing is an e'ample of conflict( A) incompatibility of goals B) differences o*er interpretation of facts C) disagreements based on beha*ioral e'pectations ) "orkplace *iolence !) all of the abo*e Ans"er# ! iff# $ %age &ef# 1-1 3opic# A efinition of Conflict +) Which of the follo"ing is not one of the *ie"s of conflict( A) traditional *ie" B) human relations *ie" C) interactionist *ie" ) functional *ie" !) all of the abo*e Ans"er# iff# 1 %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 1) 3he traditional *ie" of conflict argues that conflict ________. A) cannot be a*oided B) helps to generate discussion C) can be a*oided ) impro*es producti*ity !) must be a*oided Ans"er# ! iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought
7) 3he traditional *ie" of conflict is the belief that conflict is ________. A) harmful B) natural C) necessary ) situationally dependent !) neutral Ans"er# A iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought ;) Which one of the follo"ing is not a perspecti*e of the traditional *ie" of conflict( A) Conflict is ine*itable. B) Conflict must be a*oided. C) Conflict is dysfunctional. ) Conflict is harmful. !) Conflict is synonymous "ith irrationality. Ans"er# A iff# 1 %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought =) Which one of the follo"ing *ie"s on conflict pre*ailed in the 1-+/s and 1-1/s and may be considered outmoded today( A) human relations B) interactionist C) traditional ) functional !) asymptotic Ans"er# C iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought .) 3he ________ *ie" of conflict argues that conflict is a natural and ine*itable outcome in any group. A) human relations B) interactionist C) traditional ) functional !) human resources Ans"er# A iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought
-) 3he ________ *ie" of conflict argues that conflict is a dysfunctional outcome that may arise from management failure. A) human relations B) interactionist C) traditional ) functional !) con:uncti*e Ans"er# C iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 1/) 3he human relations *ie" of conflict ad*ocates ________ conflict. A) encouraging B) open communication for resol*ing C) group therapy for resol*ing ) acceptance of !) re:ection of Ans"er# iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 11) 5t seems that your "ork group is in conflict much of the time. 8ne colleague has suggested that you, as the super*isor, are responsible for eliminating the conflict so that your "ork group can function harmoniously. Another colleague has suggested that conflict is good for stimulating creati*ity and producti*ity "ithin the "ork en*ironment. Dou are unsure about "hether you should try to eliminate the conflict "ithin your group or learn to deal "ith it positi*ely. 5f you support the idea that conflict should be eliminated, you are supporting "hich of the follo"ing *ie"s of conflict( A) the traditional *ie" B) the human relations *ie" C) the interactionist *ie" ) the moderated acceptance *ie" !) the positi*istic *ie" Ans"er# A iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought AA<CB 3ag# &eflecti*e 3hinking <kills
1$) 5t seems that your "ork group is in conflict much of the time. 8ne colleague has suggested that you, as the super*isor, are responsible for eliminating the conflict so that your "ork group can function harmoniously. Another colleague has suggested that conflict is good for stimulating creati*ity and producti*ity "ithin the "ork en*ironment. Dou are unsure about "hether you should try to eliminate the conflict "ithin your group or learn to deal "ith it positi*ely. Dou ha*e decided to accept conflict as a natural occurrence and deal "ith it. Dou are supporting A) the traditional *ie". B) the human relations *ie". C) the interactionist *ie". ) the beha*ior modification *ie". !) the positi*istic *ie". Ans"er# B iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought AA<CB 3ag# &eflecti*e 3hinking <kills 1+) Dou decide to do more research on the *ie" that conflict should be encouraged as a means to achie*e change and inno*ation. 3his *ie" is termed A) the traditional *ie". B) the human relations *ie". C) the interactionist *ie". ) the acceptance *ie". !) the promotional *ie". Ans"er# C iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 11) When your "ork group disagrees, the disagreements usually concern ho" the group)s "ork should be accomplished. 3he type of conflict e'perienced by your group is A) task conflict. B) relationship conflict. C) process conflict. ) traditional conflict. !) reacti*e conflict. Ans"er# C iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought AA<CB 3ag# Analytic <kills
17) 3he ________ *ie" of conflict encourages a group to perform effecti*ely by maintaining an ongoing minimum le*el of conflict. A) human relations B) interactionist C) traditional ) functional !) reacti*e Ans"er# B iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 1;) 3he interactionist *ie" of conflict proposes that functional conflict is ________. A) an indication of the group maturity le*el B) necessary for effecti*e group performance C) a necessary e*il ) al"ays focused around relationships !) uni*ersally harmful Ans"er# B iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 1=) According to the interactionist *ie", it may be appropriate to A) eliminate all conflict. B) a*oid all conflict. C) encourage functional conflict. ) create anti>conflict cultures. !) re"ard conflict a*oiders. Ans"er# C iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought 1.) According to the interactionist)s perspecti*e, a group that functions "ithout conflict is ________. A) li*ing up to beha*ioral ideals B) prone to becoming static and apathetic C) likely to be responsi*e to the need for change and inno*ation ) the most producti*e !) a rare phenomenon Ans"er# B iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought
1-) !ncouraging group leaders to maintain an ongoing minimum le*el of conflict is part of the ________ *ie" of conflict. A) functional B) traditional C) human relations ) interactionist !) con:uncti*ist Ans"er# iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought $/) ________ conflict supports the goals of the group and impro*es its performance. A) ?ormal B) 5nformal C) ?unctional ) ysfunctional !) &eacti*e Ans"er# C iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought $1) Dou ha*e decided to allo" conflict to e'ist so long as it doesn)t hinder group performance. Dou "ill try to eliminate those destructi*e forms of conflict that are A) functional. B) dysfunctional. C) task. ) indi*iduali0ed. !) non>communicati*e. Ans"er# B iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought AA<CB 3ag# Analytic <kills $$) ________ conflict hinders group performance. A) ?ormal B) 5nformal C) ?unctional ) ysfunctional !) &eacti*e Ans"er# iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought
$+) Conflict that relates to the content and goals of "ork is termed ________ conflict. A) :ob B) task C) relationship ) process !) communication Ans"er# B iff# $ %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought $1) ?or process conflict to be producti*e, it must be ________. A) kept high B) kept lo" C) kept at lo">to>moderate le*els ) kept at moderate le*els !) sub:ect to managerial control Ans"er# B iff# + %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought $7) ?or task conflict to be producti*e, it should be ________. A) kept high B) kept lo" C) kept at lo">to>moderate le*els ) kept at moderate le*els !) sub:ect to managerial control Ans"er# C iff# + %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought $;) Which of the follo"ing is a type of conflict identified by the interactionist *ie"( A) resource B) organi0ational C) personality ) process !) institutional Ans"er# iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought
$=) ________ conflict focuses on interpersonal interaction. A) 3ask B) Gob C) &elationship ) %rocess !) Communication Ans"er# C iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought $.) ________ conflict relates to ho" the "ork gets done. A) 3ask B) Gob C) &elationship ) %rocess !) &eacti*e Ans"er# iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought $-) ________ conflicts are almost al"ays dysfunctional. A) 3ask B) Gob C) &elationship ) %rocess !) %ersonal Ans"er# C iff# $ %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought +/) An important criterion in determining "hether conflict is functional or dysfunctional is ________. A) o*erall morale B) turno*er rates C) absenteeism le*els ) management)s assessment !) performance Ans"er# ! iff# $ %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought AA<CB 3ag# &eflecti*e 3hinking <kills
+1) 3he first stage of the conflict process is kno"n as A) cognition and personali0ation. B) beha*ioral manifestation. C) potential opposition or incompatibility. ) intention. !) habituation. Ans"er# C iff# 1 %age &ef# 1-; 3opic# 3he Conflict %rocess +$) Which of the follo"ing is not considered one of the potential sources of conflict( A) too much communication B) :urisdictional ambiguity C) *alue similarities ) group si0e !) too little communication Ans"er# C iff# $ %age &ef# 1-; 3opic# 3he Conflict %rocess ++) 3he categories of causes or sources of conflict include all of the follo"ing !2C!%3 A) communication. B) structure. C) group interaction. ) personal *ariables. !) none of the abo*e. Ans"er# C iff# $ %age &ef# 1-; 3opic# 3he Conflict %rocess +1) Which of the follo"ing is likely to lead to conflict( A) older group members B) lo" turno*er C) mutually independent groups ) small group si0e !) high :ob speciali0ation Ans"er# ! iff# $ %age &ef# 1-= 3opic# 3he Conflict %rocess AA<CB 3ag# Analytic <kills
+7) &esearch has found that tenure and conflict are A) highly positi*ely correlated. B) counterproducti*e. C) in*ersely related. ) al"ays present together. !) unrelated. Ans"er# C iff# $ %age &ef# 1-= 3opic# 3he Conflict %rocess +;) Which of the follo"ing is a personal *ariable that can lead to potential conflict( A) personality type B) degree of intergroup dependence C) group si0e ) organi0ational tenure !) culture Ans"er# A iff# $ %age &ef# 1-= 3opic# 3he Conflict %rocess +=) <tage 55 of the conflict process deals "ith conflict being ________. A) percei*ed and felt B) apparent and e'perienced C) e'pressed and percei*ed ) o*ert and co*ert !) internali0ed Ans"er# A iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess +.) 5n "hich stage of conflict do indi*iduals become emotionally in*ol*ed( A) potential opposition B) cognition and personali0ation C) intuitions ) beha*ior !) reaction and transference Ans"er# B iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess
+-) ________ inter*eneIs) bet"een people)s perceptions and their o*ert beha*ior. A) 5ntuition B) 5ntention C) Cognition ) Attributions !) Attitudes Ans"er# B iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 1/) 3he conflict>handling intention of collaborating is ________. A) asserti*e and uncooperati*e B) asserti*e and cooperati*e C) unasserti*e and uncooperati*e ) unasserti*e and cooperati*e !) affecti*e and reflecti*e Ans"er# B iff# + %age &ef# 1-. 3opic# 3he Conflict %rocess 11) 3he conflict>handling intention of a*oiding is ________. A) asserti*e and uncooperati*e B) asserti*e and cooperati*e C) unasserti*e and uncooperati*e ) unasserti*e and cooperati*e !) asserti*e and reflecti*e Ans"er# C iff# + %age &ef# 1-. 3opic# 3he Conflict %rocess 1$) 3he conflict>handling intention of accommodating is ________. A) asserti*e and uncooperati*e B) asserti*e and cooperati*e C) unasserti*e and uncooperati*e ) unasserti*e and cooperati*e !) reflecti*e and emotional Ans"er# iff# + %age &ef# 1-. 3opic# 3he Conflict %rocess
1+) 5n assessing conflict>handling intentions, cooperati*eness is the degree to "hich ________. A) one party attempts to satisfy the other party)s concerns B) one party attempts to resol*e conflict C) both parties "ork to"ard a common goal ) there is an absence of conflict !) one party can empathi0e "ith the other Ans"er# A iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 11) 5n assessing conflict>handling intentions, the dimension of asserti*eness refers to situations ________. A) in "hich one party attempts to satisfy hisCher o"n concerns B) in "hich there is an e'pression of competition C) in*ol*ing a ma:or beha*ior change ) that lead to conflict !) in "hich one party beha*es generously Ans"er# A iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 17) Which is not one of the fi*e conflict>handling intentions( A) collaborating B) competing C) accommodating ) a*oiding !) resisting Ans"er# ! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 1;) Which type of conflict>handling intention results in a person seeking to suppress conflict and hoping it "ill go a"ay( A) competing B) a*oiding C) accommodating ) compromising !) collaborating Ans"er# B iff# 1 %age &ef# 1-. 3opic# 3he Conflict %rocess
1=) 3rying to achie*e your goal at the e'pense of your co>"orker achie*ing hers is an e'ample of ________. A) competing B) a*oiding C) accommodating ) compromising !) collaborating Ans"er# A iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess AA<CB 3ag# Analytic <kills 1.) Which of the follo"ing conflict>handling intentions might in*ol*e attempting to find a "in> "in solution( A) a*oiding B) collaborating C) accommodating ) compromising !) mollifying Ans"er# B iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 1-) 5f one party is "illing to gi*e in to please someone else, this is an e'ample of "hich type of conflict>handling intention( A) sacrificing B) accommodating C) collaborating ) compromising !) competing Ans"er# B iff# 1 %age &ef# 1-. 3opic# 3he Conflict %rocess AA<CB 3ag# Analytic <kills 7/) Which stage of the conflict process is best conceptuali0ed as a dynamic process of interaction( A) %otential 8pposition or 5ncompatibility B) Cognition and %ersonali0ation C) 5ntentions ) Beha*ior !) 8utcomes Ans"er# iff# + %age &ef# 1-.>1-3opic# 3he Conflict %rocess
71) 5n "hich stage of the conflict process does conflict become *isible( A) illumination B) intentions C) potential opposition or incompatibility ) beha*ior !) cognition and personali0ation Ans"er# iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 7$) Conflict is constructi*e "hen it ________. A) impro*es the quality of decisions B) stimulates creati*ity and inno*ation C) fosters an en*ironment of self>e*aluation and change ) encourages curiosity among group members !) all of the abo*e Ans"er# ! iff# 1 %age &ef# $// 3opic# 3he Conflict %rocess 7+) Which one of the follo"ing might not be a functional outcome of the conflict process( A) stimulates creati*ity B) increases inno*ation C) fosters en*ironment of self>e*aluation ) relie*es tensions !) reduces group cohesi*eness Ans"er# ! iff# $ %age &ef# $// 3opic# 3he Conflict %rocess 71) East month, Gennifer)s department e'perienced constructi*e conflict during a meeting. Which of the follo"ing is not an outcome of this functional conflict( A) 3he quality of decisions is impro*ed. B) Creati*ity and inno*ation are stimulated. C) 3ensions are released. ) @roupthink is increased. !) 5nterest and curiosity are encouraged. Ans"er# iff# $ %age &ef# $// 3opic# 3he Conflict %rocess AA<CB 3ag# Analytic <kills
77) When ByesB people are hired and promoted, ________ outcomes are likely to result. A) impro*ed organi0ational B) functional C) dysfunctional ) enhanced policy !) harmonious Ans"er# C iff# + %age &ef# $// 3opic# 3he Conflict %rocess 7;) Conflict is an antidote for A) the risky shift. B) groupthink. C) emotional intelligence. ) a poor decision. !) creati*ity. Ans"er# B iff# $ %age &ef# $// 3opic# 3he Conflict %rocess 7=) Which of the follo"ing statements is true regarding conflict( A) 5t challenges the status quo. B) 5t can be dysfunctional. C) 5t can arise from di*ersity. ) 5t can lead to the demise of an organi0ation. !) all of the abo*e Ans"er# ! iff# $ %age &ef# $// 3opic# 3he Conflict %rocess 7.) 8ne of the departments in Gennifer)s organi0ation has almost no conflict. 5n obser*ing this department, "hich of the follo"ing is Gennifer least likely to obser*e in this department( A) 3he members of the department ha*e difficulty responding to change. B) 3he group often makes decisions based on "eak assumptions. C) 3he group thoroughly considers rele*ant alternati*es "hen making policy decisions. ) 3he members of the department rarely reassess the department)s goals. !) 5ndi*iduals "ithin the department don)t usually question the decisions of their managers. Ans"er# C iff# + %age &ef# $// 3opic# 3he Conflict %rocess AA<CB 3ag# &eflecti*e 3hinking <kills
7-) Conflict is dysfunctional "hen it ________. A) pro*ides a medium to release tension B) reduces group cohesi*eness C) fosters an en*ironment of self>e*aluation ) pro*ides a means for e'pressing frustration !) leads to change Ans"er# B iff# $ %age &ef# $// 3opic# 3he Conflict %rocess ;/) Gennifer)s boss asks for her recommendations on strategies for promoting functional conflict "ithin the company. Which of the follo"ing is Gennifer most likely to recommend( A) punishing indi*iduals "ho support beliefs that management has re:ected B) empo"ering employees to question their bosses "ith impunity C) implementing a policy of promoting personnel "ho are conflict a*oiders ) training managers to discourage de*il)s ad*ocates in the decision>making process !) encouraging managers to re"ard employees "ho keep their opinions to themsel*es Ans"er# B iff# $ %age &ef# $/1 3opic# 3he Conflict %rocess AA<CB 3ag# &eflecti*e 3hinking <kills ;1) Gennifer)s boss decides to implement a ne" policy "hereby employees pro*ide regular, formali0ed feedback to their super*isors. !mployees are encouraged to e*aluate and critici0e their superiors. Based on your understanding of functional conflict, is this policy likely to benefit Gennifer)s company( A) no, because the e*aluations "ill promote relationship conflict, "hich is al"ays dysfunctional B) yes, because the e*aluations "ill encourage groupthink, "hich increases turno*er C) no, because the e*aluations "ill create a climate of insecurity for the company)s management ) no, because the e*aluations "ill generate dysfunctional conflict, "hich breeds discontent !) yes, because the e*aluations "ill encourage functional conflict, "hich impro*es organi0ational performance Ans"er# ! iff# + %age &ef# $/1 3opic# 3he Conflict %rocess AA<CB 3ag# &eflecti*e 3hinking <kills ;$) All of the follo"ing can be effecti*e techniques to encourage conflict !2C!%3 A) re"ard dissenters. B) punish conflict a*oiders. C) build de*il)s ad*ocate roles into the decision making process. ) re"ard those "ho support the status quo. !) train managers to listen to bad ne"s they may not "ant to hear. Ans"er# iff# $ %age &ef# $/1 3opic# 3he Conflict %rocess
;+) When a co>"orker agrees to assist "ith a pro:ect in e'change for a future fa*or, they are engaged in "hich process( A) negotiation B) conflict resolution C) direct authority ) delegation !) pressure Ans"er# A iff# + %age &ef# $/1 3opic# Aegotiation AA<CB 3ag# Analytic <kills ;1) Aegotiation can be defined as a process in "hich t"o or more parties e'change goods or ser*ices and attempt to agree upon ________. A) the e'change rate for those goods and ser*ices B) acceptable bargaining strategies for obtaining the goods and ser*ices C) a model of the negotiation process for resol*ing differences ) effecti*e arbitrators for disputes !) the monetary *alue of the e'changed items Ans"er# A iff# 1 %age &ef# $/$ 3opic# Aegotiation ;7) 3he terms negotiation and ________ are used interchangeably. A) "in>lose B) bargaining C) collaboration ) accommodating !) arbitration Ans"er# B iff# 1 %age &ef# $/$ 3opic# Aegotiation ;;) 3he t"o general approaches to bargaining are kno"n as ________. A) emotional and rational B) affecti*e and reflecti*e C) distributi*e and integrati*e ) formal and informal !) legal and restricti*e Ans"er# C iff# $ %age &ef# $/$ 3opic# Aegotiation
;=) 3he e'ample of labor>management negotiations o*er "ages e'emplifies ________ bargaining. A) integrati*e B) reflecti*e C) distributi*e ) restricti*e !) affecti*e Ans"er# C iff# $ %age &ef# $/$ 3opic# Aegotiation AA<CB 3ag# Analytic <kills ;.) ________ bargaining is negotiation that seeks to di*ide a Bfi'ed pie.B A) istributi*e B) 5ntegrati*e C) &eflecti*e ) Affecti*e !) Con:uncti*e Ans"er# A iff# $ %age &ef# $/$ 3opic# Aegotiation ;-) 3he point belo" "hich either negotiating party "ould break off negotiations is kno"n as the party)s ________ point. A) resistance B) refusal C) target ) negati*e !) assistance Ans"er# A iff# + %age &ef# $/+ 3opic# Aegotiation
=/) Eabor and management at G 3rucking cannot agree upon a contract for the truck dri*ers. 3he dri*ers are threatening to strike, and management kno"s that such a strike "ould be *ery costly. !ach side contends that they are bargaining fairly, but no agreement seems to be possible. Both sides agree that they are competing o*er a fi'ed amount of resources. !ach side feels that "hat one side "ins, the other loses. 3he t"o sides are engaged in A) integrati*e bargaining. B) distributi*e bargaining. C) mediation. ) BA3AA. !) arbitration. Ans"er# B iff# $ %age &ef# $/+ 3opic# Aegotiation AA<CB 3ag# Analytic <kills =1) Which of the follo"ing is a characteristic of distributi*e bargaining( A) 5 "in, you lose B) long>term focus C) con*ergent or congruent interests ) most preferable bargaining for intraorgani0ational beha*ior !) high information sharing Ans"er# A iff# $ %age &ef# $/$>$/+ 3opic# Aegotiation AA<CB 3ag# Analytic <kills =$) Eabor and management at G 3rucking cannot agree upon a contract for the truck dri*ers. 3he dri*ers are threatening to strike, and management kno"s that such a strike "ould be *ery costly. !ach side contends that they are bargaining fairly, but no agreement seems to be possible. At first, the disputing parties resist your offer to help create a "in>"in situation for both groups. 3hey are each highly focused on their demands in the negotiation, other"ise kno"n as their ________. A) bargaining chips B) distribution points C) resistance points ) settlement ranges !) target points Ans"er# ! iff# $ %age &ef# $/+ 3opic# Aegotiation AA<CB 3ag# Analytic <kills
=+) Dou ha*e decided to try to find a "in>"in situation to help labor and management resol*e their differences. Dou are attempting to engage in A) integrati*e bargaining. B) distributi*e bargaining. C) mediation. ) BA3AA. !) arbitration. Ans"er# A iff# $ %age &ef# $/1 3opic# Aegotiation AA<CB 3ag# Analytic <kills =1) Which bargaining strategy is preferable for use in intra>organi0ational beha*ior( A) positi*e negotiation B) distributi*e bargaining C) integrati*e bargaining ) equal bargaining !) equity splitting Ans"er# C iff# $ %age &ef# $/1 3opic# Aegotiation =7) 3he focus on relationships in distributi*e bargaining is ________. A) accommodation B) long term C) short term ) "in>"in !) lose>lose Ans"er# C iff# $ %age &ef# $/1 3opic# Aegotiation =;) 5ntegrati*e bargaining focuses on ________. A) competition B) short>term benefits C) 0ero>sum gains ) ensuring balanced inputs !) long>term relationships Ans"er# ! iff# $ %age &ef# $/1 3opic# Aegotiation
==) Which of the follo"ing is not a step in the negotiation process( A) definition of ground rules B) clarification and :ustification C) bargaining and problem sol*ing ) process e*aluation !) preparation and planning Ans"er# iff# $ %age &ef# $/7 3opic# Aegotiation =.) Dour ________ determines the lo"est *alue acceptable to you for a negotiated agreement. A) BA3AA B) margin of error C) bid price ) asking price !) hidden *alue Ans"er# A iff# $ %age &ef# $/; 3opic# Aegotiation =-) uring "hich phase of the negotiation process do the parties e'change their initial proposals or demands( A) opening and initiating B) definition of ground rules C) clarification and :ustification ) bargaining and problem>sol*ing !) integration of preferences Ans"er# B iff# 1 %age &ef# $/; 3opic# Aegotiation ./) Which of the follo"ing statements is true pertaining to the role of personality traits in negotiations( A) %ersonality of the negotiators "ill definitely determine "ho pre*ails. B) &ecent research has sho"n that e'tra*erts are less effecti*e negotiators in distributi*e bargaining than intro*erts. C) 6igh risk takers "ill definitely be better negotiators. ) 5ndi*iduals "ho are agreeable and "ith an internal locus of control "ill be better negotiators. !) 5ndi*iduals "ho are concerned "ith appearing competent make e'cellent negotiators. Ans"er# B iff# + %age &ef# $/; 3opic# Aegotiation
.1) Which of the follo"ing statements is false concerning gender differences in negotiations( A) Women are penali0ed "hen they initiate negotiations. B) Women)s attitudes to"ard negotiation and to"ard themsel*es as negotiators appear to be quite different from men)s. C) 9anagerial "omen demonstrate less confidence in anticipation of negotiating. ) Women and men negotiate differently. !) 9en tend to negotiate slightly better outcomes than "omen. Ans"er# iff# + %age &ef# $/= 3opic# Aegotiation .$) 5n a study e'amining non*erbal negotiation tactics, "hich culture "as found to make more physical contact( A) Americans B) Canadians C) Gapanese ) Bra0ilians !) &ussians Ans"er# iff# $ %age &ef# $/. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .+) Which of the follo"ing is correct about cultural differences in negotiation( A) 3he Gapanese tend to communicate directly. B) 3he Chinese dra" out negotiations. C) Americans are kno"n for their patience. ) Arabs rely on facts and appeal to logic. !) &ussians tend to reciprocate concessions. Ans"er# B iff# $ %age &ef# $/. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) 5n an emergency situation, "hich conflict>handling technique is recommended( A) collaboration B) competition C) accommodation ) a*oidance !) compromise Ans"er# B iff# $ %age &ef# $1/ 3opic# 5mplications for 9anagers
.7) All of the follo"ing are recommendations for impro*ing your negotiating effecti*eness !2C!%3 A) <et ambitious goals. B) %ay particular attention to initial offers. C) &esearch your opponent. ) Address the problem, not personalities. !) Be creati*e and emphasi0e "in>"in solutions. Ans"er# B iff# $ %age &ef# $1/>$11 3opic# 5mplications for 9anagers .;) Conflict implies opposition. Ans"er# 3&,! iff# 1 %age &ef# 1-1 3opic# A efinition of Conflict .=) Aegotiation is a process that begins "hen one party percei*es that another party has negati*ely affected, or is about to negati*ely affect, something that the first party cares about. Ans"er# ?AE<! iff# + %age &ef# 1-1 3opic# A efinition of Conflict ..) Conflict co*ers the full range from o*ert and *iolent acts to subtle forms of disagreement. Ans"er# 3&,! iff# 1 %age &ef# 1-1 3opic# A efinition of Conflict .-) 3he presence of conflict is a reliable indicator of a poorly functioning group or organi0ation. Ans"er# ?AE<! iff# 1 %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought -/) 3he traditional *ie" to"ard conflict seeks to retain the functional conflict in a group. Ans"er# ?AE<! iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought -1) 3he traditional *ie" of conflict sees conflict as a dysfunctional outcome. Ans"er# 3&,! iff# 1 %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought -$) 3he traditional *ie" of conflict states that conflict is natural and ine*itable and therefore must be accepted. Ans"er# ?AE<! iff# 1 %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought
-+) 3he interactionist *ie" of conflict proposes that too little conflict can hinder a group)s performance. Ans"er# 3&,! iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought -1) 3he interactionist *ie" of conflict proposes that conflicts are ine*itable. Ans"er# ?AE<! iff# $ %age &ef# 1-7 3opic# 3ransitions in Conflict 3hought -7) ysfunctional conflict can be constructi*e. Ans"er# ?AE<! iff# 1 %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought -;) &elationship conflict focuses on ho" "ork gets done through people. Ans"er# ?AE<! iff# $ %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought -=) ?or process conflict to be producti*e, it must be kept at lo" le*els. Ans"er# ?AE<! iff# + %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought -.) %rocess conflict relates to the content and goals of a group)s "ork. Ans"er# ?AE<! iff# $ %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought --) 3he first stage of the conflict process is cognition. Ans"er# ?AE<! iff# 1 %age &ef# 1-; 3opic# 3he Conflict %rocess 1//) 3he three conditions that create the opportunity for conflict are communication, structure, and organi0ational *ariables. Ans"er# ?AE<! iff# 1 %age &ef# 1-; 3opic# 3he Conflict %rocess 1/1) 3he potential for conflict can actually be increased if too much information is communicated. Ans"er# 3&,! iff# $ %age &ef# 1-; 3opic# 3he Conflict %rocess
1/$) 3he si0e of a group can lead to potential conflict. Ans"er# 3&,! iff# 1 %age &ef# 1-= 3opic# 3he Conflict %rocess 1/+) &e"ard systems can create conflict "hen one person gains at another)s e'pense. Ans"er# 3&,! iff# + %age &ef# 1-= 3opic# 3he Conflict %rocess 1/1) %articipation and conflict are generally highly correlated, because participation encourages the promotion of differences. Ans"er# 3&,! iff# $ %age &ef# 1-= 3opic# 3he Conflict %rocess AA<CB 3ag# &eflecti*e 3hinking <kills 1/7) Gurisdictional clarity is an e'ample of a personal *ariable that can lead to conflict. Ans"er# ?AE<! iff# $ %age &ef# 1-= 3opic# 3he Conflict %rocess 1/;) 3he degree of interdependence bet"een groups is an e'ample of a structural *ariable that can lead to conflict. Ans"er# 3&,! iff# $ %age &ef# 1-= 3opic# 3he Conflict %rocess 1/=) 8nce a conflict is percei*ed, it is automatically personali0ed. Ans"er# ?AE<! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 1/.) 5n the conflict process, emotions play a role in shaping perceptions. Ans"er# 3&,! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 1/-) Dou ha*e to be directly informed of another)s intent in order to kno" ho" to respond to his or her beha*ior. Ans"er# ?AE<! iff# + %age &ef# 1-. 3opic# 3he Conflict %rocess
11/) As a conflict>handling intention, a*oiding is the opposite of competing. Ans"er# ?AE<! iff# + %age &ef# 1-. 3opic# 3he Conflict %rocess 111) A*oiding encompasses both asserti*e and uncooperati*e beha*iors. Ans"er# ?AE<! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 11$) 5f you place your opponent)s interest abo*e your o"n, you are engaging in collaborating. Ans"er# ?AE<! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 11+) Accommodating consists of unasserti*eness and uncooperati*eness. Ans"er# ?AE<! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 111) Collaborating consists of asserti*eness and cooperati*eness. Ans"er# 3&,! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 117) Competing consists of asserti*eness and uncooperati*eness. Ans"er# 3&,! iff# 1 %age &ef# 1-. 3opic# 3he Conflict %rocess 11;) A*oiding consists of unasserti*eness and uncooperati*eness. Ans"er# 3&,! iff# $ %age &ef# 1-. 3opic# 3he Conflict %rocess 11=) 5n the conflict process, indi*iduals) intentions are rigid and "ill rarely change due to an emotional reaction to the beha*ior of the other party. Ans"er# ?AE<! iff# + %age &ef# 1-. 3opic# 3he Conflict %rocess 11.) 9any open conflicts in "ork groups can be functional. Ans"er# 3&,! iff# 1 %age &ef# $// 3opic# 3he Conflict %rocess
11-) A de*il)s ad*ocate may encourage conflict in a group. Ans"er# 3&,! iff# $ %age &ef# $// 3opic# 3he Conflict %rocess AA<CB 3ag# Analytic <kills 1$/) Conflict al"ays impro*es the quality of group decision making. Ans"er# ?AE<! iff# 1 %age &ef# $// 3opic# 3he Conflict %rocess 1$1) ysfunctional conflict hinders a group)s performance. Ans"er# 3&,! iff# 1 %age &ef# $// 3opic# 3he Conflict %rocess 1$$) Conflict is an antidote for groupthink. Ans"er# 3&,! iff# $ %age &ef# $// 3opic# 3he Conflict %rocess 1$+) A company that purposely encourages big, unruly, and disrupti*e meetings may be attempting to create friction and stimulate creati*e ideas. Ans"er# 3&,! iff# + %age &ef# $/1 3opic# 3he Conflict %rocess AA<CB 3ag# Analytic <kills 1$1) 3hose organi0ations that don)t punish dissent may find their sur*i*al threatened. Ans"er# ?AE<! iff# + %age &ef# $/1 3opic# 3he Conflict %rocess 1$7) 8ne common ingredient in organi0ations that successfully create functional conflict is that they re"ard dissent and punish conflict a*oiders. Ans"er# 3&,! iff# $ %age &ef# $/1 3opic# 3he Conflict %rocess 1$;) Aegotiation permeates the interactions of almost e*eryone in groups and organi0ations. Ans"er# 3&,! iff# 1 %age &ef# $/1 3opic# Aegotiation
1$=) Compromise is defined as a process in "hich t"o or more parties agree to trade particular goods or ser*ices. Ans"er# ?AE<! iff# 1 %age &ef# $/$ 3opic# Aegotiation 1$.) 3here are t"o general approaches to negotiation# distributi*e bargaining and integrati*e bargaining. Ans"er# 3&,! iff# $ %age &ef# $/$ 3opic# Aegotiation 1$-) 5f you are negotiating the price of a car, you are probably using an integrati*e bargaining strategy. Ans"er# ?AE<! iff# $ %age &ef# $/$ 3opic# Aegotiation 1+/) An indi*idual)s target point represents the lo"est outcome that he or she "ould accept during a negotiation process. Ans"er# ?AE<! iff# $ %age &ef# $/+ 3opic# Aegotiation 1+1) 5f the aspiration ranges of t"o parties o*erlap, then a settlement range for the conflict e'ists. Ans"er# 3&,! iff# $ %age &ef# $/+ 3opic# Aegotiation 1+$) 5ntegrati*e bargaining is "idely used in to sol*e problems "ithin today)s business organi0ations. Ans"er# ?AE<! iff# $ %age &ef# $/1 3opic# Aegotiation 1++) ?or negotiating agreements "ithin organi0ations, integrati*e bargaining is preferable to distributi*e bargaining. Ans"er# 3&,! iff# $ %age &ef# $/1 3opic# Aegotiation 1+1) When you can anticipate your opponent)s position in the negotiation process, you are better equipped to counter arguments "ith the facts and figures that support your position. Ans"er# 3&,! iff# 1 %age &ef# $/7 3opic# Aegotiation
1+7) Dour BA3AA determines the target *alue you hope for in a negotiated agreement. Ans"er# ?AE<! iff# $ %age &ef# $/; 3opic# Aegotiation 1+;) 3he clarification and :ustification stage of negotiation "hen initial positions are clarified must be confrontational. Ans"er# ?AE<! iff# $ %age &ef# $/; 3opic# Aegotiation 1+=) 3he best distributi*e bargainer tends to be a disagreeable intro*ert. Ans"er# 3&,! iff# + %age &ef# $/; 3opic# Aegotiation 1+.) 3he research supports the belief that "omen are more cooperati*e and pleasant in negotiations than are men. Ans"er# ?AE<! iff# $ %age &ef# $/= 3opic# Aegotiation AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) !*en "hen their performance and the outcomes they achie*e are similar to men, female managers demonstrate less confidence in anticipating their negotiations and are less satisfied "ith their performance after the process is complete. Ans"er# 3&,! iff# $ %age &ef# $/= 3opic# Aegotiation AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11/) 3he cultural backgrounds of negotiators ha*e no significant effect on bargaining. Ans"er# ?AE<! iff# 1 %age &ef# $/. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 111) 6o" is conflict defined( Ans"er# Conflict is defined as a process that begins "hen one party percei*es that another party has negati*ely affected, or is about to negati*ely affect, something that the first party cares about. 3his includes the full range of conflict le*elsfrom o*ert and *iolent acts to subtle forms of disagreement. %age &ef# 1-1 3opic# A efinition of Conflict
11$) Compare and contrast the three schools of thought regarding conflict in groups and organi0ations. Ans"er# 3he traditional *ie" of conflict argues that conflict must be a*oided. Conflict indicates a malfunctioning "ithin the group. 3he early approach to conflict assumed that all conflict "as bad. Conflict "as *ie"ed negati*ely, and it "as used synonymously "ith such terms as *iolence, destruction, and irrationality to reinforce its negati*e connotation. Conflict, by definition, "as harmful and "as to be a*oided. 3he traditional *ie" "as consistent "ith the attitudes that pre*ailed about group beha*ior in the 1-+/s and 1-1/s. Conflict "as seen as a dysfunctional outcome resulting from poor communication, a lack of openness and trust bet"een people, and the failure of managers to be responsi*e to the needs and aspirations of their employees. 3he human relations *ie" argues that conflict is a natural and ine*itable outcome in any group and that it need not be e*il, but rather has the potential to be a positi*e force in determining group performance. <ince conflict "as ine*itable, the human relations school ad*ocated acceptance of conflict. %roponents rationali0ed its e'istence# 5t cannot be eliminated, and there are e*en times "hen conflict may benefit a group)s performance. 3he human relations *ie" dominated conflict theory from the late 1-1/s through the mid>1-=/s. 3he third, and most recent perspecti*e, proposes not only that conflict can be a positi*e force in a group but e'plicitly argues that some conflict is absolutely necessary for a group to perform effecti*ely. 3he interactionist *ie" encourages conflict on the grounds that a harmonious, peaceful, tranquil, and cooperati*e group is prone to becoming static, apathetic, and nonresponsi*e to needs for change and inno*ation. 3he ma:or contribution of the interactionist approach, therefore, is encouraging group leaders to maintain an ongoing minimum le*el of conflictenough to keep the group *iable, self>critical, and creati*e. %age &ef# 1-7>1-; 3opic# 3ransitions in Conflict 3hought 11+) istinguish bet"een functional conflict and dysfunctional conflict. Ans"er# <ome conflicts support the goals of the group and impro*e its performanceF these are functional, constructi*e forms of conflict. Additionally, there are conflicts that hinder group performanceF these are dysfunctional or destructi*e forms of conflict. %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought 111) iscuss the three types of conflict# task conflict, relationship conflict, and process conflict. Ans"er# 3here are three types of conflict# task, relationship, and process. 3ask conflict relates to the content and goals of the "ork. &elationship conflict focuses on interpersonal relationships. %rocess conflict relates to ho" the "ork gets done. &elationship conflicts are almost al"ays dysfunctional. 6o"e*er, lo" le*els of process conflict and lo" to moderate le*els of task conflict are functional. Eo" to moderate le*els of task conflict consistently demonstrate a positi*e effect on group performance because it stimulates discussion of ideas that helps groups perform better. %age &ef# 1-; 3opic# 3ransitions in Conflict 3hought
117) 8utline and discuss the conflict process. Ans"er# 3he conflict process can be seen as comprising fi*e stages# potential opposition or incompatibility, cognition and personali0ation, intentions, beha*ior, and outcomes. 3he first step in the conflict process is the presence of conditions that create opportunities for conflict to arise. 3hey need not lead directly to conflict, but one of these conditions is necessary if conflict is to surface. 3hese conditions are communication, structure, and personal *ariables. 5f the conditions cited in <tage 5 negati*ely affect something that one party cares about, then the potential for opposition or incompatibility becomes actuali0ed in the second stage. 3he antecedent conditions can only lead to conflict "hen one or more of the parties are affected by, and a"are of, the conflict. <tage 55 is cognition and personali0ation. 3his is "here conflict issues tend to be defined. 5n <tage 555, intentions inter*ene bet"een people)s perceptions and emotions and their o*ert beha*ior. 3hese intentions are decisions to act in a certain "ay. When most people think of conflict situations, they tend to focus on <tage 5J because this is "here conflicts become *isible. 3he beha*ior stage includes statements, actions, and reactions made by the conflicting parties. 3he action>reaction interplay bet"een the conflicting parties results in consequences. 3hese outcomes in <tage J may be functional in that the conflict results in an impro*ement in the group)s performance, or dysfunctional in that it hinders group performance. %age &ef# 1-;>$/1 3opic# 3he Conflict %rocess 11;) iscuss the three general categories of conditions "hich may be the sources of conflict. Ans"er# 3he three general categories of conditions "hich may be the sources of conflict are communication, structure, and personal *ariables. Communication represents those opposing forces that arise from semantic difficulties, misunderstandings, and BnoiseB in the communication channels. iffering "ord connotations, :argon, insufficient e'change of information, and noise in the communication channel are all barriers to communication and potential antecedent conditions to conflict. 3he potential for conflict increases "hen either too little or too much communication takes place. <tructure includes *ariables such as si0e, degree of speciali0ation in the tasks assigned to group members, :urisdictional clarity, member>goal compatibility, leadership styles, re"ard systems, and the degree of dependence bet"een groups. %ersonal *ariables include indi*idual *alue systems that each person has and the personality characteristics that account for indi*idual differences. %age &ef# 1-;>1-= 3opic# 3he Conflict %rocess
11=) 5dentify the beha*iors to be e'pected from persons "ho e'hibit each of the fi*e primary conflict>handling intentions. Ans"er# When one person seeks to satisfy his or her o"n interests, regardless of the impact on the other parties to the conflict, he or she is competing. 5n collaborating, the intention of the parties is to sol*e the problem by clarifying differences rather than by accommodating *arious points of *ie". 5n a*oiding, a person may recogni0e that a conflict e'ists and "ant to "ithdra" from it or suppress it. When one party seeks to appease an opponent, that party may be "illing to place the opponent)s interests abo*e his or her o"n. 5n order for the relationship to be maintained, one party is "illing to be self>sacrificing by accommodating. 5n compromising, there is no clear "inner or loser. &ather, there is a "illingness to ration the ob:ect of the conflict and accept a solution that pro*ides incomplete satisfaction of both parties) concerns. !ach party to the conflict seeks to gi*e up something and sharing occurs, resulting in a compromised outcome. %age &ef# 1-. 3opic# 3he Conflict %rocess 11.) iscuss functional and dysfunctional outcomes of conflict. Ans"er# Conflict is constructi*e "hen it impro*es the quality of decisions, stimulates creati*ity and inno*ation, encourages interest and curiosity among group members, pro*ides the medium through "hich problems can be aired and tensions released, and fosters an en*ironment of self> e*aluation and change. Conflict can impro*e the quality of decision making by allo"ing all points, particularly the ones that are unusual or held by a minority, to be "eighed in important decisions. Conflict is an antidote for groupthink. 5t doesn)t allo" the group passi*ely to Brubber stampB decisions that may be based on "eak assumptions, inadequate consideration of rele*ant alternati*es, or other debilities. Conflict challenges the status quo and therefore furthers the creation of ne" ideas, promotes reassessment of group goals and acti*ities, and increases the probability that the group "ill respond to change. estructi*e outcomes of conflict include the follo"ing# uncontrolled opposition breeds discontent, "hich acts to dissol*e common ties, and e*entually leads to the destruction of the group. Conflict can also reduce group effecti*eness. Among the most undesirable consequences are a retarding of communication, reductions in group cohesi*eness, and subordination of group goals to the primacy of infighting bet"een members. At the e'treme, conflict can bring group functioning to a halt and potentially threaten the group)s sur*i*al. %age &ef# $//>$/1 3opic# 3he Conflict %rocess
11-) 6o" can functional conflict be created( Ans"er# 3o create functional conflict, organi0ations must encourage and support dissent. 3hey should encourage their people to challenge the system and de*elop fresh ideas. Companies can encourage unruly and disrupti*e meetings to create friction and stimulate creati*e ideas. 3hey can re"ard dissenters by recogni0ing those "ho go against the grain. 3hey can critici0e their bosses and question "ithout impunity. <ome may build de*il)s ad*ocates into the decision process. 8ne common ingredient in organi0ations that successfully create functional conflict is that they re"ard dissent and punish conflict a*oiders. 9anagers ha*e to learn to take the bad ne"s "ithout flinching. %age &ef# $/1 3opic# 3he Conflict %rocess 17/) iscuss the t"o general approaches to negotiation. Ans"er# 3here are t"o general approaches to negotiation T distributi*e bargaining and integrati*e bargaining. istributi*e bargaining is characteri0ed by 0ero>sum conditions. !ach negotiator has a target point that defines "hat he or she "ould like to achie*e. !ach also has a resistance point, "hich marks the lo"est outcome that is acceptable T the point belo" "hich they "ould break off negotiations rather than accept a less fa*orable settlement. 3he area bet"een these t"o points makes up each one)s aspiration range. As long as there is some o*erlap bet"een A and B)s aspiration ranges, there e'ists a settlement range "here each one)s aspirations can be met. 5ntegrati*e bargaining operates under the assumption that there e'ists one or more settlements that can create a "in>"in solution. Both parties must be open "ith information and candid about their concerns, ha*e a sensiti*ity to each other)s needs, the ability to trust one another, and a "illingness by both parties to maintain fle'ibility. %age &ef# $/$>$/1 3opic# Aegotiation
Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1= @oundations o% Organization +tructure 1) ________ defines ho" :ob tasks are formally di*ided, grouped, and coordinated. A) 8rgani0ational structure B) Work speciali0ation C) epartmentali0ation ) 8rgani0ational beha*ior !) 9atri' departmentation Ans"er# A iff# 1 %age &ef# $1$ 3opic# What 5s 8rgani0ational <tructure( $) 8rgani0ational structure has si' key elements. Which of the follo"ing is not one of these elements( A) centrali0ation B) departmentali0ation C) "ork speciali0ation ) formali0ation !) location of authority Ans"er# ! iff# $ %age &ef# $1$ 3opic# What 5s 8rgani0ational <tructure( +) Consultants !'ceptional IC!) has hired you to de*elop training materials for their consultants. Dour first assignment is to de*elop a training program that helps their consultants to analy0e and understand the organi0ational structure of the company that they are assisting. C! belie*es that in order to adequately e*aluate and understand a client company, consultants need to understand the basic organi0ational structure of the company. Consultants are then able to recommend actions and changes based on the company)s structure. 8ne of the questions you tell the trainees to ask is, B3o "hat degree are tasks subdi*ided into separate :obs(B 3his question addresses the issue of ________. A) formali0ation B) "ork speciali0ation C) span of control ) chain of command !) matri' restructuring Ans"er# B iff# $ %age &ef# !'h 11>1 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills
1) ________ is addressed by asking the question, B8n "hat basis are :obs grouped together(B A) epartmentali0ation B) Work speciali0ation C) Centrali0ation and decentrali0ation ) ?ormali0ation !) 9atri' restructuring Ans"er# A iff# $ %age &ef# !'h 11>1 3opic# What 5s 8rgani0ational <tructure( 7) Consultants !'ceptional IC!) has hired you to de*elop training materials for their consultants. Dour first assignment is to de*elop a training program that helps their consultants to analy0e and understand the organi0ational structure of the company that they are assisting. C! belie*es that in order to adequately e*aluate and understand a client company, consultants need to understand the basic organi0ational structure of the company. Consultants are then able to recommend actions and changes based on the company)s structure. Dou instruct the trainees to ask about the degree of rules and regulations that direct employees and managers. Dou "ant to help them understand the ________. A) chain of command B) degree of formali0ation C) span of control ) degree of departmentali0ation !) idea of matri' restructuring Ans"er# B iff# $ %age &ef# !'h 11>1 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# &eflecti*e 3hinking <kills ;) Work speciali0ation is the same as ________. A) departmentali0ation B) di*ision of labor C) decentrali0ation ) :ob grouping !) chain command Ans"er# B iff# 1 %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure(
=) A task that is subdi*ided into many separate :obs is considered to ha*e a ________. A) high degree of departmentali0ation B) lo" degree of decentrali0ation C) high degree of "ork speciali0ation ) lo" degree of structure !) high degree of matri' structuring Ans"er# C iff# $ %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure( .) 5n the late 1-1/s, most manufacturing :obs in industriali0ed countries "ere being done "ith high ________. A) departmentali0ation B) decentrali0ation C) "ork speciali0ation ) structurali0ation !) generali0ed structure Ans"er# C iff# $ %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure( -) ?or much of the first half of the century, managers *ie"ed "ork speciali0ation as ________ A) a means to encourage employee satisfaction B) a frustrating cause of reduced product output C) an unending source of increased producti*ity ) difficult to implement "ithout automation technology !) an effecti*e solution to o*er>centrali0ation Ans"er# C iff# $ %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure( 1/) Dou ha*e di*ided the :obs performed by your department through "ork speciali0ation and are no" trying to decide ho" to best group these :obs to impro*e efficiency and customer ser*ice. Dou are considering "hether to group acti*ities by function, product, process, geography, or customer. Dou ha*e decided that since you are a no*ice at departmentali0ation, you "ill go "ith the most popular method. Dou "ill probably choose ________. A) function B) product C) process ) customer !) matri' Ans"er# A iff# $ %age &ef# $11 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills
11) 3he basis by "hich :obs are grouped together is termed ________. A) social clustering B) bureaucracy C) speciali0ation ) centrali0ation !) departmentali0ation Ans"er# ! iff# 1 %age &ef# $11 3opic# What 5s 8rgani0ational <tructure( 1$) 8ne of the most popular "ays to group acti*ities is by ________. A) product B) function C) geography ) process !) temporality Ans"er# B iff# $ %age &ef# $11 3opic# What 5s 8rgani0ational <tructure( 1+) %roctor U @amble departmentali0es by 3ide, %ampers, Charmin, and %ringles. 3his is an e'ample of departmentali0ation by ________. A) function B) process C) geography ) product !) interest Ans"er# iff# 1 %age &ef# $17 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills 11) A plant manager "ho organi0es the plant by separating engineering, accounting, manufacturing, personnel, and purchasing into departments is practicing ________ departmentali0ation. A) target>customer B) product C) functional ) geographic !) graphic Ans"er# C iff# $ %age &ef# $11>$17 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills
17) ________ departmentali0ation achie*es economies of scale by placing people "ith common skills and orientations into common units. A) ?unctional B) %rocess C) %roduct ) @eographic !) 3emporal Ans"er# A iff# $ %age &ef# $11>$17 3opic# What 5s 8rgani0ational <tructure( 1;) Which one of the follo"ing is not one of the primary "ays to group :obs( A) skill B) customer C) function ) product !) process Ans"er# A iff# $ %age &ef# $11>$17 3opic# What 5s 8rgani0ational <tructure( 1=) Dour company decides to establish southern, 9id"estern, "estern, and eastern 0ones of operation. Based on this e'pansion, you decide to implement ________ departmentali0ation. A) area B) customer C) geography ) regional !) matri' Ans"er# C iff# 1 %age &ef# $17 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills 1.) Dour products fall into se*eral categories "ith *ery different production methods for each category. Because of this, you might consider departmentali0ing by ________. A) implementation B) method C) production ) process !) matri' Ans"er# iff# $ %age &ef# $17 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills
1-) Dou disco*er that your market is clearly di*ided bet"een *ery different types of clients, "ith different support needs. 3o respond to this market di*ersity, you "ill probably choose to departmentali0e by ________. A) functional B) geography C) support ) customer !) matri' Ans"er# iff# 1 %age &ef# $17 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills $/) 3he unbroken line of authority that e'tends from the top of the organi0ation to the lo"est echelon and clarifies "ho reports to "hom is termed ________. A) chain of command B) authority C) span of control ) unity of command !) "eb of authority Ans"er# A iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( $1) 3he right inherent in a managerial position to gi*e orders and e'pect orders to be obeyed is termed ________. A) chain of command B) authority C) po"er ) unity of command !) leadership Ans"er# B iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( $$) 3he ________ principle helps preser*e the concept of an unbroken line of authority. A) span>of>control B) chain>of>command C) cross>functionality ) centrali0ation !) unity>of>command Ans"er# ! iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure(
$+) 3he unity>of>command principle states "hich of the follo"ing( A) 9anagers should limit their o*ersight to a ma'imum of 1$ employees. B) 9anagers should o*ersee 1>1 employees on a*erage. C) An indi*idual should be directly responsible to only one super*isor. ) 9anagers should pro*ide direction to their employees in a unified fashion. !) !mployees should report directly to t"o super*isors to maintain task balance. Ans"er# C iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( $1) 3he ________ refers to the number of subordinates that a manager directs. A) span of control B) unity of command C) chain of command ) decentrali0ation principle !) leadership "eb Ans"er# A iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( $7) As employees are being empo"ered to make decisions pre*iously reser*ed for management, "hich concept of organi0ational structure has become less rele*ant( A) decentrali0ation B) maintaining the chain of command C) centali0ation ) span of control !) departmentali0ation Ans"er# C iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( $;) 5f you ha*e a narro" span of control, you ha*e aIn) ________ organi0ation. A) efficient B) short C) tall ) matri' !) fat Ans"er# C iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure(
$=) 5n reorgani0ing his di*ision, 9atthe" must make some decisions regarding the span of control for management "ithin his decision. 3he question of span of control determines ________. A) "ho reports to "hom B) the number of le*els and managers an organi0ation has C) "here decisions are made ) ho" :obs "ill be grouped !) ho" employees "ill be compensated Ans"er# B iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills $.) ________ are consistent "ith recent efforts by companies to reduce costs, cut o*erhead, speed up decision making, increase fle'ibility, get closer to customers, and empo"er employees. A) Wider spans of control B) Aarro"er spans of control C) 9atri' structures ) <imple structures !) Centrali0ation Ans"er# A iff# $ %age &ef# $1;>$1= 3opic# What 5s 8rgani0ational <tructure( $-) Which of the follo"ing is true regarding organi0ations that establish "ide spans of control( A) At some point, employee performance increases substantially. B) At some point, super*isors become more efficient at pro*iding support. C) At some point, "ider spans of control reduce effecti*eness. ) At some point, the organi0ation becomes more formali0ed. !) At some point, the number of managers in the organi0ation decreases. Ans"er# C iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure(
+/) 5n obser*ing the departments in his di*ision, 9atthe" notices that some managers "ith "ide spans of control seem to perform more effecti*ely than other managers "ith similarly>si0ed spans of control. Which of the follo"ing statements is most likely true regarding the high> performing managers( A) 3hese managers are paid higher salaries than the lo">performing managers. B) 3hese managers discourage employee autonomy, "hich produces more uniform departmental results. C) 3he employees "ithin their departments tend to compete to reach producti*ity goals, "hich boosts performance. ) 3he employees "ithin their departments ha*e poor communication "ith each other. !) 3he employees "ithin their departments are highly skilled and *ery kno"ledgeable about their :obs. Ans"er# ! iff# + %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills +1) 3he best definition for centrali0ation is a situation in "hich decision making ________. A) is pushed do"n to lo"er le*el employees B) is concentrated at top management le*els in the organi0ation C) depends on the situation ) is completed in each department and then sent to the president for re*ie" !) is diffused among a large segment of employees Ans"er# ! iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( +$) Which one of the follo"ing dichotomies of organi0ational structure specifically defines "here decisions are made( A) comple'ityCsimplicity B) formali0ationCinformali0ation C) centrali0ationCdecentrali0ation ) speciali0ationCenlargement !) affecti*ityCrefle'i*ity Ans"er# C iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( ++) Which of the follo"ing is a dra"back of a narro" span of control( 5t ________. A) reduces effecti*eness B) is more efficient C) encourages o*erly tight super*ision and discourages employee autonomy ) empo"ers employees !) increases participatory decision>making Ans"er# C iff# + %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure(
+1) Which of the follo"ing is not a dra"back of a narro" span of control( A) 5t is e'pensi*e. B) 5t makes *ertical communication in the organi0ation more comple'. C) <uper*isors may lose control of their employees. ) 5t encourages o*erly tight super*ision. !) 5t discourages employee autonomy. Ans"er# C iff# + %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( +7) 3he trend in recent years has been to"ard ________. A) narro"er spans of control B) "ider spans of control C) a span of control of four ) an ideal span of control of si' to eight !) eliminating spans of control in fa*or of team structures Ans"er# B iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( +;) 5n an organi0ation that has high centrali0ation, ________. A) the corporate headquarters is located centrally to branch offices B) all top>le*el officials are located "ithin the same geographic area C) action can be taken more quickly to sol*e problems ) ne" employees ha*e a great deal of legitimate authority !) top managers make all the decisions and lo"er>le*el managers merely carry out directions Ans"er# ! iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( +=) Dour trainees are gi*en a case study concerning a local manufacturing firm called Acme %roducts. 5n assessing Acme)s organi0ational structure, your trainees notice that all of the company)s decisions are made by top management, "ith little or no input from lo"er>le*el personnel. 3he trainees most likely identify Acme as aIn) ________ organi0ation. A) decentrali0ed B) highly formali0ed C) aggressi*ely managed ) highly centrali0ed !) informally structured Ans"er# iff# + %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills
+.) <enior management at Acme is concerned because the company takes so long to bring ne" products to market. Which of the follo"ing approaches "ould your trainees identify as most likely to help resol*e this problem( A) reduction of cross>functional "ork teams B) decentrali0ation of the decision>making process C) decreased "ork speciali0ation ) decreased formali0ation of policies and procedures !) reduced di*ersity "ithin the company)s "ork force Ans"er# B iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# &eflecti*e 3hinking <kills +-) 3he more that lo"er>le*el personnel pro*ide input or are actually gi*en the discretion to make decisions, the more ________ there is "ithin an organi0ation. A) centrali0ation B) disempo"erment C) "ork speciali0ation ) departmentali0ation !) decentrali0ation Ans"er# ! iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( 1/) 5f a :ob is highly formali0ed, it "ould not include "hich of the follo"ing( A) clearly defined procedures on "ork processes B) e'plicit :ob description C) high employee :ob discretion ) a large number of organi0ational rules !) a consistent and uniform output Ans"er# C iff# $ %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure( 11) !mployee discretion is in*ersely related to ________. A) comple'ity B) standardi0ation C) speciali0ation ) departmentali0ation !) empo"erment Ans"er# B iff# $ %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure(
1$) Which of the follo"ing is not a common organi0ational design( A) simple structure B) bureaucracy C) centrali0ed structure ) matri' structure !) all of the abo*e Ans"er# C iff# $ %age &ef# $1. 3opic# Common 8rgani0ational esigns 1+) ________ is characteri0ed by a lo" degree of departmentali0ation, "ide spans of control, authority centrali0ed in a single person, and little formali0ation A) Bureaucracy B) 9atri' organi0ation C) <imple structure ) 3eam structure !) Centrali0ed structure Ans"er# C iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 11) Which one of the follo"ing is consistent "ith a simple structure( A) high centrali0ation B) high hori0ontal differentiation C) high employee discretion ) standardi0ation !) bureaucracy Ans"er# A iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 17) A ________ is a flat organi0ation. A) bureaucracy B) centrali0ed structure C) matri' structure ) simple structure !) *irtual organi0ation Ans"er# iff# $ %age &ef# $13opic# Common 8rgani0ational esigns
1;) 3he simple structure is most "idely practiced in small businesses in "hich ________. A) the o"ner also manages the company B) management is limited to one indi*idual C) managers ha*e a high degree of influence "ith the company)s o"ner ) managers are hired directly by the company)s o"ner !) training budgets are limited Ans"er# A iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 1=) 3he strength of the simple structure lies in its ________. A) efficiency B) simplicity C) centrali0ation ) span of control !) speciali0ation Ans"er# B iff# 1 %age &ef# $13opic# Common 8rgani0ational esigns 1.) Which of the follo"ing is not a "eakness of the simple structure( A) 5t is risky. B) 5t is prone to information o*erload. C) 3here is little unity of command. ) 5t can lead to slo"er decision making. !) 5t is often insufficient in larger organi0ations. Ans"er# C iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 1-) Dou describe a structure that is flat, has little formali0ation, and is fast, fle'ible, and ine'pensi*e to maintain. Dou are describing the ________. A) matri' structure B) simple structure C) bureaucracy ) team structure !) organi0ational pyramid Ans"er# B iff# 1 %age &ef# $13opic# Common 8rgani0ational esigns AA<CB 3ag# Analytic <kills
7/) Dou assign your students a pro:ect that in*ol*es de*eloping a business plan for a retail store. 3he store "ill ha*e $// employees and "ill ser*e customers both locally and internationally *ia a storefront and an 5nternet catalogue. Which of the follo"ing organi0ational designs is least likely to benefit the goals of this retail store( A) matri' B) *irtual C) bureaucracy ) team !) simple Ans"er# ! iff# + %age &ef# $13opic# Common 8rgani0ational esigns AA<CB 3ag# &eflecti*e 3hinking <kills 71) 3he key component underlying bureaucracies is ________. A) fle'ibility B) standardi0ation C) dual lines of authority ) "ide span of control !) the organi0ational pyramid Ans"er# B iff# 1 %age &ef# $13opic# Common 8rgani0ational esigns 7$) Dou e'tol the *irtues and benefits of standardi0ation. Dou are probably promoting the ________. A) matri' structure B) simple structure C) bureaucracy ) team structure !) organi0ational pyramid Ans"er# C iff# $ %age &ef# $13opic# Common 8rgani0ational esigns AA<CB 3ag# Analytic <kills 7+) A bureaucracy is characteri0ed by all of the follo"ing !2C!%3 ________. A) highly routine operating tasks B) formali0ed rules and regulations C) tasks that are grouped into functional departments ) decentrali0ed decision making !) speciali0ation Ans"er# iff# $ %age &ef# $13opic# Common 8rgani0ational esigns
71) 3he structure that combines functional and product departmentali0ation is the ________. A) matri' structure B) simple structure C) bureaucracy ) team structure !) organi0ational pyramid Ans"er# A iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns 77) 3he matri' structure combines "hich t"o forms of departmentali0ation( A) process and functional B) functional and product C) product and process ) process and geographic !) geographic and product Ans"er# B iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns 7;) Dou describe to your students a ne" committee "ithin the uni*ersity that brings together specialists from all different departments to de*elop a ne" interdisciplinary program. 3he structure probably best meets the definition of the ________. A) matri' structure B) e'pert structure C) boundaryless structure ) *irtual structure !) organi0ational pyramid Ans"er# A iff# + %age &ef# $$/ 3opic# Common 8rgani0ational esigns AA<CB 3ag# Analytic <kills 7=) 3he structure that creates dual lines of authority is the ________. A) organi0ational structure B) bureaucracy C) matri' structure ) *irtual organi0ation !) simple structure Ans"er# C iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns
7.) 3he ________ structure *iolates the unity of command concept. A) simple B) *irtual C) matri' ) team !) "eb Ans"er# C iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns 7-) Which one of the follo"ing problems is most likely to occur in a matri' structure( A) decreased response to en*ironmental change B) decreased employee moti*ation C) loss of economies of scale ) increases in groupthink !) employees recei*ing conflicting directi*es Ans"er# ! iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns AA<CB 3ag# Analytic <kills ;/) 3he strength of the matri' structure is its ________. A) ability to facilitate coordination B) economies of scale C) adherence to chain of command ) standardi0ation !) social empo"erment Ans"er# A iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns ;1) A ma:or disad*antage of the matri' structure is ________. A) the confusion it creates B) its simplicity C) its rigid adherence to the unity of command ) its centrali0ation !) its rigid role e'pectations Ans"er# A iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns
;$) 3he *irtual is also called the ________ or ________ organi0ation. A) net"orkF modular B) teamF social C) pyramidF multi>le*el ) boundarylessF global !) simpleF unitary Ans"er# A iff# $ %age &ef# $$1 3opic# Ae" esign 8ptions ;+) Dou ha*e decided to hire other organi0ations to perform many of the basic functions of your business. Dou ha*e hired an accounting firm to keep your records, a recruiting firm to handle human resource functions, and a computer firm to handle all records. 3o keep costs do"n, you are looking for other areas in "hich to outsource operations. Dou ha*e chosen to operate your business as a ________. A) matri' organi0ation B) *irtual organi0ation C) team structure ) boundaryless structure !) organi0ational pyramid Ans"er# B iff# $ %age &ef# $$1>$$$ 3opic# Ae" esign 8ptions AA<CB 3ag# Analytic <kills ;1) Dour ne" organi0ation is looking for ma'imum fle'ibility. 3he most appropriate structure is probably the ________. A) matri' organi0ation B) *irtual organi0ation C) team structure ) net"ork structure !) organi0ational pyramid Ans"er# B iff# $ %age &ef# $$$ 3opic# Ae" esign 8ptions AA<CB 3ag# Analytic <kills
;7) A small, core organi0ation that outsources ma:or business functions is a ________ organi0ation. A) team B) *irtual C) boundaryless ) matri' !) simple Ans"er# B iff# $ %age &ef# $$$ 3opic# Ae" esign 8ptions ;;) 3he *irtual organi0ation stands in sharp contrast to the typical bureaucracy that has many *ertical le*els of management and "here control is sought through ________. A) o"nership B) teams C) imposing limits ) directi*es !) manipulation Ans"er# A iff# $ %age &ef# $$$ 3opic# Ae" esign 8ptions ;=) 3he primary dra"back of the *irtual organi0ation is A) the reduction in management)s control o*er key parts of its business. B) the reliance on the founderCmanager of the business. C) the "ide spans of control. ) the long chain of command. !) the lack of fle'ibility. Ans"er# A iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions ;.) 3he boundaryless organi0ation relies hea*ily on ________. A) information technology B) efficient chains of command C) the simple structure ) the matri' structure !) departmentali0ation Ans"er# A iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions
;-) Dou ha*e eliminated hori0ontal, *ertical, and e'ternal barriers "ithin your organi0ation. Dou are operating as aIn) ________. A) matri' organi0ation B) *irtual organi0ation C) team structure ) boundaryless organi0ation !) organi0ational pyramid Ans"er# iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions AA<CB 3ag# Analytic <kills =/) 3he ma:or ad*antage of the *irtual organi0ation is its ________. A) control B) predictability C) fle'ibility ) empo"erment !) comple'ity Ans"er# C iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions =1) Which organi0ational design has been called the 3>form( A) matri' organi0ation B) *irtual organi0ation C) team structure ) boundaryless organi0ation !) bureaucracy Ans"er# iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions =$) 3he ________ is a structure characteri0ed by e'tensi*e departmentali0ation, high formali0ation, a limited information net"ork, and centrali0ation. A) mechanistic model B) organic model C) traditional model ) bureaucracy organi0ation !) simple structure Ans"er# A iff# $ %age &ef# $$1 3opic# Why o <tructures iffer(
=+) 5f there is lo" formali0ation, a comprehensi*e information net"ork, and high participation in decision making, one "ould e'pect aIn) ________ structure. A) simple B) mechanistic C) organic ) stable !) matri' Ans"er# C iff# $ %age &ef# $$1 3opic# Why o <tructures iffer( AA<CB 3ag# Analytic <kills =1) Which of the follo"ing is not a determinant of an organi0ation)s structure( A) strategy B) organi0ation si0e C) si0e of re*enues ) technology !) en*ironment Ans"er# C iff# $ %age &ef# $$1 3opic# Why o <tructures iffer( =7) All of the follo"ing are characteristics of the organic model !2C!%3 A) cross>functional teams B) narro" spans of control C) cross>hierarchical teams ) high participation in decision making !) flatness Ans"er# B iff# $ %age &ef# !'h 11>; 3opic# Why o <tructures iffer( =;) Which of the follo"ing is A83 a characteristic of the mechanistic model( A) high speciali0ation B) free flo" of information C) centrali0ation ) high formali0ation !) narro"er spans of control Ans"er# B iff# $ %age &ef# !'h 11>; 3opic# Why o <tructures iffer(
==) A strategy that emphasi0es the introduction of ma:or ne" products and ser*ices is aIn) ________ strategy. A) inno*ation B) enhancement C) progressi*e ) organic !) matri' Ans"er# A iff# $ %age &ef# $$7 3opic# Why o <tructures iffer( =.) A company oriented around cost minimi0ation is best ser*ed by "hich type of structure( A) *irtual B) combination C) mechanistic ) organic !) targeted Ans"er# C iff# $ %age &ef# $$7 3opic# Why o <tructures iffer( =-) Wal>9art is an e'ample of a company follo"ing a A) inno*ation strategy. B) cost>minimi0ation strategy. C) imitation strategy. ) branding strategy. !) differentiation strategy. Ans"er# B iff# 1 %age &ef# $$7 3opic# Why o <tructures iffer( ./) ________ refers to ho" an organi0ation transfers its inputs into outputs. A) %roduction B) 3echnology C) 8perations ) %rocess !) !ffecti*eness Ans"er# B iff# + %age &ef# $$7 3opic# Why o <tructures iffer(
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.1) Which of the follo"ing is not part of an organi0ation)s en*ironment( A) public pressure groups B) customers C) employees ) competitors !) go*ernment regulatory agencies Ans"er# C iff# $ %age &ef# $$7 3opic# Why o <tructures iffer( .$) Which of the follo"ing does not reflect a dynamic en*ironment( A) ne" competitors B) difficulties in acquiring ra" materials C) rapidly changing go*ernment regulations affecting business ) no ne" technological breakthroughs by current competitors !) continually changing produce preferences by customers Ans"er# iff# + %age &ef# $$; 3opic# Why o <tructures iffer( AA<CB 3ag# Analytic <kills .+) Which of the follo"ing generali0ations about organi0ational structures and employee performance and satisfaction is most accurate( A) 3here is fairly strong e*idence linking decentrali0ation and :ob satisfaction. B) Ao e*idence supports a relationship bet"een span of control and employee performance. C) 3he e*idence generally indicates that "ork speciali0ation contributes to lo"er employee producti*ity. ) !mployees dislike routine "ork that makes minimal intellectual demands. !) Earge spans of control pro*ide more distant super*ision, thereby increasing employee producti*ity. Ans"er# B iff# + %age &ef# $$= 3opic# 8rgani0ational esigns and !mployee Beha*ior .1) Which organi0ational structure still dominates in many parts of !urope and Asia( A) simple structure B) bureaucracy C) *irtual organi0ation ) boundaryless organi0ation !) matri' Ans"er# B iff# + %age &ef# $$. 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding
.7) 9anagers need to address si' key elements "hen they design their organi0ation)s structure# "ork speciali0ation, departmentali0ation, chain of command, chain of control, centrali0ation and decentrali0ation, and formali0ation. Ans"er# ?AE<! iff# $ %age &ef# $1$ 3opic# What 5s 8rgani0ational <tructure( .;) 3he degree to "hich tasks in the organi0ation are subdi*ided into separate :obs is termed departmentali0ation. Ans"er# ?AE<! iff# $ %age &ef# !'h 11>1 3opic# What 5s 8rgani0ational <tructure( .=) <peciali0ation defines ho" :ob tasks are formally defined, grouped, and coordinated. Ans"er# ?AE<! iff# $ %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure( ..) Work speciali0ation may result in employee boredom, stress, and absenteeism. Ans"er# 3&,! iff# 1 %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure( .-) ?or much of the first half of this century, managers *ie"ed departmentali0ation as promoting increased producti*ity. Ans"er# ?AE<! iff# $ %age &ef# $1+ 3opic# What 5s 8rgani0ational <tructure( -/) 3he strength of functional departmentali0ation lies in the efficiencies obtained by putting similar specialists together. Ans"er# 3&,! iff# $ %age &ef# $17 3opic# What 5s 8rgani0ational <tructure( -1) 8nly one form of departmentali0ation can effecti*ely be implemented in an organi0ation at a time. Ans"er# ?AE<! iff# $ %age &ef# $17 3opic# What 5s 8rgani0ational <tructure( -$) 3he inherent right in a managerial position to gi*e orders and e'pect the orders to be obeyed is termed po"er. Ans"er# ?AE<! iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure(
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-+) epartmentali0ation ans"ers questions for employee such as B3o "hom do 5 go if 5 ha*e a problem(B Ans"er# ?AE<! iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( -1) 3he unbroken line of authority that e'tends from the top of the organi0ation to the lo"est echelon is termed the command line of authority. Ans"er# ?AE<! iff# 1 %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( -7) 3he principle of unity of command suggests that managers should support one another. Ans"er# ?AE<! iff# 1 %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( -;) <pan of command determines the number of le*els and managers an organi0ation has. Ans"er# ?AE<! iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( -=) All things being equal, the "ider or larger the span of control, the more profitable the organi0ation. Ans"er# ?AE<! iff# + %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( -.) ?lat organi0ational structures result from narro" spans of control. Ans"er# ?AE<! iff# + %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( --) Aarro" spans of control can result in lack of super*ision, causing performance to suffer. Ans"er# ?AE<! iff# $ %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( 1//) 6a*ing too many people report to you can undermine your effecti*eness as a manager. Ans"er# 3&,! iff# 1 %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure( 1/1) 3he trend in recent years has been to"ard "ider spans of control. Ans"er# 3&,! iff# 1 %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure(
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1/$) 3he more that lo"er>le*el personnel pro*ide input or are actually gi*en the discretion to make decisions, the more decentrali0ed the organi0ation. Ans"er# 3&,! iff# $ %age &ef# $1= 3opic# What 5s 8rgani0ational <tructure( 1/+) A decentrali0ed organi0ation is more likely to result in a feeling of alienation by employees than a centrali0ed organi0ation. Ans"er# ?AE<! iff# + %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure( 1/1) 3here has been a marked trend to"ard centrali0ation in business decision making. Ans"er# ?AE<! iff# $ %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure( 1/7) An increase in the number of rules and regulations results in increased formali0ation. Ans"er# 3&,! iff# 1 %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure( 1/;) 3he greater the formali0ation of an organi0ation, the more input an employee has into ho" his or her "ork is done. Ans"er# ?AE<! iff# + %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure( 1/=) Autonomy and formali0ation are positi*ely related. Ans"er# ?AE<! iff# $ %age &ef# $1. 3opic# What 5s 8rgani0ational <tructure( AA<CB 3ag# Analytic <kills 1/.) 3he simple structure is fle'ible and ine'pensi*e to maintain, but its chain of command is often ambiguous. Ans"er# ?AE<! iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 1/-) A ma:or strength of the simple structure is that it easily adapts to any si0e organi0ation. Ans"er# ?AE<! iff# $ %age &ef# $13opic# Common 8rgani0ational esigns
11/) 8ne disad*antage of the simple structure is its high risk. Ans"er# 3&,! iff# + %age &ef# $13opic# Common 8rgani0ational esigns 111) 3he strength of the bureaucracy lies in its ability to perform standardi0ed acti*ities. Ans"er# 3&,! iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 11$) A ma:or "eakness of the bureaucracy is that speciali0ation creates sub>unit conflicts. Ans"er# 3&,! iff# $ %age &ef# $13opic# Common 8rgani0ational esigns 11+) 3he bureaucracy is efficient only as long as employees confront problems brought about by programmed decision rules. Ans"er# 3&,! iff# 1 %age &ef# $$/ 3opic# Common 8rgani0ational esigns 111) 3he matri' structure is characteri0ed by highly routine operating tasks achie*ed through speciali0ation. Ans"er# ?AE<! iff# $ %age &ef# $$/ 3opic# Common 8rgani0ational esigns 117) A structure that creates dual lines of authority and combines functional and product departmentali0ation is the matri' structure. Ans"er# 3&,! iff# 1 %age &ef# $$/ 3opic# Common 8rgani0ational esigns 11;) 3he matri' structure facilitates the allocation of specialists. Ans"er# 3&,! iff# + %age &ef# $$/ 3opic# Common 8rgani0ational esigns 11=) 3he ma:or disad*antage of the matri' is the propensity for functional unit goals to o*erride organi0ational goals. Ans"er# ?AE<! iff# + %age &ef# $$1 3opic# Common 8rgani0ational esigns
11.) Dou ha*e decided to hire a small shop to do all of your duplicating and printing. 3his is an e'ample of outsourcing. Ans"er# 3&,! iff# $ %age &ef# $$1 3opic# Ae" esign 8ptions 11-) 3he matri' organi0ation is also called the net"ork or modular organi0ation. Ans"er# ?AE<! iff# + %age &ef# $$1 3opic# Ae" esign 8ptions 1$/) 3he *irtual organi0ation is effecti*e at reinforcing management control o*er business operations. Ans"er# ?AE<! iff# $ %age &ef# $$$ 3opic# Ae" esign 8ptions 1$1) 3he ma:or ad*antage to the *irtual organi0ation is its fle'ibility. Ans"er# 3&,! iff# 1 %age &ef# $$+ 3opic# Ae" esign 8ptions 1$$) An organi0ation that seeks to eliminate the chain of command is a boundaryless organi0ation. Ans"er# 3&,! iff# 1 %age &ef# $$+ 3opic# Ae" esign 8ptions 1$+) <tatus and rank are minimi0ed in the boundaryless organi0ation. Ans"er# 3&,! iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions 1$1) @lobali0ation ser*es to reinforce e'ternal boundaries "ithin organi0ations. Ans"er# ?AE<! iff# + %age &ef# $$+ 3opic# Ae" esign 8ptions 1$7) 3he technological thread that makes the boundaryless organi0ation possible is "ireless communications. Ans"er# ?AE<! iff# $ %age &ef# $$+ 3opic# Ae" esign 8ptions AA<CB 3ag# ,se of 5nformation 3echnology
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1$;) An organic model of structure is characteri0ed by e'tensi*e departmentali0ation, high formali0ation, a limited information net"ork, and centrali0ation. Ans"er# ?AE<! iff# 1 %age &ef# $$1 3opic# Why o <tructures iffer( 1$=) 3he boundaryless organi0ation is an e'ample of the organic model of organi0ational design. Ans"er# 3&,! iff# 1 %age &ef# $$1 3opic# Why o <tructures iffer( 1$.) 9echanistic structures are high in formali0ation. Ans"er# 3&,! iff# 1 %age &ef# $$1 3opic# Why o <tructures iffer( 1$-) Businesses structured according to the mechanistic model usually ha*e high employee participation in decision making. Ans"er# ?AE<! iff# $ %age &ef# $$1 3opic# Why o <tructures iffer( 1+/) An organi0ation)s business strategy is usually determined by the organi0ation)s business structure. Ans"er# ?AE<! iff# 1 %age &ef# $$1 3opic# Why o <tructures iffer( 1+1) An inno*ation strategy "orks "ell only for businesses organi0ed "ithin a simple structure. Ans"er# ?AE<! iff# $ %age &ef# $$7 3opic# Why o <tructures iffer( 1+$) Businesses using inno*ation strategy seek to quickly mo*e into ne" markets after the *iability of those markets has been pro*en. Ans"er# ?AE<! iff# $ %age &ef# $$7 3opic# Why o <tructures iffer( 1++) An organi0ation pursues a price>minimi0ation strategy by controlling costs, a*oiding unnecessary inno*ation or marketing e'penses, and cutting prices in selling basic products. Ans"er# ?AE<! iff# $ %age &ef# $$7 3opic# Why o <tructures iffer(
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1+1) 3he si0e of an organi0ation affects the organi0ation)s structure at a decreasing rate of impact. Ans"er# 3&,! iff# + %age &ef# $$7 3opic# Why o <tructures iffer( 1+7) Adding 7// employees to an organi0ation that has only +// members is likely to result in a shift to"ard a more organic structure. Ans"er# ?AE<! iff# + %age &ef# $$7 3opic# Why o <tructures iffer( AA<CB 3ag# Analytic <kills 1+;) 3echnology is associated "ith ho" an organi0ation transfers its inputs into outputs. Ans"er# 3&,! iff# $ %age &ef# $$7 3opic# Why o <tructures iffer( 1+=) 8rgani0ations operating in highly scarce, dynamic, and comple' en*ironments fare best if under organic structures. Ans"er# 3&,! iff# + %age &ef# $$; 3opic# Why o <tructures iffer( 1+.) 8rgani0ational structure has little bearing on employee attitudes and beha*ior. Ans"er# ?AE<! iff# 1 %age &ef# $$; 3opic# 8rgani0ational esigns and !mployee Beha*ior 1+-) &esearch supports the notion that employees prefer organic business structures. Ans"er# ?AE<! iff# $ %age &ef# $$;>$$= 3opic# 8rgani0ational esigns and !mployee Beha*ior 11/) 8rgani0ations that are less centrali0ed ha*e greater employee input in business decision making. Ans"er# 3&,! iff# 1 %age &ef# $$= 3opic# 8rgani0ational esigns and !mployee Beha*ior 111) What is organi0ational structure( Ans"er# An organi0ational structure defines ho" :ob tasks are formally di*ided, grouped, and coordinated. 3he elements that must be addressed are "ork speciali0ation, departmentali0ation, chain of command, span of control, centrali0ation and decentrali0ation, and formali0ation. %age &ef# $1$ 3opic# What 5s 8rgani0ational <tructure(
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11$) !'plain the organi0ational component of "ork speciali0ation. iscuss its ad*antages and dra"backs. Ans"er# 3he essence of "ork speciali0ation is that, rather than an entire :ob being done by one indi*idual, it is broken do"n into a number of steps, "ith each step being completed by a separate indi*idual. 5n essence, indi*iduals speciali0e in doing part of an acti*ity rather than the entire acti*ity. 9anagement sa" this as a means to make the most efficient use of its employees) skills. 5n most organi0ations, some tasks require highly de*eloped skills and others can be performed by untrained "orkers. 5f all "orkers "ere engaged in each step of, say, an organi0ation)s manufacturing process, all "ould ha*e to ha*e the skills necessary to perform both the most demanding and the least demanding :obs. 3he result "ould be that, e'cept "hen performing the most skilled or highly comple' tasks, employees "ould be "orking belo" their skill le*els. And because skilled "orkers are paid more than unskilled "orkers and their "ages tend to reflect their highest le*el of skill, it represents an inefficient use of organi0ational resources to pay highly skilled "orkers to do easy tasks. 9anagers also sa" other efficiencies that could be achie*ed through "ork speciali0ation. !mployee skills at performing a task successfully increase through repetition. Eess time is spent in changing tasks, in putting a"ay one)s tools and equipment from a prior step in the "ork process, and in getting ready for another. !qually important, training for speciali0ation is more efficient from the organi0ation)s perspecti*e. 5t)s easier and less costly to find and train "orkers to do specific and repetiti*e tasks. ?or much of the first half of the t"entieth century, managers *ie"ed "ork speciali0ation as an unending source of increased producti*ity. And they "ere probably right. Because speciali0ation "as not "idely practiced, its introduction almost al"ays generated higher producti*ity. But by the 1-;/s, there came increasing e*idence that a good thing can be carried too far. 3he point had been reached in some :obs at "hich the human diseconomies from speciali0ation"hich surfaced as boredom, fatigue, stress, lo" producti*ity, poor quality, increased absenteeism, and high turno*ermore than offset the economic ad*antages. 9ost managers today see "ork speciali0ation as neither obsolete nor an unending source of increased producti*ity. &ather, managers recogni0e the economies it pro*ides in certain types of :obs and the problems it creates "hen it)s carried too far. %age &ef# $1+>$11 3opic# What 5s 8rgani0ational <tructure(
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11+) What is departmentali0ation( What are fi*e common "ays that an organi0ation can group acti*ities( @i*e an e'ample of each. Ans"er# 3he basis by "hich :obs are grouped together is called departmentali0ation. 3asks can be grouped by function performed, the type of product the organi0ation produces, on the basis of geography or territory, process used, or by the particular type of customer the organi0ation seeks to reach. 8ne of the most popular "ays to group acti*ities is by functions performed. A manufacturing manager might organi0e his or her plant by separating engineering, accounting, manufacturing, personnel, and supply specialists into common departments. 3asks can also be departmentali0ed by type of product the organi0ation produces. %rocter U @amble is organi0ed along these lines. !ach ma:or product is placed under the authority of an e'ecuti*e "ho has complete global responsibility for that product. Another "ay to departmentali0e is on the basis of geography or territory. 3he sales function, for instance, may ha*e "estern, southern, mid> "estern, and eastern regions. !ach of these regions is, in effect, a department organi0ed around geography. %rocess departmentali0ation can be used to group departments. At an Alcoa aluminum tubing plant in upstate Ae" Dork, production is organi0ed into fi*e departments# castingF pressF tubingF finishingF and inspecting, packing, and shipping. !ach department speciali0es in one specific phase in the production of aluminum tubing. A final category is to use the particular type of customer the organi0ation seeks to reach. 9icrosoft recently reorgani0ed around four customer markets# consumers, large corporations, soft"are de*elopers, and small businesses. %age &ef# $11>$17 3opic# What 5s 8rgani0ational <tructure( 111) What is the chain of command "ithin an organi0ation( Ans"er# 3he chain of command is an unbroken line of authority that e'tends from the top of the organi0ation to the lo"est echelon and clarifies "ho reports to "hom. 5t ans"ers questions for employees such as B3o "hom do 5 go if 5 ha*e a problem(B and B3o "hom am 5 responsible(B 3he t"o complementary concepts are authority and unity of command. Authority refers to the rights inherent in a managerial position to gi*e orders and e'pect the orders to be obeyed. 3he unity of command principle helps preser*e the concept of an unbroken line of authority. 5t states that a person should ha*e one and only one superior to "hom he or she is directly responsible. %age &ef# $17>$1; 3opic# What 5s 8rgani0ational <tructure( 117) Why is span of control important "ithin an organi0ation( Ans"er# 3he question of span of control is important because, to a large degree, it determines the number of le*els and managers an organi0ation has. 5t ans"ers the question B6o" many employees can a manager efficiently and effecti*ely direct(B All things being equal, the "ider or larger the span of control, the more efficient the organi0ation. %age &ef# $1; 3opic# What 5s 8rgani0ational <tructure(
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11;) What is the difference bet"een centrali0ation and decentrali0ation( Ans"er# 3he term centrali0ation refers to the degree to "hich decision making is concentrated at a single point in the organi0ation. 3he concept includes only formal authority, that is, the rights inherent in one)s position. 3he more that lo"er>le*el personnel pro*ide input or are actually gi*en the discretion to make decisions, the more decentrali0ation there is. An organi0ation characteri0ed by centrali0ation is an inherently different structural animal from one that is decentrali0ed. 5n a decentrali0ed organi0ation, action can be taken more quickly to sol*e problems, more people pro*ide input into decisions, and employees are less likely to feel alienated from those "ho make the decisions that affect their "ork li*es. %age &ef# $1=>$13opic# What 5s 8rgani0ational <tructure( 11=) escribe the three common organi0ational designs# simple structure, bureaucracy, and matri' structure. Ans"er# 3he simple structure is said to be characteri0ed most by "hat it is not rather than "hat it is. 3he simple structure is not elaborate. 5t has a lo" degree of departmentali0ation, "ide spans of control, authority centrali0ed in a single person, and little formali0ation. 3he simple structure is a BflatB organi0ationF it usually has only t"o or three *ertical le*els, a loose body of employees, and one indi*idual in "hom the decision>making authority is centrali0ed. <tandardi0ation is the key concept that underlies the bureaucracy. 5t is characteri0ed by highly routine operating tasks achie*ed through speciali0ation, *ery formali0ed rules and regulations, tasks that are grouped into functional departments, centrali0ed authority, narro" spans of control, and decision making that follo"s the chain of command. 3he matri' combines t"o forms of departmentali0ation# functional and product. 5t breaks the unity>of>command concept. !mployees in the matri' ha*e t"o bossestheir functional department managers and their product managers. 3herefore, the matri' has a dual chain of command. %age &ef# $1.>$$1 3opic# Common 8rgani0ational esigns 11.) !'plain the *irtual organi0ation and the boundaryless organi0ation. Ans"er# 3he *irtual organi0ation is sometimes called the net"ork or modular organi0ation. 3ypically, a small, core organi0ation outsources ma:or business functions. 5n structural terms, the *irtual organi0ation is highly centrali0ed, "ith little or no departmentali0ation. Why o"n "hen you can rent is the question that captures the essence of the *irtual organi0ation. Gack Welch coined the term boundaryless organi0ation to describe his idea of "hat he "anted @! to become. 6e "anted to eliminate *ertical and hori0ontal boundaries "ithin @! and break do"n e'ternal barriers bet"een the company and its customers and suppliers. 3he boundaryless organi0ation seeks to eliminate the chain of command, ha*e limitless spans of control, and replace departments "ith empo"ered teams. Because it relies so hea*ily on information technology, some ha*e called this structure the 3>form or technology>based organi0ation. By remo*ing *ertical boundaries, management flattens the hierarchy. <tatus and rank are minimi0ed. %age &ef# $$1>$$$ 3opic# Ae" esign 8ptions
11-) What is the difference bet"een the mechanistic model and the organic model of organi0ational structure( Ans"er# 3he mechanistic model is generally synonymous "ith the bureaucracy in that it has e'tensi*e departmentali0ation, high formali0ation, a limited information net"ork Imostly do"n"ard communication), and little participation by lo">le*el members in decision making. At the other e'treme is the organic model. 3his model looks a lot like the boundaryless organi0ation. 5t is flat, uses cross>hierarchical and cross>functional teams, has lo" formali0ation, possesses a comprehensi*e information net"ork and it in*ol*es high participation in decision making. %age &ef# $$1 and !'h11>; 3opic# Why o <tructures iffer( 17/) !'plain the implications of different organi0ational designs for employee beha*ior. Ans"er# A re*ie" of the e*idence linking organi0ational structures to employee performance and satisfaction leads to a pretty clear conclusion T you can)t generali0e. Aot e*eryone prefers the freedom and fle'ibility of organic structures. 5ndi*idual differences must be addressed. 3he e*idence generally indicates that "ork speciali0ation contributes to higher producti*ity but at the price of reduced :ob satisfaction. Work speciali0ation is not an unending source of higher producti*ity. %roblems start to surface, and producti*ity begins to suffer, "hen the human diseconomies of doing repetiti*e and narro" tasks o*ertake the economies of speciali0ation. As the "orkforce has become more highly educated and desirous of :obs that are intrinsically re"arding, the point "here producti*ity begins to decline seems to be reached more quickly than in decades past. Aegati*e beha*ioral outcomes from high speciali0ation are most likely to surface in professional :obs occupied by indi*iduals "ith high needs for personal gro"th and di*ersity. A re*ie" of the research indicates that it is probably safe to say there is no e*idence to support a relationship bet"een span of control and employee performance. 3here is some e*idence indicating that a manager)s :ob satisfaction increases as the number of employees he or she super*ises increases. ?airly strong e*idence has linked centrali0ation and :ob satisfaction. 5n general, organi0ations that are less centrali0ed ha*e a greater amount of participati*e decision making. %articipati*e decision making is positi*ely related to :ob satisfaction. But, again, indi*idual differences surface. 3he decentrali0ation>satisfaction relationship is strongest "ith employees "ho ha*e lo" self>esteem. Because indi*iduals "ith lo" self>esteem ha*e less confidence in their abilities, they place a higher *alue on shared decision making, "hich means that they)re not held solely responsible for decision outcomes. 3o ma'imi0e employee performance and satisfaction, indi*idual differences, such as e'perience, personality, and the "ork tasks, should be taken into account. %age &ef# $$;>$$= 3opic# 8rgani0ational esigns and !mployee Beha*ior
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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1> Organizational Culture 1) ________ is a shared system of meaning held by the organi0ation)s members that distinguishes the organi0ation from other organi0ations. A) 5nstitutionali0ation B) 8rgani0ational culture C) <ociali0ation ) ?ormali0ation !) Corporate image Ans"er# B iff# 1 %age &ef# $+1c 3opic# What 5s 8rgani0ational Culture( $) Which of the follo"ing is not a primary characteristic that captures the essence of organi0ational culture( A) attention to detail B) inno*ation C) formality orientation ) team orientation !) outcome orientation Ans"er# C iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( +) ________ is the characteristic of organi0ational culture that addresses the degree to "hich management decisions take into consideration the effect of outcomes on people "ithin the organi0ation. A) 6umanistic B) Community C) 3eam ) %eople orientation !) &elationship Ans"er# iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture(
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1) 3he key characteristic of organi0ational culture that addresses the degree to "hich people are competiti*e rather than easygoing is termed ________. A) asserti*eness B) competiti*eness C) a*ersi*eness ) risk taking !) aggressi*eness Ans"er# ! iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( 7) 3he key characteristic of organi0ational culture that addresses the degree to "hich employees are e'pected to e'hibit precision is termed ________. A) accuracy orientation B) accountability C) attention to detail ) stability !) reacti*ity Ans"er# C iff# 1 %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( ;) 3he key characteristic of organi0ational culture that assesses the degree to "hich organi0ational acti*ities emphasi0e maintaining the status quo in contrast to gro"th is termed ________. A) permanence B) aggressi*eness orientation C) stability ) competiti*eness !) refle'i*ity Ans"er# C iff# 1 %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( =) 8rgani0ational culture is A) not concerned "ith ho" employees percei*e their culture. B) a descripti*e term. C) concerned "ith "hether employees like certain characteristics of their culture. ) e*aluati*e. !) synonymous "ith :ob satisfaction. Ans"er# B iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture(
.) 5n contrasting organi0ational culture "ith :ob satisfaction, organi0ational culture is aIn) ________ term, "hile :ob satisfaction is aIn) ________ term. A) predicti*eF reacti*e B) impliedF stated C) reflecti*eF affecti*e ) descripti*eF e*aluati*e !) inducti*eF deducti*e Ans"er# iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -) 3he macro *ie" of culture that gi*es an organi0ation its distinct personality is its ________ culture. A) dominant B) sub> C) strong ) national !) marginal Ans"er# A iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( 1/) Cultures "ithin an organi0ation that are defined by departmental designations are often called ________. A) micro>cultures B) subcultures C) di*isional cultures ) microcosms !) counter cultures Ans"er# B iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( 11) Which characteristic is not reflecti*e of subcultures( A) includes core *alues of the organi0ation B) typically defined by department designations C) re:ects the core *alues of the dominant culture ) usually defined by geographical separation !) includes *alues unique to members of a department or group Ans"er# C iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture(
1$) 9asterson College is a small liberal arts "omen)s college in Aorth Carolina. 3he founders of the college "ere Baptist and "ere committed to the idea that a liberal arts education "as the best preparation for lifelong learning. 3he college has continued to support this orientation to"ards liberal arts education and has actually mo*ed to strengthen that commitment recently. Within the last t"o decades, the business department has become one of the larger departments on campus. 3he faculty of the business department is also committed to finding employment for their graduates and belie*e that t"o things are critical for this to happen# 1) their students must ha*e a solid understanding of the fundamental of their disciplineF and $) internships are an important method of establishing the connections and opportunities for employment. 3he belief in a liberal arts education is part of the ________ of the college. A) subculture of the business department B) management culture C) dominant culture ) mission statement !) logic Ans"er# C iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( AA<CB 3ag# &eflecti*e 3hinking <kills 1+) 9asterson College is a small liberal arts "omen)s college in Aorth Carolina. 3he founders of the college "ere Baptist and "ere committed to the idea that a liberal arts education "as the best preparation for lifelong learning. 3he college has continued to support this orientation to"ards liberal arts education and has actually mo*ed to strengthen that commitment recently. Within the last t"o decades, the business department has become one of the larger departments on campus. 3he faculty of the business department is also committed to finding employment for their graduates and belie*e that t"o things are critical for this to happen# 1) their students must ha*e a solid understanding of the fundamental of their disciplineF and $) internships are an important method of establishing the connections and opportunities for employment. 3he commitment to finding employment for graduates is part of the ________. A) subculture of the business department B) management culture C) dominant culture ) mission statement !) logic Ans"er# A iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( AA<CB 3ag# &eflecti*e 3hinking <kills
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11) 9asterson College is a small liberal arts "omen)s college in Aorth Carolina. 3he founders of the college "ere Baptist and "ere committed to the idea that a liberal arts education "as the best preparation for lifelong learning. 3he college has continued to support this orientation to"ards liberal arts education and has actually mo*ed to strengthen that commitment recently. Within the last t"o decades, the business department has become one of the larger departments on campus. 3he faculty of the business department is also committed to finding employment for their graduates and belie*e that t"o things are critical for this to happen# 1) their students must ha*e a solid understanding of the fundamental of their disciplineF and $) internships are an important method of establishing the connections and opportunities for employment. 3he business department holds some unique *alues in addition to the ________ of the dominant culture. A) core *alues B) sub>*alues C) formal *alues ) holistic *alues !) spiritual orientation Ans"er# A iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( AA<CB 3ag# &eflecti*e 3hinking <kills 17) 9asterson College is a small liberal arts "omen)s college in Aorth Carolina. 3he founders of the college "ere Baptist and "ere committed to the idea that a liberal arts education "as the best preparation for lifelong learning. 3he college has continued to support this orientation to"ards liberal arts education and has actually mo*ed to strengthen that commitment recently. Within the last t"o decades, the business department has become one of the larger departments on campus. 3he faculty of the business department is also committed to finding employment for their graduates and belie*e that t"o things are critical for this to happen# 1) their students must ha*e a solid understanding of the fundamental of their disciplineF and $) internships are an important method of establishing the connections and opportunities for employment. Which of the follo"ing represents a core *alue of the college( A) affordable education B) scientific kno"ledge C) technological inno*ation ) remedial reinforcement !) lifelong learning Ans"er# ! iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( AA<CB 3ag# &eflecti*e 3hinking <kills
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1;) A dominant culture is ________. A) the sum of an organi0ation)s subcultures B) defined by the leader of an organi0ation C) synonymous "ith an organi0ation)s culture ) usually a strong culture !) likely to be a "eak culture Ans"er# C iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( 1=) 3he primary or dominant *alues that are accepted throughout the organi0ation are kno"n as ________. A) foundational *alues B) core *alues C) shared *alues ) institutional traits !) manifestos Ans"er# B iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( 1.) Which of the follo"ing is characteristic of a strong culture( A) little influence o*er members) beha*ior B) lo" beha*ioral controls C) narro"ly shared *alues ) intensely held *alues !) "eakly held *alues Ans"er# iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( 1-) ________ are indicators of a strong organi0ational culture. A) 6igh le*els of dissention B) Weak managers C) Completely hori0ontal organi0ational charts ) Aarro"ly defined roles !) Widely shared *alues Ans"er# ! iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture(
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$/) A strong culture can create a climate of ________. A) creati*ity B) high beha*ioral control C) lo" commitment ) disloyalty !) uncertainty Ans"er# B iff# + %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( $1) 3he retailer kno"n for their strong ser*ice culture is ________. A) 9acy)s B) Aordstrom)s C) Kmart ) 3arget !) @ap Ans"er# B iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( $$) Which of the follo"ing is most likely to result from a strong organi0ational culture( A) lo" employee turno*er B) lo" employee satisfaction C) high employee turno*er ) high absenteeism !) lo" organi0ational commitment Ans"er# A iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( AA<CB 3ag# Analytic <kills $+) 3he unanimity of a strong culture contributes to all of the follo"ing e'cept ________. A) cohesi*eness B) loyalty C) higher product quality ) organi0ational commitment !) lo"er employees) propensity to lea*e the organi0ation Ans"er# C iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture(
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$1) A strong organi0ational culture may reduce A) internali0ing beha*iors. B) formali0ation. C) norms. ) the regulation of employee beha*ior. !) consistency. Ans"er# B iff# $ %age &ef# $++ 3opic# What 5s 8rgani0ational Culture( $7) <ince a strong organi0ational culture increases beha*ioral consistency, you "ould e'pect A) narro"er spans of control. B) less formali0ation. C) longer chains of command. ) less open communication. !) less predictability. Ans"er# B iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( AA<CB 3ag# Analytic <kills $;) Which of the follo"ing is A83 a function of culture( A) 5t con*eys a sense of organi0ational identity. B) 5t shapes employee attitude and beha*ior. C) 5t reduces the stability of the social system. ) 5t has a boundary>defining role. !) 5t facilitates the generation of commitment to something larger than one)s indi*idual self> interests. Ans"er# C iff# $ %age &ef# $++ 3opic# What o Cultures o( $=) 3he culture of isney has been *ery effecti*e in performing "hich of the follo"ing functions( A) displaying the dominance of their industry B) ensuring employees "ill act in a relati*ely uniform "ay C) impro*ing company profits ) facilitating commitment to the theme park industry !) blurring department boundaries Ans"er# B iff# 1 %age &ef# $++ 3opic# What o Cultures o(
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$.) As organi0ations ha*e "idened spans of control, flattened structures, introduced teams, reduced formali0ation, and empo"ered employees, the ________ pro*ided by a strong culture ensures that e*eryone is pointed in the same direction. A) rules and regulations B) shared meaning C) rituals ) sociali0ation !) rigid hierarchy Ans"er# B iff# + %age &ef# $++ 3opic# What o Cultures o( AA<CB 3ag# Analytic <kills $-) @ary has been reading an 8B book on culture to impro*e his managerial skills. As a result, he reali0es A) "hen selecting a candidate, he should take into account the indi*idual>organi0ation fit. B) organi0ational culture does not play a role in selection. C) promotion decisions are not influenced by organi0ational culture. ) organi0ational fit determines if employees like the management of the organi0ation. !) organi0ational fit is seldom important "hen rules guide the beha*ior of employees. Ans"er# A iff# $ %age &ef# $++ 3opic# What o Cultures o( +/) Culture is important from an employee)s standpoint because A) it reduces ambiguity. B) it tells employees ho" things are done. C) it tells employees "hat is important. ) it increases the consistency of employee beha*ior. !) all of the abo*e Ans"er# ! iff# 1 %age &ef# $++>$+1 3opic# What o Cultures o(
+1) 3he Doung Woman)s Club of Williams has been operating for se*enty>fi*e years as an organi0ation that supports "omen "ho stay at home. ?or years it has been one of the most prestigious organi0ations in to"n "ith a strong membership. 3his group has al"ays held classes in cooking, se"ing, and child rearing. 5t has al"ays been made up of upper middle class "omen from the small to"n of Williams. As the area has gro"n, many people ha*e mo*ed into Williams and no" commute to Capital City, :ust 17 miles a"ay. 9ost of the ne"comers are dual>income couples, "ith both spouses holding full>time :obs. 5t is probable that the strong culture of the Doung Woman)s Club of Williams "ill ________. A) pre*ent the organi0ation from changing as the population of the community changes B) enable the organi0ation to meet the needs of di*erse "omen in the community C) be embraced by all of the ne"comers to the community ) be strengthened by the presence of the ne"comers in the community !) enable the organi0ation to become more effecti*e. Ans"er# A iff# $ %age &ef# $+1 3opic# What o Cultures o( AA<CB 3ag# &eflecti*e 3hinking <kills +$) 3he Doung Woman)s Club of Williams has been operating for =7 years as an organi0ation that supports "omen "ho stay at home. ?or years it has been one of the most prestigious organi0ations in to"n "ith a strong membership. 3his group has al"ays held classes in cooking, se"ing, and child rearing. 5t has al"ays been made up of upper middle class "omen from the small to"n of Williams. As the area has gro"n, many people ha*e mo*ed into Williams and no" commute to Capital City, :ust 17 miles a"ay. 9ost of the ne"comers are dual>income couples, "ith both spouses holding full>time :obs. 3he culture of the Doung Woman)s Club can be defined as A) a liability. B) a "eak culture. C) an ambiguous culture. ) a di*erse culture. !) a tolerant culture. Ans"er# A iff# $ %age &ef# $+1 3opic# What o Cultures o( AA<CB 3ag# &eflecti*e 3hinking <kills
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++) 3he Doung Woman)s Club of Williams has been operating for =7 years as an organi0ation that supports "omen "ho stay at home. ?or years it has been one of the most prestigious organi0ations in to"n "ith a strong membership. 3his group has al"ays held classes in cooking, se"ing, and child rearing. 5t has al"ays been made up of upper middle class "omen from the small to"n of Williams. As the area has gro"n, many people ha*e mo*ed into Williams and no" commute to Capital City, :ust 17 miles a"ay. 9ost of the ne"comers are dual>income couples, "ith both spouses holding full>time :obs. 3he culture of the Doung Woman)s Club "ill be a liability if ________. A) ne"comers embrace it B) it does not further the organi0ation)s effecti*eness C) it reduces ambiguity ) it enhances social system stability !) it impro*es the performance of the organi0ation. Ans"er# B iff# 1 %age &ef# $+1 3opic# What o Cultures o( AA<CB 3ag# &eflecti*e 3hinking <kills +1) 3he Doung Woman)s Club of Williams has been operating for =7 years as an organi0ation that supports "omen "ho stay at home. ?or years it has been one of the most prestigious organi0ations in to"n "ith a strong membership. 3his group has al"ays held classes in cooking, se"ing, and child rearing. 5t has al"ays been made up of upper middle class "omen from the small to"n of Williams. As the area has gro"n, many people ha*e mo*ed into Williams and no" commute to Capital City, :ust 17 miles a"ay. 9ost of the ne"comers are dual>income couples, "ith both spouses holding full>time :obs. 3he Doung Woman)s Club is most likely to ________. A) e'perience internal di*ision regarding the future of the organi0ation B) broaden its membership to include "omen of different classes C) shift its core *alues in response to the percei*ed needs of ne"comers ) e'pand its membership significantly, gi*en the to"n)s population increase !) remain similar in si0e, despite the to"n)s population increase Ans"er# ! iff# + %age &ef# $+1 3opic# What o Cultures o( AA<CB 3ag# &eflecti*e 3hinking <kills +7) Culture may be a liability "hen it is a barrier to ________. A) change B) di*ersity C) mergers and acquisitions ) acquisitions !) all of the abo*e Ans"er# ! iff# $ %age &ef# $+1 3opic# What o Cultures o(
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+;) 3he Doung Woman)s Club of Williams has been operating for se*enty>fi*e years as an organi0ation that supports "omen "ho stay at home. ?or years it has been one of the most prestigious organi0ations in to"n "ith a strong membership. 3his group has al"ays held classes in cooking, se"ing, and child rearing. 5t has al"ays been made up of upper middle class "omen from the small to"n of Williams. As the area has gro"n, many people ha*e mo*ed into Williams and no" commute to Capital City, :ust 17 miles a"ay. 9ost of the ne"comers are dual>income couples, "ith both spouses holding full>time :obs. Women "ho are ne"comers to the to"n of Williams are most likely to ________. A) find membership in the Doung Women)s Club helpful for increasing their social support B) help to enhance the prestige of the Doung Women)s Club by increasing the a*erage income of the group)s members C) find that the Doung Woman)s Club *alues the unique strengths of those from different backgrounds ) help impro*e the profitability of the Doung Woman)s Club by recommending increases in its membership dues !) find that the Doung Woman)s Club has a lo" tolerance for di*ersity Ans"er# ! iff# + %age &ef# $+1 3opic# What o Cultures o( AA<CB 3ag# &eflecti*e 3hinking <kills +=) Culture is most likely to be a liability "hen ________. A) it increases the consistency of beha*ior B) the organi0ation)s en*ironment is dynamic C) the organi0ation)s management is ineffectual ) it reduces ambiguity !) countercultures are integrated into the dominant cultures Ans"er# B iff# $ %age &ef# $+1 3opic# What o Cultures o( +.) Consistency of beha*ior is an asset to an organi0ation "hen it faces ________. A) a dynamic en*ironment B) an unkno"n en*ironment C) social uphea*al ) massi*e changes !) a stable en*ironment Ans"er# ! iff# $ %age &ef# $+1 3opic# What o Cultures o(
+-) A dilemma is created for strong cultures "hen A) too many employees are retained. B) di*erse indi*iduals are hired. C) turno*er remains lo". ) core *alues are embraced. !) ne" employees are quickly accepted. Ans"er# B iff# 1 %age &ef# $+1 3opic# What o Cultures o( AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1/) 8ne of the ma:or reasons cited for the problems of A8E 3ime Warner)s merger is A) financial incompatibility. B) product line incompatibility. C) culture clash. ) goal incompatibility. !) the si0e of the organi0ations. Ans"er# C iff# $ %age &ef# $+1>$+7 3opic# What o Cultures o( 11) 5n recent years, ________ has become the primary concern in acquisitions and mergers. A) cultural compatibility B) cultural synergy C) financial ad*antages ) product synergy !) *alue dominance Ans"er# A iff# $ %age &ef# $+1 3opic# What o Cultures o( 1$) 3he ultimate source of an organi0ation)s culture is ________. A) top management B) the en*ironment C) the country in "hich the organi0ation operates ) the organi0ation)s founders !) the belief systems of it employees Ans"er# iff# $ %age &ef# $+7 3opic# Creating and <ustaining Culture
1+) Culture creation occurs in "hich of the follo"ing "ays( A) ?ounders hire employees "ho think and feel the "ay they do. B) ?ounders indoctrinate and sociali0e employees to their "ay of thinking and feeling. C) ?ounders keep employees "ho think and feel they "ay they do. ) ?ounders) beha*ior acts as a role model for others to identify "ith. !) all of the abo*e Ans"er# ! iff# $ %age &ef# $+7 3opic# Creating and <ustaining Culture 11) All of the follo"ing are factors that ser*e to sustain an organi0ation)s culture !2C!%3 ________. A) selection B) orientation C) performance e*aluation criteria ) top management practices !) Wall <treet *ie"s Ans"er# ! iff# $ %age &ef# $+7 3opic# Creating and <ustaining Culture 17) 3he selection process helps sustain the organi0ation)s culture by ________. A) establishing and enforcing norms B) ensuring that candidates fit "ell "ithin the organi0ation C) sociali0ing the applicant ) identifying indi*iduals "ho ha*e the skills to perform certain :obs !) re"arding conformity Ans"er# B iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture 1;) 3he selection process helps candidates learn about an organi0ation. 5f employees percei*e a conflict bet"een their *alues and those of the organi0ation, this gi*es them a chance to ________. A) "ork to change the organi0ation B) e'press their concerns C) inform the organi0ation of appropriate changes ) self>select out of the applicant pool !) rectify their cogniti*e dissonance Ans"er# iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture
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1=) 3he selection process at W.E. @ore U Associates is designed to allo" candidates "ho don)t fit "ith the organi0ational culture to A) obtain training to better fit. B) select out. C) learn more about the culture. ) change the organi0ation)s *alues. !) change their o"n *alues to match. Ans"er# B iff# + %age &ef# $+; 3opic# Creating and <ustaining Culture 1.) 3op management has a ma:or impact on the organi0ation)s culture through ________. A) establishing norms that filter do"n through the organi0ation B) ensuring a proper match of personal and organi0ational *alues C) sociali0ing ne" applicants in the pre>hiring phase ) pro*iding a frame"ork for metamorphosis of ne" hires !) properly re"arding management)s initiati*es Ans"er# A iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture 1-) 3he process through "hich employees are adapted to an organi0ation)s culture is called ________. A) training and de*elopment B) mentoring C) sociali0ation ) institutionali0ation !) intimidation Ans"er# C iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture 7/) 3he 9arines) boot camp is an e'ample of A) onboarding. B) entry. C) sociali0ation. ) culture shock. !) molding. Ans"er# C iff# 1 %age &ef# $+; 3opic# Creating and <ustaining Culture
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71) Which of the follo"ing is the first stage of the sociali0ation process( A) prearri*al B) encounter C) metamorphosis ) ritual !) commitment Ans"er# A iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture 7$) 3he correct order for the stages of the sociali0ation process is ________. A) prearri*al, metamorphosis, encounter B) prearri*al, encounter, ritual C) prearri*al, ritual, encounter ) prearri*al, encounter, metamorphosis !) prearri*al, ritual, arri*al Ans"er# iff# $ %age &ef# !'h 17>1 3opic# Creating and <ustaining Culture 7+) 3he sociali0ation stage that encompasses the learning that occurs before a ne" member :oins an organi0ation is kno"n as ________ sociali0ation. A) prearri*al B) encounter C) metamorphosis ) ritual !) systemic Ans"er# A iff# 1 %age &ef# $+= 3opic# Creating and <ustaining Culture 71) uring "hich stage of the sociali0ation process do indi*iduals come "ith a set of *alues, attitudes and e'pectations( A) prearri*al B) encounter C) metamorphosis ) ritual !) analysis Ans"er# A iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture
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77) 3he learning that you e'perience during the inter*ie"ing and hiring process occurs as part of the ________ stage of employee sociali0ation. A) selection B) prearri*al C) encounter ) metamorphosis !) training Ans"er# B iff# 1 %age &ef# $+= 3opic# Creating and <ustaining Culture 7;) Dour first day at "ork is part of the ________ stage of sociali0ation. A) orientation B) prearri*al C) encounter ) metamorphosis !) inter*ie" Ans"er# C iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture 7=) 5n "hich stage of the sociali0ation process do you usually begin to notice things that are not as you e'pected( A) orientation B) prearri*al C) encounter ) metamorphosis !) arri*al Ans"er# C iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture 7.) Which of the follo"ing steps could your super*isor take to best help you de*elop a commitment to your ne" company( A) encourage you to "ork independently at first to learn the ropes B) discourage you from putting too much "eight on your initial e'pectations C) discourage you from putting too much emphasis on your perception of the organi0ation ) encourage you to look carefully at your o"n assumptions, "hich may be biased !) encourage you to de*elop friendship ties "ithin the organi0ation Ans"er# ! iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture
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7-) 3he employee compares her e'pectations to organi0ational reality in "hich stage of sociali0ation( A) prearri*al B) encounter C) metamorphosis ) ritual !) analysis Ans"er# B iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture ;/) 3he time "hen a ne" employee sees "hat the organi0ation is really like and reali0es that e'pectations and reality may di*erge is called the ________ stage. A) encounter B) e'ploration C) establishment ) metamorphosis !) mirroring Ans"er# A iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture ;1) 5f there is a basic conflict bet"een the indi*idual)s e'pectations and the reality of "orking in an organi0ation, the employee is most likely to be disillusioned and quit during "hich stage of sociali0ation( A) prearri*al B) ritual C) encounter ) metamorphosis !) reflection Ans"er# C iff# 1 %age &ef# $+= 3opic# Creating and <ustaining Culture ;$) When you start to "ork through the problems that you disco*er about the organi0ation, you mo*e into the ________ stage of sociali0ation. A) prearri*al B) encounter C) acceptance ) metamorphosis !) refree0ing Ans"er# iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture
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;+) !mployee attitudes and beha*ior change during the ________ stage of sociali0ation. A) establishment B) transformation C) encounter ) metamorphosis !) prearri*al Ans"er# iff# 1 %age &ef# $+. 3opic# Creating and <ustaining Culture ;1) Ae" employees are usually comfortable "ith their organi0ations by the end of the ________ stage of sociali0ation. A) encounter B) e'ploration C) establishment ) metamorphosis !) adaptation Ans"er# iff# $ %age &ef# $+. 3opic# Creating and <ustaining Culture ;7) <pecific orientation and training programs that segregate ne" employees from the ongoing "ork setting are e'amples of "hich type of entry sociali0ation( A) indi*idual sociali0ation. B) collecti*e sociali0ation. C) formal sociali0ation. ) serial sociali0ation. !) in*estiture sociali0ation. Ans"er# C iff# $ %age &ef# $+. 3opic# Creating and <ustaining Culture ;;) A la" firm has established standardi0ed stages of transition. A defined probationary period of fi*e years is established before a candidate should be gi*en partner status. 3his is an e'ample fo the ________ entry sociali0ation. A) collecti*e B) fi'ed C) indi*idual ) serial !) in*estiture Ans"er# B iff# $ %age &ef# $+3opic# Creating and <ustaining Culture AA<CB 3ag# Analytic <kills
;=) Which of the follo"ing is not a means of transmitting culture "ithin an organi0ation( A) stories B) reflections C) rituals ) language !) material symbols Ans"er# B iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture ;.) &eminding employees about the founders at each quarterly meeting is an e'ample of "hich technique for transmitting culture( A) stories B) material symbols C) language ) rituals !) tools Ans"er# A iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture ;-) ________ typically containIs) a narrati*e of e*ents about the organi0ation)s founders, rule breaking, or reactions to past mistakes. A) <tories B) 9aterial symbols C) &ituals ) Eanguage !) &eflections Ans"er# A iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture =/) Aunya is a computer soft"are company that employs highly intelligent, but some"hat unusual people. 3he regular distribution of lollipops, toys, or treats e*ery ?riday is an e'ample of a ________ that helps reinforce Aunya)s culture. A) story B) ritual C) material symbol ) symbolism !) tool Ans"er# B iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture AA<CB 3ag# Analytic <kills
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=1) Aunya is a computer soft"are company that employs highly intelligent, but some"hat unusual people. 3he dress code "orn by Aunya employees is an e'ample of a ________ through "hich organi0ation culture is transmitted. A) story B) ritual C) material symbol ) symbolic act !) tool Ans"er# C iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture AA<CB 3ag# Analytic <kills =$) 3he Wal>9art company chant is an e'ample of aIn) A) story. B) material symbol. C) ritual. ) language. !) reflection. Ans"er# C iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture =+) <ociali0ation rituals perform all of the follo"ing functions e'cept that of ________. A) reinforcing the key *alues of the organi0ation B) emphasi0ing the organi0ation)s goals C) re*ealing the company)s bottom line in terms of net profit ) reinforcing the company)s perspecti*e on "hich people are important !) re*ealing the company)s *ie" of "hich people are e'pendable Ans"er# C iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture =1) All of the follo"ing are e'amples of rituals !2C!%3 ________. A) anni*ersary parties honoring long>time employees B) annual a"ard meetings C) fraternity initiations ) the placement of offices "ithin corporate headquarters !) singing company songs Ans"er# iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture
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=7) All of the follo"ing are e'amples of material symbols that transmit organi0ational culture !2C!%3 ________. A) top e'ecuti*es) use of the company :et B) the layout of corporate headquarters C) ne" employee orientations ) lu'ury cars for e'ecuti*es !) pri*ate parking spots Ans"er# C iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture =;) 3he acronyms and :argon that employees use in an organi0ation are part of A) stories. B) material symbols. C) rituals. ) language. !) reflections. Ans"er# iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture ==) An organi0ational culture most likely to shape high ethical standards is one that ________. A) is high in risk tolerance B) is high in aggressi*eness C) focuses on outcomes ) punishes inno*ation !) creates a highly competiti*e internal en*ironment Ans"er# A iff# $ %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities =.) A highly publici0ed e'ample of a company "ith a strong culture that supports high ethical standards that influenced employee beha*ior in a crisis is A) !nron. B) isney. C) Gohnson U Gohnson. ) Boeing. !) American Airlines. Ans"er# C iff# $ %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities
=-) 3o create a more ethical culture, management should do all of the follo"ing !2C!%3 A) ser*e as a *isible role model. B) co*er up unethical acts. C) pro*ide ethical training. ) communicate ethical e'pectations. !) pro*ide protecti*e mechanisms. Ans"er# B iff# 1 %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities ./) A culture that emphasi0es building on employee strengths and emphasi0es indi*idual *itality and gro"th is kno"n as aCan A) strong culture. B) positi*e organi0ational culture. C) strengths>dri*en culture. ) ethical culture. !) re"ard culture. Ans"er# B iff# $ %age &ef# $1$ 3opic# Creating a %ositi*e 8rgani0ational Culture .1) 3he positi*e organi0ational culture focuses more on ________ than ________. A) profitsF building indi*idual strengths B) building indi*idual strengthsF re"ards C) re"ardingF punishing ) punishingF building indi*idual strengths !) employee)s healthF profits Ans"er# C iff# $ %age &ef# $1$ 3opic# Creating a %ositi*e 8rgani0ational Culture .$) Which of the follo"ing statements best reflects the current state of positi*e organi0ational culture( A) While there are benefits to a positi*e organi0ational culture, caution must be e'ercised that it is not pursued beyond the point of effecti*eness. B) 3here is no such thing as too much of a positi*e organi0ational culture. C) %ositi*e organi0ational cultures are an idealistic *ision, but unable to be achie*ed in reality. ) 3here is no uncertainty in the research about ho" positi*e organi0ational cultures "ork and benefit organi0ations. !) All cultures across the globe *alue being positi*e as much as the ,<. Ans"er# A iff# $ %age &ef# $1+ 3opic# Creating a %ositi*e 8rgani0ational Culture
.+) 3he best ad*ice to offer ,< managers "hen opening up operations in another country is to A) let the ,< culture dominate. B) be culturally sensiti*e. C) ignore local cultures. ) merge the local culture "ith the dominant ,< culture. !) let the local culture dominate. Ans"er# B iff# $ %age &ef# $1+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) ,< managers can learn to be more culturally sensiti*e. &ecommendations for achie*ing this include A) talking in a lo" tone of *oice. B) speaking slo"ly. C) listening more. ) a*oiding discussions of religion and politics. !) all of the abo*e. Ans"er# ! iff# $ %age &ef# $1+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .7) All of the follo"ing factors increase the probability that cultural change can be successfully implemented !2C!%3 A) the e'istence of a dramatic crisis. B) a positi*e organi0ational culture. C) a turno*er in the organi0ation)s top leadership. ) an organi0ation that is both young and small. !) a "eak dominant culture. Ans"er# B iff# $ %age &ef# $11 3opic# 5mplications for 9anagers .;) 8rgani0ational culture is a set of key characteristics that an organi0ation *alues. Ans"er# 3&,! iff# 1 %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( .=) 3he degree to "hich employees are encouraged to be inno*ati*e and take risks is termed aggressi*eness. Ans"er# ?AE<! iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture(
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..) 3he degree to "hich management decisions take into consideration the effect of outcomes on people "ithin the organi0ation is termed outcome orientation. Ans"er# ?AE<! iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( .-) 3he degree to "hich management focuses on results rather than on techniques and processes refers to results orientation. Ans"er# ?AE<! iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( -/) 3he degree to "hich organi0ational acti*ities emphasi0e maintaining the status quo in contrast to gro"th is kno"n as stability. Ans"er# 3&,! iff# $ %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( -1) 5ndi*iduals "ith different backgrounds in an organi0ation "ill tend to describe the organi0ation)s culture in similar terms. Ans"er# 3&,! iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -$) 3he primary or dominant *alues that are accepted throughout an organi0ation are kno"n as its core principles. Ans"er# ?AE<! iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -+) B ominant cultureB refers to cultures that *alue aggressi*e personalities. Ans"er# ?AE<! iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -1) &esearch demonstrates that subcultures act to undermine the dominant culture. Ans"er# ?AE<! iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -7) <ubcultures rarely influence the beha*ior of an organi0ation)s members. Ans"er# ?AE<! iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture(
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-;) <trong cultures ha*e a greater impact on employees) beha*ior than do "eak cultures. Ans"er# 3&,! iff# 1 %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -=) 8ne specific result of a strong culture should be lo"er employee turno*er. Ans"er# 3&,! iff# $ %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( -.) Culture has a boundary>defining roleF it creates distinctions bet"een one organi0ation and others. Ans"er# 3&,! iff# $ %age &ef# $++ 3opic# What o Cultures o( --) Culture is the social glue that holds an organi0ation together by pro*iding appropriate standards for "hat employees should say and do. Ans"er# 3&,! iff# 1 %age &ef# $++ 3opic# What o Cultures o( 1//) 8rgani0ational culture ser*es to reinforce the self>interest of indi*idual employees. Ans"er# ?AE<! iff# $ %age &ef# $++ 3opic# What o Cultures o( 1/1) Culture by definition is tangible and e'plicit. Ans"er# ?AE<! iff# 1 %age &ef# $++ 3opic# What o Cultures o( 1/$) Culture increases ambiguity for employees. Ans"er# ?AE<! iff# 1 %age &ef# $+1 3opic# What o Cultures o( 1/+) A strong culture can be a liability for an organi0ation. Ans"er# 3&,! iff# $ %age &ef# $+1 3opic# What o Cultures o( 1/1) An entrenched culture can be a burden to an organi0ation "hen it faces a dynamic en*ironment. Ans"er# 3&,! iff# $ %age &ef# $+1 3opic# What o Cultures o(
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1/7) A strong culture pro*ides a supporti*e atmosphere for di*ersity. Ans"er# ?AE<! iff# $ %age &ef# $+1 3opic# What o Cultures o( 1/;) <trong cultures encourage indi*iduality. Ans"er# ?AE<! iff# $ %age &ef# $+1 3opic# What o Cultures o( 1/=) 3he success of a merger depends most strongly upon the e'ample set by the top management of the merged organi0ations. Ans"er# ?AE<! iff# + %age &ef# $+1 3opic# What o Cultures o( 1/.) %eople issues are cited as the reason for the unusually high failure rate of mergers. Ans"er# 3&,! iff# $ %age &ef# $+1 3opic# What o Cultures o( 1/-) 3he founders of an organi0ation generally ha*e little impact on the organi0ation)s culture since they are so far remo*ed from the employees. Ans"er# ?AE<! iff# $ %age &ef# $+7 3opic# Creating and <ustaining Culture 11/) 3hree forces play a particularly important part in sustaining culture# selection practices, promotion policies, and sociali0ation methods. Ans"er# ?AE<! iff# + %age &ef# $+7 3opic# Creating and <ustaining Culture 111) 3he selection process in*ol*ed "ith hiring an employee is a t"o>"ay process. Ans"er# 3&,! iff# 1 %age &ef# $+; 3opic# Creating and <ustaining Culture 11$) 3he *alues "ithin an organi0ation)s culture tend to flo" do"n from top management. Ans"er# 3&,! iff# 1 %age &ef# $+; 3opic# Creating and <ustaining Culture 11+) <ociali0ation is the process that defines group interaction patterns. Ans"er# ?AE<! iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture
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111) 3he sociali0ation process is made up of three steps# prearri*al, ad:ustment, and metamorphosis. Ans"er# ?AE<! iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture 117) 5n the sociali0ation process, the period of learning that occurs before a ne" employee :oins an organi0ation is termed the encounter stage. Ans"er# ?AE<! iff# $ %age &ef# $+; 3opic# Creating and <ustaining Culture 11;) 8ne ma:or purpose of a business school is to sociali0e business students to the attitudes and beha*iors that business firms "ant. Ans"er# 3&,! iff# $ %age &ef# $+;>$+= 3opic# Creating and <ustaining Culture 11=) 3he stage of sociali0ation "here an indi*idual confronts the possible dichotomy bet"een her e'pectations and reality is the encounter stage. Ans"er# 3&,! iff# $ %age &ef# $+= 3opic# Creating and <ustaining Culture 11.) When a ne" employee "orks out problems disco*ered upon entry to an organi0ation, he is in the metamorphosis stage of the sociali0ation process. Ans"er# 3&,! iff# 1 %age &ef# $+= 3opic# Creating and <ustaining Culture 11-) <ociali0ation is complete "hen an employee completes his probationary period "ith a ne" company. Ans"er# ?AE<! iff# 1 %age &ef# $+. 3opic# Creating and <ustaining Culture 1$/) A successful metamorphosis should reduce the employee)s propensity to lea*e the organi0ation. Ans"er# 3&,! iff# 1 %age &ef# $+. 3opic# Creating and <ustaining Culture
1$1) ?raternity pledges go through di*estiture sociali0ation "hereby they are shaped into the proper role. Ans"er# 3&,! iff# 1 %age &ef# $+3opic# Creating and <ustaining Culture AA<CB 3ag# Analytic <kills 1$$) 3he most potent means of transmitting culture to employees are stories, rituals, related symbols, and language. Ans"er# 3&,! iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1$+) <tories are a form of sociali0ation ritual. Ans"er# ?AE<! iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1$1) A ritual is a repetiti*e sequence of acti*ities that continually e'presses the key *alues of the organi0ation. Ans"er# 3&,! iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1$7) &ituals ser*e to reinforce the hierarchical structure of an organi0ation. Ans"er# ?AE<! iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1$;) %ro*iding an e'ecuti*e "ith a chauffer>dri*en limousine is an e'ample of a ritual. Ans"er# ?AE<! iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1$=) 9aterial symbols may con*ey to employees the degree of egalitarianism that is desired by top management. Ans"er# 3&,! iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1$.) Eanguage can ser*e to unite members of a gi*en culture as ne" employees learn the acronyms and :argon specific to the organi0ation. Ans"er# 3&,! iff# 1 %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture
1$-) All organi0ations "ithin an industry use the terminology designated by the industry so that their employees can mo*e freely from organi0ation to organi0ation. Ans"er# ?AE<! iff# $ %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1+/) A strong organi0ational culture e'erts more influence on employees than does a "eak culture. Ans"er# 3&,! iff# 1 %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+1) 3he content and strength of an organi0ational culture influences the organi0ation)s ethical climate. Ans"er# 3&,! iff# 1 %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+$) An organi0ational culture most likely to shape high ethical standards is one that is high in risk tolerance, lo" in aggressi*eness, and focuses on means instead of outcomes. Ans"er# ?AE<! iff# + %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1++) A strong company that encourages pushing the limits can be a po"erful force in shaping unethical beha*ior. Ans"er# 3&,! iff# $ %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+1) %erformance appraisals of managers should include a point>by>point e*aluation of ho" the manager)s decisions measure up against the organi0ation)s code of ethics. Ans"er# 3&,! iff# $ %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities
1+7) 9anagement can create more ethical cultures through the follo"ing means# acting as *isible role models, communicating ethical e'pectations, pro*iding ethical training, *isibly re"arding ethical acts and punishing unethical ones, and pro*iding protecti*e mechanisms. Ans"er# 3&,! iff# $ %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities 1+;) A positi*e organi0ational culture is defined as a culture that re"ards more than it punishes and emphasi0es indi*idual gro"th. Ans"er# 3&,! iff# $ %age &ef# $1$ 3opic# Creating a %ositi*e 8rgani0ational Culture 1+=) A positi*e organi0ational culture emphasi0es not only organi0ational effecti*eness, but indi*iduals) gro"th as "ell. Ans"er# 3&,! iff# $ %age &ef# $1$ 3opic# Creating a %ositi*e 8rgani0ational Culture 1+.) An organi0ation)s culture often reflects the national culture. Ans"er# 3&,! iff# $ %age &ef# $1+ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) An organi0ation)s culture is relati*ely easy to change. Ans"er# ?AE<! iff# 1 %age &ef# $11 3opic# 5mplications for 9anagers 11/) A surprising financial setback can pro*ide an impetus for culture change. Ans"er# 3&,! iff# 1 %age &ef# $11 3opic# 5mplications for 9anagers 1=1) Dhat is organizational cultureE Ans"er# 8rgani0ational culture refers to a system of shared meaning held by members that distinguishes the organi0ation from other organi0ations. 3his system of shared meaning is a set of key characteristics that the organi0ation *alues. %age &ef# $+1 3opic# What 5s 8rgani0ational Culture(
1=2) Identi% and describe the seven pri$ar characteristics that capture the essence o% an organization5s culture, Ans"er# 8rgani0ational culture refers to a system of shared meaning held by members that distinguishes the organi0ation from other organi0ations. 3his system of shared meaning is, on closer e'amination, a set of key characteristics that the organi0ation *alues. 3here are se*en primary characteristics that capture the essence of an organi0ation)s culture. 5nno*ation and risk taking are the degree to "hich employees are encouraged to be inno*ati*e and take risks. Attention to detail is the degree to "hich employees are e'pected to e'hibit precision, analysis, and attention to detail. 8utcome orientation is the degree to "hich management focuses on results or outcomes rather than on the techniques and processes used to achie*e these outcomes. %eople orientation is the degree to "hich management decisions take into consideration the effect of outcomes on people "ithin the organi0ation. 3eam orientation is the degree to "hich "ork acti*ities are organi0ed around teams rather than indi*iduals. Aggressi*eness is the degree to "hich people are aggressi*e and competiti*e rather than easygoing. <tability is the degree to "hich organi0ational acti*ities emphasi0e maintaining the status quo in contrast to gro"th. %age &ef# $+1 3opic# What 5s 8rgani0ational Culture( 1=<) (iscuss the di%%erence bet"een strong and "ea0 organizational cultures, Ans"er# <trong cultures ha*e a greater impact on employee beha*ior and are more directly related to reduced turno*er. 5n a strong culture, the organi0ation)s core *alues are both intensely held and "idely shared. 3he more members "ho accept the core *alues and the greater their commitment to those *alues is, the stronger the culture is. A strong culture "ill ha*e a great influence on the beha*ior of its members because the high degree of sharedness and intensity creates an internal climate of high beha*ioral control. 8ne specific result of a strong culture should be lo"er employee turno*er. A strong culture demonstrates high agreement among members about "hat the organi0ation stands for. <uch unanimity of purpose builds cohesi*eness, loyalty, and organi0ational commitment. 3hese qualities, in turn, lessen employees) propensity to lea*e the organi0ation. %age &ef# $+$ 3opic# What 5s 8rgani0ational Culture( 1==) Dhat are the %unctions o% organizational cultureE Ans"er# Culture performs a number of functions "ithin an organi0ation. ?irst, it has a boundary>defining role. 3hat is, it creates distinctions bet"een one organi0ation and others. <econd, it con*eys a sense of identity for organi0ation members. 3hird, culture facilitates the generation of commitment to something larger than one)s indi*idual self>interest. ?ourth, it enhances social system stability. Culture is the social glue that helps hold the organi0ation together by pro*iding appropriate standards for "hat employees should say and do. ?inally, culture ser*es as a sense>making and control mechanism that guides and shapes the attitudes and beha*ior of employees. %age &ef# $++ 3opic# What o Cultures o(
1=>) Dhen can culture be a liabilit E Ans"er# Culture is a liability "hen the shared *alues are not in agreement "ith those that "ill further the organi0ation)s effecti*eness. 3his is most likely to occur "hen an organi0ation)s en*ironment is dynamic. When an en*ironment is undergoing rapid change, an organi0ation)s entrenched culture may no longer be appropriate. <o consistency of beha*ior is an asset to an organi0ation "hen it faces a stable en*ironment. 5t may, ho"e*er, burden the organi0ation and make it difficult to respond to changes in the en*ironment. 3hese strong cultures become barriers to change "hen business as usual is no longer effecti*e. Culture can also ser*e as a liability "hen hiring a di*erse "orkforce. 8rgani0ations hire di*erse indi*iduals because of the alternati*e strengths these people bring to the "orkplace, yet these di*erse beha*iors and strengths are likely to diminish in strong cultures as people attempt to fit in. ?inally, culture can be a liability in acquisitions and mergers. 5n recent years, cultural compatibility has become the primary concern "ith acquisition and merger decisions. 3he primary cause of failure is conflicting organi0ational cultures. %age &ef# $+1 3opic# What o Cultures o( 1=?) 4o" does organizational culture developE Ans"er# An organi0ation)s current customs, traditions, and general "ay of doing things are largely due to "hat it has done before and the degree of success it has had "ith those endea*ors. 3he founders of an organi0ation traditionally ha*e a ma:or impact on that organi0ation)s early culture. 3hey ha*e a *ision of "hat the organi0ation should be. 3hey are constrained by pre*ious customs or ideologies. 3he small si0e that typically characteri0es ne" organi0ations further facilitates the founders) imposition of their *ision on all organi0ational members. 3he process of culture>creation occurs in three "ays. ?irst, founders only hire and keep employees "ho think and feel the "ay they do. <econd, they indoctrinate and sociali0e these employees to their "ay of thinking and feeling. And finally, the founders) o"n beha*ior acts as a role model that encourages employees to identify "ith them and thereby internali0e their beliefs, *alues, and assumptions. When the organi0ation succeeds, the founders) *ision becomes seen as a primary determinant of that success. At this point, the founders) entire personalities become embedded in the culture of the organi0ation. %age &ef# $+7 3opic# Creating and <ustaining Culture
1=A) -)plain the pri$ar $ethods o% $aintaining an organization5s culture. Ans"er# 8nce a culture is in place, there are practices "ithin the organi0ation that act to maintain it by gi*ing employees a set of similar e'periences. 3hree forces play a particularly important part in sustaining a culture# selection practices, the actions of top management, and sociali0ation methods. ?irst, the e'plicit goal of the selection process is to identify and hire indi*iduals "ho ha*e the kno"ledge, skills, and abilities to perform the :obs "ithin the organi0ation successfully. 5t "ould be nai*e to ignore that the final decision as to "ho is hired "ill be significantly influenced by the decision maker)s :udgment of ho" "ell the candidates "ill fit into the organi0ation. 3his attempt to ensure a proper match, "hether purposely or inad*ertently, results in the hiring of people "ho ha*e *alues essentially consistent "ith those of the organi0ation, or at least a good portion of those *alues. 5n addition, the selection process pro*ides information to applicants about the organi0ation. Candidates learn about the organi0ation and, if they percei*e a conflict bet"een their *alues and those of the organi0ation, they can self>select themsel*es out of the applicant pool. 5n addition to selection, the actions of top management also ha*e a ma:or impact on the organi0ation)s culture. 3hrough "hat they say and ho" they beha*e, senior e'ecuti*es establish norms that filter do"n through the organi0ation as to "hether risk taking is desirableF ho" much freedom managers should gi*e their employeesF "hat is appropriate dressF "hat actions "ill pay off in terms of pay raises, promotions, and other re"ardsF and the like. ?inally, no matter ho" good a :ob the organi0ation does in recruiting and selection, ne" employees are not fully indoctrinated in the organi0ation)s culture. Because they are unfamiliar "ith the organi0ation)s culture, ne" employees are potentially likely to disturb the beliefs and customs that are in place. 3he organi0ation "ill, therefore, "ant to help ne" employees adapt to its culture. 3his adaptation process is called sociali0ation. 3his is "hen the organi0ation seeks to mold the outsider into an employee Bin good standing.B !mployees "ho fail to learn the essential or pi*otal role beha*iors risk being labeled BnonconformistsB or Brebels,B "hich often leads to e'pulsion. But the organi0ation "ill be sociali0ing e*ery employee, though maybe not as e'plicitly, throughout his or her entire career in the organi0ation. 3his further contributes to sustaining the culture. %age &ef# $+7>$+; 3opic# Creating and <ustaining Culture 1=B) Dhat are the three stages o% socialization through "hich e$plo ees beco$e indoctrinated into an organization5s cultureE Ans"er# 3he three stages of sociali0ation are prearri*al, encounter, and metamorphosis. 3he prearri*al stage recogni0es that each indi*idual arri*es "ith a set of *alues, attitudes, and e'pectations. 3hese co*er both the "ork to be done and the organi0ation. ,pon entry into the organi0ation, the ne" member enters the encounter stage. 6ere the indi*idual confronts the possible dichotomy bet"een her e'pectations and reality. ?inally, the ne" member must "ork out any problems disco*ered during the encounter stage. 3his may mean going through changes T hence, this is called the metamorphosis stage. %age &ef# $+;>$+. 3opic# Creating and <ustaining Culture
1=9) (iscuss ho" culture is trans$itted to e$plo ees, Ans"er# Culture is transmitted to employees in a number of forms, the most potent being stories, rituals, material symbols, and language. <tories contain a narrati*e of e*ents about the organi0ation)s founders, rule breaking, rags>to>riches successes, reductions in the "orkforce, relocation of employees, reactions to past mistakes, and organi0ational coping. 3hese stories anchor the present in the past and pro*ide e'planations and legitimacy for current practices. &ituals are repetiti*e sequences of acti*ities that e'press and reinforce the key *alues of the organi0ation, "hat goals are most important, "hich people are important and "hich are e'pendable. 3he layout of corporate headquarters, the types of automobiles top e'ecuti*es are gi*en, and the presence or absence of corporate aircraft are a fe" e'amples of material symbols. 3hese material symbols con*ey to employees "ho is important, the degree of egalitarianism desired by top management, and the kinds of beha*ior that are appropriate. 9any organi0ations and units "ithin organi0ations use language as a "ay to identify members of a culture or subculture. By learning this language, members attest to their acceptance of the culture and, in so doing help to preser*e it. 8nce assimilated, terminology acts as a common denominator that unites members of a gi*en culture or subculture. %age &ef# $1/ 3opic# 6o" !mployees Eearn Culture 1>C) Dhat can $anage$ent do to create a $ore ethical culture "ithin an organizationE Ans"er# 3o create a more ethical culture, management can take a number of steps. 9anagement can be a *isible role model. !mployees "ill look to top management beha*ior as a benchmark for defining appropriate beha*ior. 9anagement can also communicate ethical e'pectations. !thical ambiguities can be minimi0ed by creating and disseminating an organi0ational code of ethics. 5t should state the organi0ation)s primary *alues and the ethical rules that employees are e'pected to follo". 9anagement can also pro*ide ethical training. 3raining sessions can be used to reinforce the organi0ation)s standards of conduct, to clarify "hat practices are and are not permissible, and to address possible ethical dilemmas. ?inally, management can *isibly re"ard ethical acts and punish unethical ones. %erformance appraisals of managers should include a point>by>point e*aluation of ho" his or her decisions measured against the organi0ation)s code of ethics. Appraisals must include the means taken to achie*e goals as "ell as the ends themsel*es. A formal mechanism should also be pro*ided so employees can discuss ethical dilemmas and report unethical beha*ior "ithout fear of reprimand. %age &ef# $11 3opic# Creating an !thical 8rgani0ational Culture AA<CB 3ag# !thical ,nderstanding and &easoning Abilities
Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1? Organizational Change 1) %hrases such as Bmore cultural di*ersity,B Bmany ne" entrants "ith inadequate skills,B and Bincrease in aging "orkersB are all e'amples of "hat force for change( A) technology B) "orld politics C) nature of the "orkforce ) social trends !) competition Ans"er# C iff# 1 %age &ef# $1; 3opic# ?orces for Change AA<CB 3ag# Analytic <kills $) An e'ample of change in the nature of the "orkforce is an increase in ________. A) college attendance B) mergers and consolidations C) capital equipment ) di*orce rates !) cultural di*ersity of employees Ans"er# ! iff# $ %age &ef# $1; 3opic# ?orces for Change +) Which of the follo"ing reflects the force for change of economic shock( A) the dot>com bust B) aging population C) gro"th of e>commerce ) "ar on terrorism !) competitors Ans"er# A iff# $ %age &ef# $1; 3opic# ?orces for Change AA<CB 3ag# Analytic <kills 1) Which of the follo"ing is not a primary force for change in organi0ations( A) technology B) economic shocks C) decreasing skill sets ) social trends !) competition Ans"er# C iff# 1 %age &ef# $1; 3opic# ?orces for Change
7) An e'ample of change in the nature of competition is ________. A) gro"th of e>commerce B) collapse of !nron Corporation C) 5raq>,.<. "ar ) increased interest in urban li*ing !) a decrease in interest rates Ans"er# A iff# 1 %age &ef# $1; 3opic# ?orces for Change ;) 8rgani0ations and their members resist change since they percei*e A) change as threatening. B) they are ok as they are. C) there is no need for change. ) change is not al"ays good. !) all of the abo*e Ans"er# ! iff# + %age &ef# $1;>$1= 3opic# &esistance to Change =) Which of the follo"ing is an indi*idual source of resistance to change( A) perception B) habit C) personality ) threat to established po"er relationships !) uncertainty Ans"er# B iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change .) Which of the follo"ing is A83 an organi0ational source of resistance to change( A) structural inertia. B) limited focus of change. C) group inertia. ) fear of the unkno"n. !) threat to established po"er relationships, Ans"er# iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change
-) An e'ample of a source of indi*idual resistance to change is ________. A) inertia B) structural inertia C) a habit ) threat to e'pertise !) a policy conflict Ans"er# C iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change 1/) Which of the follo"ing is not a source of indi*idual resistance to change( A) habit B) security C) programmed responses ) structural !) fear of the unkno"n Ans"er# iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change 11) Dour super*isor has restructured the :obs "ithin your di*ision and some of your colleagues are not pleased. on is concerned that he "ill not be able to perform the ne" tasks. <ince he is paid by the amount he produces, his pay might be reduced. 3ony is afraid that his :ob may be in :eopardy and he may be laid off. oug dislikes uncertainty and has de*eloped a negati*e attitude. 3he source of on)s resistance is ________. A) habit B) economic C) security ) structural inertia !) inertia Ans"er# B iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change AA<CB 3ag# Analytic <kills
1$) Dour super*isor has restructured the :obs "ithin your di*ision and some of your colleagues are not pleased. on is concerned that he "ill not be able to perform the ne" tasks. <ince he is paid by the amount he produces, his pay might be reduced. 3ony is afraid that his :ob may be in :eopardy and he may be laid off. oug dislikes uncertainty and has de*eloped a negati*e attitude. 3he source of 3ony)s resistance is ________. A) habit B) selecti*e information processing C) security ) group inertia !) structural inertia Ans"er# C iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change AA<CB 3ag# Analytic <kills 1+) <ince the restructuring, your di*ision has had trouble filling the open positions "ith appropriate candidates. 3he selection processes used by human resources ha*e not yet ad:usted to the ne" criteria required for the restructured :ob positions. 3his problem is an e'ample of "hich kind of resistance to change( A) structural inertia B) limited focus of change C) group inertia ) threat to e'pertise !) threat to established po"er relationships Ans"er# A iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change AA<CB 3ag# Analytic <kills 11) When @9 announces a ma:or layoff, the source of employees) resistance to change is ________. A) habit B) security C) limited focus ) structural !) economic factors Ans"er# B iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change AA<CB 3ag# Analytic <kills
17) When management changes the technological process of the accounting department, but fails to modify the structure to match, the resistance to change is from ________. A) unfree0ing B) the limited focus of change C) habit ) security !) double>loop learning Ans"er# B iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change AA<CB 3ag# Analytic <kills 1;) ________ acts as a counterbalance to sustain stability "hen an organi0ation is confronted "ith change. A) <tructural inertia B) <ecurity C) Eimited focus of change ) 3he threat to established po"er relationships !) @roup inertia Ans"er# A iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change AA<CB 3ag# Analytic <kills 1=) 5f an organi0ation used an outside consultant as opposed to an insider as a change agent, the result "ould probably be more ________. A) conser*ati*e and risk a*erse B) reflecti*e of the organi0ation)s history and culture C) ob:ecti*e ) reflecti*e of the fact that change agents must li*e "ith the consequences of their actions !) prone to bias Ans"er# C iff# $ %age &ef# $1. 3opic# &esistance to Change 1.) Which factor in choosing an outside consultant as change agent is likely to result in more drastic changes( A) the cost B) internal members) resistance to outsiders C) they don)t ha*e to li*e "ith the repercussions after the change ) an ob:ecti*e perspecti*e !) they don)t kno" the organi0ation Ans"er# C iff# $ %age &ef# $1. 3opic# &esistance to Change
1-) Change agents can be ________. A) managers B) non>managers C) current employees ) outside consultants !) all of the abo*e Ans"er# ! iff# 1 %age &ef# $1=>$1. 3opic# &esistance to Change $/) 5f an organi0ation used an insider as a change agent, as opposed to an outside consultant, the change "ould ________. A) probably be more cautious B) probably be more drastic C) probably be more ob:ecti*e ) most likely be second order !) most likely be tertiary Ans"er# A iff# 1 %age &ef# $1. 3opic# &esistance to Change $1) Dou ha*e brought in the local e'tension agent to e'plain demographics and the changing nature of the area in "hich you li*e. 3he method for o*ercoming resistance that you ha*e chosen is ________. A) education and communication B) participation C) negotiation ) manipulation and cooptation !) coercion Ans"er# A iff# 1 %age &ef# $1. 3opic# &esistance to Change AA<CB 3ag# Analytic <kills $$) Which tactic for o*ercoming resistance to change basically assumes that the source of resistance lies in misinformation( A) training and de*elopment B) facilitation and support C) education and communication ) teaching and ad*ancement !) cooptation and manipulation Ans"er# C iff# $ %age &ef# $1. 3opic# &esistance to Change
$+) When change agents ensure that employees percei*e the changes as being made consistently, they are using "hich tactic to reduce resistance to change( A) participation B) building emotional commitment C) implementing changes fairly ) coercion !) education and communication Ans"er# A iff# $ %age &ef# $1. 3opic# &esistance to Change $1) 5f management reali0es that firing up employees can help them let go of the status quo to change, "hich method of o*ercoming resistance to change are they likely to use( A) education and communication B) participation C) building emotional commitment ) selecting people "ho accept change !) coercion Ans"er# C iff# $ %age &ef# $1. 3opic# &esistance to Change AA<CB 3ag# Analytic <kills $7) Dour company, Gohnson ?arm %roducts, has decided to e'pand its traditional business ser*ing farm o"ners in order to include home gardeners in its customer base. 3his change is not met "ith enthusiasm by the sales personnel "ho ha*e had good long>term relationships "ith area farmers. Dou kno" that the change "ill be difficult if you cannot o*ercome the resistance of the sales personnel and obtain their cooperation. Dou ha*e decided to in*ol*e the sales personnel in planning for the change and in stocking appropriate ne" items to sell to gardeners. 3he method for o*ercoming resistance that you ha*e chosen is ________. A) education and communication B) participation C) negotiation ) manipulation and cooptation !) coercion Ans"er# B iff# 1 %age &ef# $1. 3opic# &esistance to Change AA<CB 3ag# &eflecti*e 3hinking <kills
$;) Which of the follo"ing is A83 an approach to building emotional commitment to o*ercome resistance to change( A) employee counseling B) ne" skills training C) energi0ing employees ) buying off resistors !) pro*iding a short paid lea*e of absence Ans"er# iff# $ %age &ef# $1. 3opic# &esistance to Change $=) Which tactic to deal "ith resistance to change can backfire if the targets become a"are that they "ere used( A) participation B) education and communication C) coercion ) cooptation !) building emotional support Ans"er# iff# $ %age &ef# $1. 3opic# &esistance to Change $.) Which one of the follo"ing is A83 suggested as a tactic for dealing "ith resistance to change( A) acceleration B) coercion C) participation ) cooptation !) building emotional commitment Ans"er# A iff# 1 %age &ef# $1.>$13opic# &esistance to Change $-) Dou ha*e threatened to eliminate positions and e*en to close do"n the company if your employees don)t change their attitudes. 3he method for o*ercoming resistance that you ha*e chosen may be ________. A) education and communication B) participation C) negotiation ) coercion !) building support and commitment Ans"er# iff# 1 %age &ef# $13opic# &esistance to Change
+/) &esearch suggested that organi0ations could facilitate the change process by selecting people "ith high ________. A) uncertainty a*oidance B) risk tolerance C) e'ternal locus of control ) authoritarianism !) dogmatism Ans"er# B iff# $ %age &ef# $13opic# &esistance to Change +1) ,sing direct threats to o*ercome resistance to change is called ________. A) participation B) building support and commitment C) selecting people "ho accept change ) coercion !) education and communication Ans"er# iff# $ %age &ef# $13opic# &esistance to Change +$) Which tactic to o*ercome resistance to change is last on the list and is likely to harden resistance to change or lead to hidden re*olts( A) participation B) building support and commitment C) selecting people "ho accept change ) coercion !) education and communication Ans"er# iff# $ %age &ef# $13opic# &esistance to Change ++) 3he three>step description of the change process as unfree0ing, mo*ement, and refree0ing "as proposed by ________. A) 3om %eters B) Kurt Ee"in C) !d"ard eming ) %eter <enge !) Kotter Ans"er# B iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change
+1) According to Ee"in, the stage of the change process "here the ne" change is made permanent is ________. A) changing B) unfree0ing C) mo*ement ) refree0ing !) equilibrium Ans"er# iff# 1 %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change +7) 9int0)s 9otor &epair is mo*ing its location to a larger community 1// miles a"ay. 9int0 "ould like for its mechanics to mo*e "ith the company but reali0es that there "ill be some hardships associated "ith the mo*e. 9int0 has decided to use Ee"in)s three>step model in order to make the change. As a manager in charge of the relocation effort, you are offering a M$,/// mo*ing bonus for any employee "ho "ill go to the ne" location. 5n Ee"in)s terms, you are attempting to ________. A) unfree0e the status quo B) mo*e the process along C) refree0e the change ) bribe your employees !) maintain the status quo Ans"er# A iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change AA<CB 3ag# Analytic <kills +;) 9int0)s 9otor &epair is mo*ing its location to a larger community 1// miles a"ay. 9int0 "ould like for its mechanics to mo*e "ith the company but reali0es that there "ill be some hardships associated "ith the mo*e. 9int0 has decided to use Ee"in)s three>step model in order to make the change. Dou ha*e implemented a permanent up"ard ad:ustment of salaries for employees "ho relocate. Dou are attempting to ________. A) unfree0e the status quo B) mo*e the process along C) refree0e the change ) change a dri*ing force !) maintain the status quo Ans"er# C iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change AA<CB 3ag# Analytic <kills
+=) 9int0)s 9otor &epair is mo*ing its location to a larger community 1// miles a"ay. 9int0 "ould like for its mechanics to mo*e "ith the company but reali0es that there "ill be some hardships associated "ith the mo*e. 9int0 has decided to use Ee"in)s three>step model in order to make the change. Dou counsel each employee indi*idually, trying to lessen each person)s fears about the mo*e. 3his is an e'ample of ________. A) remo*ing dri*ing forces B) increasing dri*ing forces C) remo*ing restraining forces ) brain"ashing !) increasing restraining forces Ans"er# C iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change AA<CB 3ag# &eflecti*e 3hinking <kills +.) &esearch on organi0ational change has sho"n that to be effecti*e, A) change has to happen quickly. B) organi0ations must build up to change. C) change must be phased in slo"ly across departments. ) strong cultures must be "eakened. !) change must be incremental and not radical. Ans"er# A iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change +-) ________ is one "ay to achie*e unfree0ing of an organi0ation)s status quo. A) 5ncreasing the dri*ing forces directing beha*ior a"ay from the status quo B) 5ncreasing the restraining forces "hich hinder mo*ement from inequality C) 5ncreasing employee in*estment in the status quo ) ecreasing management)s in*estment in change !) 5ncreasing the rigidity of the organi0ational hierarchy Ans"er# A iff# + %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 1/) 3o mo*e from equilibrium, Ee"in suggests ________ forces. A) decreasing restraining B) increasing compelling C) decreasing dri*ing and restraining forces ) increasing restraining !) increasing restraining and dri*ing Ans"er# A iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change
11) Kotter)s eight>step plan for implementing change includes all of the follo"ing steps !2C!%3 A) iscourage risk taking. B) !stablish a sense of urgency for "hy change is needed. C) ?orm a coalition "ith enough po"er to lead the change. ) Communicate the *ision throughout the organi0ation. !) &e"ard short>term "ins that mo*e the organi0ation to"ard the ne" *ision. Ans"er# A iff# $ %age &ef# !'h 1;>1 3opic# Approaches to 9anaging 8rgani0ational Change 1$) Kotter)s eight>step plan for implementing changes builds on A) Ee"in)s three>step model. B) research on resistance to change. C) dri*ing forces. ) appreciati*e inquiry. !) <enge)s learning organi0ation. Ans"er# A iff# $ %age &ef# $7/ 3opic# Approaches to 9anaging 8rgani0ational Change 1+) ________ encompasses a collection of planned>change inter*entions built on humanistic> democratic *alues that seek to impro*e organi0ational effecti*eness and employee "ell>being. A) 8rgani0ational de*elopment B) &eflected change C) %rocess consultation ) Action research !) !conomic *alidity Ans"er# A iff# $ %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 11) 3he change agent may be directi*e in 8 F ho"e*er, there is a strong emphasis on ________. A) o*ercoming resistance B) collaboration C) coercion ) threats !) getting the change done at any cost Ans"er# B iff# 1 %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment
17) Which of the follo"ing is not considered an underlying *alue in organi0ational de*elopment( A) participation B) confrontation C) implementation ) respect for people !) trust Ans"er# C iff# 1 %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 1;) Which of the follo"ing is not true of organi0ational de*elopment( A) 6ierarchical authority is emphasi0ed. B) 3here is an emphasis on collaboration. C) !ffecti*e organi0ations are characteri0ed by trust. ) %eople should be treated "ith dignity and respect. !) %roblems should be opening confronted. Ans"er# A iff# $ %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 1=) 3>groups are also kno"n as ________. A) action research teams B) appreciati*e inquiry training groups C) team>building groups ) sensiti*ity training groups !) focus groups Ans"er# iff# 1 %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 1.) ________ is a method of changing beha*ior through unstructured group interaction. A) Action research B) %lanned change C) %rocess consultation ) <ensiti*ity training !) %sychoanalysis Ans"er# iff# $ %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment
1-) ________ is a tool for assessing attitudes held by organi0ational members, identifying discrepancies among member perceptions, and sol*ing these differences. A) <ensiti*ity training B) <ur*ey feedback C) %rocess consultation ) 5ntergroup de*elopment !) 9BWA Ans"er# B iff# 1 %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 7/) <ensiti*ity training A) uses data from a questionnaire to identify problems. B) tabulates the data findings to feed back to employees. C) uses a consultant to ad*ise the organi0ation on the process of change. ) seeks to identify the strengths of the organi0ation. !) uses an open en*ironment to allo" participants to e'press their attitudes about change. Ans"er# ! iff# 1 %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 71) %ro*iding sub:ects "ith increased a"areness of their o"n beha*ior and ho" others percei*e them is the ob:ecti*e of ________. A) sensiti*ity training B) sur*ey feedback C) process consultation ) inter>group de*elopment !) 9BWA Ans"er# A iff# $ %age &ef# $71 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 7$) Which of the follo"ing is A83 an inter*ention that change agents might consider( A) sensiti*ity training B) sur*ey feedback C) process consultation ) appreciati*e inquiry !) process reengineering Ans"er# ! iff# 1 %age &ef# $71>$7$ 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment
7+) 3he purpose of ________ is for an outside consultant to assist a client, usually a manager, to percei*e, understand, and act upon process e*ents "ith "hich the manager must deal. A) a change agent B) sur*ey feedback C) process consultation ) action research !) social reinforcement Ans"er# C iff# $ %age &ef# $7$ 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 71) Which of the follo"ing statements is true of process consultation( A) %C is less task>directed than sensiti*ity training. B) %rocess consultants are there to assist the organi0ation by pro*iding the insight into "hat is going on. C) 3he process consultant sol*es the organi0ation)s problems. ) %rocess consultation generally uses managers "ithin the organi0ation. !) %C resol*es resistance to change. Ans"er# B iff# + %age &ef# $7$ 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 77) &ather than looking for problems, ________ seeks to identify the unique qualities and special strengths of an organi0ation, "hich can then be built upon to impro*e performance. A) appreciati*e inquiry B) action research C) team building ) process consultation !) social reinforcement Ans"er# A iff# $ %age &ef# $7$ 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 7;) Which of the follo"ing is not a step in the appreciati*e inquiry process( A) disco*ery B) dreaming C) de*ising ) destiny !) design Ans"er# C iff# $ %age &ef# $7$ 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment
7=) 5n "hich step of the A5 process are people asked to en*ision the organi0ation in fi*e years and to describe "hat is different( A) disco*ery B) dreaming C) design ) destiny !) inquiry Ans"er# B iff# 1 %age &ef# $7$ 3opic# 9anaging Change 3hrough 8rgani0ational e*elopment 7.) ________ is defined as a ne" idea applied to initiating or impro*ing a product, process, or ser*ice. A) Creati*ity B) 5nno*ation C) %rocess reengineering ) Continuous impro*ement !) 8rgani0ational change Ans"er# B iff# 1 %age &ef# $7+ 3opic# Creating a Culture for Change 7-) Aabisco)s e'tension of the 8reo product line to include double>stuffed 8reos is an e'ample of A) product reengineering. B) radical breakthrough inno*ation. C) small incremental impro*ement. ) process inno*ation. !) creati*ity. Ans"er# C iff# 1 %age &ef# $7+ 3opic# Creating a Culture for Change ;/) All of the follo"ing organi0ational factors positi*ely influence inno*ation !2C!%3 A) lo"er *ertical differentiation. B) higher centrali0ation. C) lo"er formali0ation. ) longer managerial tenure. !) more slack resources. Ans"er# B iff# 1 %age &ef# $7+ 3opic# Creating a Culture for Change
;1) 5nno*ati*e organi0ational cultures are likely to do all of the follo"ing !2C!%3 A) encourage e'perimentation. B) re"ard successes. C) re"ard failures. ) punish failures. !) celebrate mistakes. Ans"er# iff# 1 %age &ef# $7+ 3opic# Creating a Culture for Change ;$) 8nce an idea is de*eloped, those "ho acti*ely promote it, build support, o*ercome resistance and ensure the inno*ation is implemented are kno"n as A) idea champions. B) inno*ators. C) management. ) resistors. !) inno*ators. Ans"er# A iff# 1 %age &ef# $71 3opic# Creating a Culture for Change ;+) B@ood isn)t good enoughB is the theme o A) process reengineering. B) appreciati*e inquiry. C) continuous impro*ement. ) distincti*e competencies. !) organi0ational de*elopment. Ans"er# C iff# 1 %age &ef# $71 3opic# Contemporary 5ssues in 8rgani0ational Change ;1) When management starts "ith a clean sheet to rethink the "ay they create *alue, they are engaged in A) process reengineering. B) appreciati*e inquiry. C) continuous impro*ement. ) distincti*e competencies. !) organi0ational de*elopment. Ans"er# A iff# $ %age &ef# $77 3opic# Contemporary 5ssues in 8rgani0ational Change
;7) 8ne of the main consequences of process reengineering has been that A) :obs ha*e remained the same for most employees. B) skill sets remain stable. C) it is o*er quickly. ) many middle managers and support staff ha*e lost their :obs. !) it results in *ery little stress. Ans"er# iff# $ %age &ef# $77 3opic# Contemporary 5ssues in 8rgani0ational Change ;;) Which of the follo"ing is A83 true of stress( A) Challenge stress is associated "ith challenges in the "ork en*ironment. B) 6indrance stress keeps you from reaching your goals. C) Challenge stress has many more negati*e implications than hindrance stress. ) 8ffice politics is an e'ample of hindrance stress. !) <ome stress can be good. Ans"er# C iff# + %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change ;=) 3he concern today is A) to eliminate all stress on the :ob. B) to a*oid all stressors. C) to eliminate all challenge stress. ) to reduce dysfunctional stress. !) to understand dysfunctional stress. Ans"er# iff# 1 %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change ;.) 3he pressure of hea*y "orkloads and deadlines can be seen as A) positi*e challenges. B) challenge stress. C) enhancements to :ob satisfaction. ) an opportunity to perform at ma'imum le*els. !) all of the abo*e Ans"er# ! iff# $ %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change
;-) Which of the follo"ing is A83 an organi0ational factor that can lo"er stress le*els( A) conducting employee selection to ensure a good abilities>:ob fit B) using an ob:ecti*e :ob pre*ie" to reduce ambiguity C) impro*ing organi0ational communication to reduce ambiguity ) designing goal>setting programs to pro*ide clear performance ob:ecti*es !) redesigning :obs to eliminate all challenges Ans"er# ! iff# + %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change =/) An organi0ation that has de*eloped the continuous capacity to adapt and change is termed aIn) ________. A) maladapted mechanism B) continuous impro*ement process C) inno*ati*e organi0ation ) double>loop learning organi0ation !) learning organi0ation Ans"er# ! iff# 1 %age &ef# $7= 3opic# Contemporary 5ssues in 8rgani0ational Change =1) Which of the follo"ing approaches might a manager consider recommending in order to address the stress arising from an employee)s personal life( A) employee counseling B) time management programs C) physical acti*ity programs ) rela'ation programs !) all of the abo*e Ans"er# ! iff# 1 %age &ef# $== 3opic# Contemporary 5ssues in 8rgani0ational Change =$) ________ in*ol*es correcting errors using past routines and present policies. A) %rocess reengineering B) <ingle>loop learning C) ouble>loop learning ) Continuous impro*ement process !) 8rgani0ational reaction Ans"er# B iff# $ %age &ef# $7= 3opic# Contemporary 5ssues in 8rgani0ational Change
=+) !rrors that are corrected by modifying the organi0ation)s ob:ecti*es, policies, and standard routines are part of ________. A) single>loop learning B) double>loop learning C) process reengineering ) continuous impro*ement !) tertiary continuance Ans"er# B iff# $ %age &ef# $7= 3opic# Contemporary 5ssues in 8rgani0ational Change =1) 3he learning organi0ation is *ie"ed as a remedy for "hich of the follo"ing problems inherent in traditional organi0ations( A) poor communication B) o*eremphasis on competition C) poor morale ) poor employee engagement !) groupthink Ans"er# B iff# $ %age &ef# $7= 3opic# Contemporary 5ssues in 8rgani0ational Change =7) Which fundamental problem that is inherent in traditional organi0ations misdirects management)s attention to problem sol*ing rather than creation( A) crisis management B) groupthink C) o*eremphasis on competition ) reacti*eness !) fragmentation Ans"er# iff# $ %age &ef# $7. 3opic# Contemporary 5ssues in 8rgani0ational Change =;) 3he learning organi0ation dra"s on "hich of the follo"ing 8B concepts( A) quality management B) functional conflict C) transformational leadership ) the boundaryless organi0ation !) all of the abo*e Ans"er# ! iff# + %age &ef# $7. 3opic# Contemporary 5ssues in 8rgani0ational Change
==) Which of the follo"ing is a characteristic of a learning organi0ation( 5ts employees ________. A) ha*e standard "ays of doing their :obs B) pursue pro:ects of interest C) discard their old "ays of thinking and routines for sol*ing problems ) think in terms of independent relationships !) ha*e high le*els of technical kno"ledge Ans"er# C iff# + %age &ef# !'h 1;>7 3opic# Contemporary 5ssues in 8rgani0ational Change =.) Which of the follo"ing is not a characteristic of a learning organi0ation( A) 3here is a shared *ision upon "hich e*eryone agrees. B) %eople sublimate their personal self>interest to "ork together to achie*e the organi0ation)s shared *ision. C) 9embers think of organi0ation acti*ities as independent acti*ities. ) %eople openly communicate "ith each other. !) 3here is consensus on the direction of the organi0ation. Ans"er# C iff# $ %age &ef# !'h 1;>7 3opic# Contemporary 5ssues in 8rgani0ational Change =-) Which is not a strategy for managers to make their firms learning organi0ations( A) !stablish a strategy that makes management)s commitment to inno*ation e'plicit. B) &edesign the organi0ation)s structure by flattening the structure and increasing the use of cross>functional teams. C) &eshape the organi0ation)s culture by emphasi0ing risk taking and openness. ) <ystematically collect data and then select a change action based on the analy0ed data. !) 9ake it clear that people high in the organi0ation are behind any proposed change. Ans"er# iff# $ %age &ef# $7.>$73opic# Contemporary 5ssues in 8rgani0ational Change ./) Which of the follo"ing actions can management take to reshape the organi0ation)s culture in creating a learning organi0ation( A) ?latten the structure. B) &educe the use of cross>functional teams. C) Be a role model in a*oiding risk. ) iscourage functional conflict. !) iscourage disagreements. Ans"er# A iff# + %age &ef# $7.>$73opic# Contemporary 5ssues in 8rgani0ational Change
.1) %eople "ill be more likely to take a passi*e approach to"ard change in countries A) "here people see themsel*es as sub:ugated to their en*ironment. B) such as the ,nited <tates. C) such as Canada. ) "here people belie*e they can dominate their en*ironment. !) that are collecti*ist in nature. Ans"er# A iff# + %age &ef# $73opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .$) All of the follo"ing statements are true of culture change !2C!%3 A) societies that focus on the long term "ill sho" patience in "aiting for positi*e outcomes from change efforts. B) in the ,nites <tates, people "ill seek change programs that promise fast results. C) resistance to change "ill be influenced by a society)s reliance on tradition.. ) 5talians are less resistant to change than Americans. !) greater use of participation is e'pected in change efforts in enmark. Ans"er# iff# + %age &ef# $73opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .+) Which of the follo"ing is true of the "ay idea champions do things in the global arena( A) <uccessful idea champions "ill do things differently in different cultures. B) %eople in collecti*ist cultures prefer appeals for cross>functional support for inno*ation efforts. C) %eople in high>po"er distance cultures prefer champions to "ork closely "ith those in authority before "ork is conducted on them. ) 5dea champions in cultures high in uncertainty a*oidance "ill be more effecti*e by closely follo"ing procedures. !) all of the abo*e Ans"er# ! iff# + %age &ef# $73opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding .1) 3oday)s managers are finding their "orld is characteri0ed by A) change as occasional disturbances. B) stable en*ironments. C) predictability. ) constant and chaotic change. !) more of the same. Ans"er# iff# $ %age &ef# $;/ 3opic# 5mplications for 9anagers
.7) When considering stress across cultures "hich of the follo"ing statements is A83 true( A) 3he :ob conditions that cause stress *ary across cultures. B) %ersonality effects on stress are different across cultures. C) <tress is equally bad for employees of all cultures. ) <ocial support can help reduce the demand to "ork long hours for American employees. !) <ocial support can help reduce the demand to "ork long hours for Chinese employees. Ans"er# B iff# $ %age &ef# $;/ 3opic# 5mplications for 9anagers .;) BChange or dieB is the rallying cry among today)s managers "orld"ide. Ans"er# 3&,! iff# 1 %age &ef# $17 3opic# ?orces for Change .=) 3he aging population, internet chat rooms, and the *olatility of the stock market are all forces for change. Ans"er# 3&,! iff# $ %age &ef# $1; 3opic# ?orces for Change ..) 3echnology is a force that acts as a catalyst for change. Ans"er# 3&,! iff# 1 %age &ef# $1; 3opic# ?orces for Change AA<CB 3ag# ,se of 5nformation 3echnology .-) We li*e in an age of continuity. Ans"er# ?AE<! iff# 1 %age &ef# $1; 3opic# ?orces for Change -/) 3he global economy means that competitors are as likely to come from across the ocean as from across to"n. Ans"er# 3&,! iff# 1 %age &ef# $1; 3opic# ?orces for Change -1) <ocial trends remain static. Ans"er# ?AE<! iff# 1 %age &ef# $1; 3opic# ?orces for Change -$) Change is caused by indi*idual, not organi0ational, factors. Ans"er# ?AE<! iff# 1 %age &ef# $1= 3opic# &esistance to Change
-+) &esearch demonstrates that any effort to resist change is dysfunctional in terms of organi0ational effecti*eness. Ans"er# ?AE<! iff# $ %age &ef# $1= 3opic# &esistance to Change -1) 3here is a negati*e correlation bet"een people)s need for security and their resistance to change. Ans"er# ?AE<! iff# + %age &ef# !'h 1;>1 3opic# &esistance to Change -7) 5f an indi*idual belie*es hisCher income "ill be affected negati*ely by a particular change, resistance "ill be likely. Ans"er# 3&,! iff# $ %age &ef# !'h 1;>1 3opic# &esistance to Change -;) BChange agentB is synonymous "ith Bmanager.B Ans"er# ?AE<! iff# 1 %age &ef# $1=>$1. 3opic# &esistance to Change -=) 8utside consultants are more likely to initiate more drastic changes than internal change agents. Ans"er# 3&,! iff# $ %age &ef# $1. 3opic# &esistance to Change -.) 5nternal change agents are more likely to be cautious in their recommended changes since they ha*e to li*e "ith the consequences. Ans"er# 3&,! iff# $ %age &ef# $1. 3opic# &esistance to Change --) 5nternal change agents typically are indi*iduals high in the organi0ation "ho ha*e little to lose from the change. Ans"er# ?AE<! iff# $ %age &ef# $1. 3opic# &esistance to Change 1//) According to Ee"in)s model, refree0ing is required if changes are to be permanent. Ans"er# 3&,! iff# 1 %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change
1/1) &etention forces are those that hinder mo*ement from the e'isting equilibrium. Ans"er# ?AE<! iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 1/$) 5nertia forces direct beha*ior a"ay from the status quo. Ans"er# ?AE<! iff# 1 %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 1/+) According to Ee"in)s change process, the status quo is considered an equilibrium stateF mo*ing from this equilibrium requires unfree0ing. Ans"er# 3&,! iff# + %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 1/1) According to Ee"in, to unfree0e from the equilibrium state the dri*ing forces should be decreased. Ans"er# ?AE<! iff# $ %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 1/7) According to Ee"in, once the change has been implemented, it "ill take hold immediately. Ans"er# ?AE<! iff# + %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 1/;) Kotter)s eight>step plan for implementing change builds on Ee"in)s three>step model to create a more detailed approach. Ans"er# 3&,! iff# + %age &ef# $7/ 3opic# Approaches to 9anaging 8rgani0ational Change 1/=) 3here is a strong emphasis on collaboration in 8 . Ans"er# 3&,! iff# $ %age &ef# $71 3opic# Approaches to 9anaging 8rgani0ational Change 1/.) <ensiti*ity training emphasi0es changing beha*ior through structured group interaction. Ans"er# ?AE<! iff# $ %age &ef# $71 3opic# Approaches to 9anaging 8rgani0ational Change 1/-) <ensiti*ity training is also kno"n as 3>groups. Ans"er# 3&,! iff# 1 %age &ef# $71 3opic# Approaches to 9anaging 8rgani0ational Change
11/) 3he ob:ecti*es of sur*ey feedback are to pro*ide sub:ects "ith increased a"areness of their o"n beha*ior and ho" others see them. Ans"er# ?AE<! iff# 1 %age &ef# $71 3opic# Approaches to 9anaging 8rgani0ational Change 111) 8ne tool for assessing attitudes held by organi0ational members, identifying discrepancies among member perceptions, and sol*ing these differences is the sur*ey feedback approach. Ans"er# 3&,! iff# $ %age &ef# $71 3opic# Approaches to 9anaging 8rgani0ational Change 11$) %rocess consultants "ork "ith the clients in :ointly diagnosing "hat processes need impro*ement. Ans"er# 3&,! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change 11+) %rocess consultants are hired to sol*e the organi0ation)s problems. Ans"er# ?AE<! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change 111) Appreciati*e inquiry refers to a change process based on systematic collection of data and then selection of a change action based on "hat the analy0ed data indicates. Ans"er# ?AE<! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change 117) Appreciati*e inquiry is a collection of change techniques or inter*entions built on humanistic>democratic *alues. Ans"er# ?AE<! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change 11;) Appreciati*e inquiry is problem>focused. Ans"er# ?AE<! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change 11=) &ather than looking for problems to fi', appreciati*e inquiry seeks to identify the unique qualities and special strengths of an organi0ation. Ans"er# 3&,! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change
11.) 5n the disco*ery step of the A5 process, the organi0ation finds out "hat people think the organi0ation)s strengths are.. Ans"er# 3&,! iff# $ %age &ef# $7$ 3opic# Approaches to 9anaging 8rgani0ational Change 11-) 8rganic organi0ational structures positi*ely influence inno*ation. Ans"er# 3&,! iff# $ %age &ef# $7+ 3opic# Creating a Culture for Change 1$/) 3he search for continuous impro*ement recogni0es that good isn)t good enoughe*en for e'cellent performance. Ans"er# 3&,! iff# $ %age &ef# $71 3opic# Contemporary 5ssues in 8rgani0ational Change 1$1) %rocess reengineering in*ol*es minor tinkering "ith organi0ational processes. Ans"er# ?AE<! iff# 1 %age &ef# $77 3opic# Contemporary 5ssues in 8rgani0ational Change 1$$) %rocess reengineering means eliminating cross>functional teams. Ans"er# ?AE<! iff# $ %age &ef# $77 3opic# Contemporary 5ssues in 8rgani0ational Change 1$+) A consequence of process reengineering has been the loss of middle management :obs. Ans"er# 3&,! iff# $ %age &ef# $77 3opic# Contemporary 5ssues in 8rgani0ational Change 1$1) Aot all stress is dysfunctional. Ans"er# 3&,! iff# 1 %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change 1$7) !mployee selection can lo"er stress le*els by ensuring employee abilities match the :ob requirements. Ans"er# 3&,! iff# $ %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change 1$;) <tress may offer the opportunity for potential gain. Ans"er# 3&,! iff# 1 %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change
1$=) Conditions that cause stress are uni*ersal in effect. Ans"er# ?AE<! iff# 1 %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change 1$.) 3o help manage stress, organi0ations can use the techniques of goal setting and redesigning :obs, among others. Ans"er# ?AE<! iff# 1 %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change 1$-) ?e" of the factors that cause stress are controlled by management. Ans"er# ?AE<! iff# 1 %age &ef# $7;>$7= 3opic# Contemporary 5ssues in 8rgani0ational Change 1+/) ouble>loop learning is an error correction process that relies on past routines and present policies. Ans"er# ?AE<! iff# $ %age &ef# $7= 3opic# Contemporary 5ssues in 8rgani0ational Change 1+1) A learning organi0ation is an ideal rather than an organi0ational reality. Ans"er# 3&,! iff# 1 %age &ef# $7. 3opic# Contemporary 5ssues in 8rgani0ational Change 1+$) 3ransformational leadership is needed in a learning organi0ation to implement the shared *ision. Ans"er# 3&,! iff# $ %age &ef# $7. 3opic# Contemporary 5ssues in 8rgani0ational Change 1++) <eldom does an organi0ation)s formal structure act as an impediment to learning. Ans"er# ?AE<! iff# + %age &ef# $7. 3opic# Contemporary 5ssues in 8rgani0ational Change 1+1) 5t is important for management in a learning organi0ation to demonstrate by their actions that taking risks and admitting failures are desirable traits. Ans"er# 3&,! iff# $ %age &ef# $73opic# Contemporary 5ssues in 8rgani0ational Change
1+7) %eople openly communicate "ith each other across *ertical and hori0ontal boundaries in the learning organi0ation. Ans"er# 3&,! iff# $ %age &ef# !'h 1;>7 3opic# Contemporary 5ssues in 8rgani0ational Change 1+;) Cultures across the globe are in agreement in terms of beliefs about their ability to control their en*ironment. Ans"er# ?AE<! iff# $ %age &ef# $73opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+=) 5n high>po"er>distance cultures, change efforts "ill tend to be autocratically implemented by top management. Ans"er# 3&,! iff# $ %age &ef# $73opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+.) <ince 5talians focus on the past, they should be less resistant to change efforts. Ans"er# ?AE<! iff# $ %age &ef# $73opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 1+-) An idea champion in @ermany "ill be more effecti*e by ignoring budgets and procedures. Ans"er# ?AE<! iff# $ %age &ef# $7->$;/ 3opic# @lobal 5mplications AA<CB 3ag# 9ulticultural and i*ersity ,nderstanding 11/) 9anagers must continually act as change agents. Ans"er# 3&,! iff# 1 %age &ef# $;/ 3opic# 5mplications for 9anagers
111) iscuss some of the forces for change. Ans"er# <ome of the forces for change are# the nature of the "orkforce, technology, economic shocks, competition, social trends, and "orld politics. 3he nature of the "orkforce includes more cultural di*ersity, increase in professionals, and many ne" entrants "ith inadequate skills. 3echnology includes faster and cheaper computers, ne" mobile communication de*ices, and deciphering of the human genetic code. !conomic shocks include the rise and fall of dot.com stocks, the decline in the *alue of the !uro, and the collapse of !nron Corporation. Competition includes global competitorsF mergers and consolidationsF and the gro"th of e>commerce. <ocial trends include 5nternet chat rooms, the retirement of Baby Boomers, and the increased interest in urban li*ing. World politics includes the escalation of hostilities in the 9iddle !ast, the opening of markets in China, and the "ar on terrorism. %age &ef# $1; 3opic# ?orces for Change 11$) iscuss organi0ational sources of resistance to change. Ans"er# 8ne ma:or organi0ational source of resistance is structural inertia. 8rgani0ations ha*e built>in mechanisms to produce stability# the selection process systematically selects certain people in and certain people outF training and other sociali0ation techniques reinforce specific role requirements and skillsF and formali0ation pro*ides :ob descriptions, rules, and procedures for employees to follo". When an organi0ation is confronted "ith change, this structural inertia acts as a counterbalance to sustain stability. Another organi0ational factor that leads to resistance to change is the limited focus of change. 8rgani0ations are made up of interdependent subsystems. 8ne can)t change "ithout affecting the others. Eimited changes in subsystems tend to get nullified by the larger system. @roup inertia may act as a constraint e*en if indi*iduals themsel*es "ant to change. Changes in organi0ational patterns may threaten the e'pertise of speciali0ed group. Andy redistribution of decision>making authority can threaten long> established po"er relationships "ithin the organi0ation. ?inally, groups in the organi0ation that control si0able resources often see change as a threat. %age &ef# !'h 1;>1 3opic# Approaches to 9anaging 8rgani0ational Change 11+) iscuss the actions that managers can take to o*ercome resistance to change. Ans"er# Change agents can take a number of approaches to lessen the resistance to change. &esistance can be reduced by communicating "ith employees to help them see the logic of a change and educating them in the change. %rior to making a change, those opposed can be brought into the decision process. 3heir in*ol*ement can reduce resistance and obtain commitment. Change agents can offer a range of supporti*e efforts to reduce resistance. !mployee counseling and therapy, ne" skills training, or a short paid lea*e of absence may facilitate ad:ustment. !nergi0ing employees can also help them emotionally commit to the change rather than embrace the status quo. 3hrough cooptation, the leaders of a resistance group can be bought off. 8rgani0ations can facilitate the change process by selecting people "ho score high on openness to e'perience, positi*e attitude to"ard change, "illingness to take risks, fle'ibility in their beha*ior, high risk tolerance, and self concept. As a last resort, coercion may be used to lessen resistance to change. %age &ef# $1.>$13opic# Approaches to 9anaging 8rgani0ational Change
111) escribe Ee"in)s model for change. Ans"er# Kurt Ee"in argued that successful change in organi0ations should follo" three steps# unfree0ing the status quo, mo*ement to a ne" state, and refree0ing the ne" change to make it permanent. 3he status quo is an equilibrium state. 3o mo*e from this equilibrium, unfree0ing is necessary. 5t can be achie*ed by increasing the dri*ing forces, decreasing the restraining forces, or both. %age &ef# $13opic# Approaches to 9anaging 8rgani0ational Change 117) iscuss four 8 inter*entions that change agents might consider using. Ans"er# <ensiti*ity training refers to a method of changing beha*ior through unstructured group interaction. 9embers are brought together in a free and open en*ironment in "hich participants discuss themsel*es and their interacti*e processes, loosely directed by a professional beha*ioral scientist. 8ne tool for assessing attitudes held by organi0ational members, identifying discrepancies among member perceptions, and sol*ing these differences is the sur*ey feedback approach. 3he purpose of process consultation is for an outside consultant to assist a client to percei*e, understand, and act upon process e*ents "ith "hich he or she must deal. ?inally, appreciati*e inquiry seeks to identify the unique qualities and special strengths of an organi0ation, "hich can then be built upon to impro*e performance. 3hat is, it focuses on an organi0ation)s successes rather than its problems. %age &ef# $71>$7$ 3opic# Approaches to 9anaging 8rgani0ational Change 11;) iscuss the structural *ariables that ser*e as sources of inno*ation in organi0ation. Ans"er# 8rganic structures positi*ely influence inno*ation. Because they are lo"er in *ertical differentiation, formali0ation, and centrali0ation, organic organi0ations facilitate the fle'ibility, adaptation, and cross>fertili0ation that make the adoption of inno*ations easier. <econd, long tenure in management is associated "ith inno*ation. 3hird, inno*ation is nurtured "hen there are slack resources. ?inally, interunit communication is high in inno*ati*e organi0ations. 3hey utili0e committees, task forces, cross>functional teams, and other mechanisms that facilitate interaction across departmental lines. %age &ef# $7+>$71 3opic# Creating a Culture for Change 11=) efine process reengineering and identify its three key elements. Ans"er# %rocess reengineering is ho" you "ould do things if you could start all o*er from scratch. 5t means that management should start "ith a clean sheet of paperrethinking and redesigning those processes by "hich the organi0ation creates *alue and does "ork, ridding itself of operations that ha*e become antiquated. 3he three key elements of process reengineering are identifying an organi0ation)s distincti*e competencies, assessing core processes, and reorgani0ing hori0ontally by process. %age &ef# $77 3opic# Contemporary 5ssues in 8rgani0ational Change
11.) What is stress( Ans"er# <tress is a dynamic condition in "hich an indi*idual is confronted "ith an opportunity, constraint, or demand related to "hat he or she desires and for "hich the outcome is percei*ed to be both uncertain and important. <tress is not necessarily bad in and of itself. 5t is an opportunity "hen it offers potential gain. %age &ef# $7; 3opic# Contemporary 5ssues in 8rgani0ational Change 11-) What is a learning organi0ation( iscuss the difference bet"een single>loop and double> loop learning. Ans"er# A learning organi0ation is an organi0ation that has de*eloped the continuous capacity to adapt and change. Gust as indi*iduals learn, so too do organi0ations. A learning organi0ation is one in "hich people put aside their old "ays of thinking, learn to be open "ith each other, understand ho" their organi0ation really "orks, form a plan or *ision that e*eryone can agree on and then "ork together to achie*e that *ision. 9ost organi0ations engage in "hat has been called single>loop learning. When errors are detected, the correction process relies on past routines and present policies. 5n contrast, learning organi0ations use double>loop learning. When an error is detected, it is corrected in "ays that in*ol*e the modification of the organi0ation)s ob:ecti*es, policies, and standard routines. ouble> loop learning challenges deep>rooted assumptions and norms "ithin an organi0ation. 5t pro*ides opportunities for radically different solutions to problems and dramatic :umps in impro*ement. %age &ef# $7= 3opic# Contemporary 5ssues in 8rgani0ational Change 17/) What can managers do to make their firms learning organi0ations( Ans"er# 9anagers can make their firms learning organi0ations through a number of suggestions. 9anagement can establish a strategy. 9anagement might also redesign the organi0ation)s structure. 5n addition, they can reshape the organi0ation)s culture. %age &ef# $7.>$73opic# Contemporary 5ssues in 8rgani0ational Change

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Essentials of Organizational Behavior, 10e (Robbins/Judge) Chapter 1 Introduction to Organizational Behavior 1) When managers are asked to describe their

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