BA12N Chap004

Chapter 04
Workplace Emotions, Attitudes, and Stress
True / False Questions
1. Cognitive processes typically occur before emotional processes are initiated.
True False
2. Emotions represent the cluster of beliefs, assessed feelings, and behavioral

intentions towards something or someone guided by conscious logical reasoning.
True False
3. Emotions are brief events or "episodes".
True False
4. Moods represent our reaction to specific people or events, whereas emotions are
not directed toward anything in particular.
True False
2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
5. People are consciously aware of most emotions they experience.
True False
6. Emotions generate a core affect that something is good or bad, helpful or harmful,
to be approached or avoided.
True False
7. Strong emotions trigger our conscious awareness of a threat or opportunity in the

external environment.
True False
8. Moods are less intense emotional states that are directed toward something or
somebody in particular.
True False
9. Emotions are communications to ourselves, which serve to put us in a state of

readiness.
True False
10. Attitudes represent a cluster of beliefs, motivation and feelings about an attitude
object.
True False
11. Beliefs are established perceptions about the attitude object.
True False
12. Attitudes consist of the following three components: emotions, beliefs, and
behaviors.
True False
13. The emotional markers that nonconsciously tag sensory information are calculated
feelings towards the information source.
True False
14. A dual cognitive-emotional attitude formed by emotions and logic is responsible

for how employees form positive or negative attitudes toward their job, coworkers,
and other aspects of work.
True False
15. The influence of both cognitive reasoning and emotions on attitudes is most
apparent when they agree with each other.
True False
16. Studies indicate that while executives tend to make quick decisions based on
logical reasoning, the best decisions are based on their emotional responses.
True False
17. Cognitive dissonance is more likely to occur when the dissonant behavior is known
to everyone, was done voluntarily and cannot be undone.
True False
18. A person's emotions are influenced by his or her personality, not just from
workplace experiences.
True False
19. Emotional labor refers to any physical work that makes employees feel angry that
they must perform this kind of work.
True False
20. Display rules are norms that require employees to show certain emotions and to
withhold others.
True False
21. Emotional dissonance occurs when two or more people with notable differences in
emotional intelligence interact with each other.
True False
22. Emotional dissonance refers to the conflict experienced between the emotions we
are required to display and our true emotions in that situation.
True False
23. Emotional dissonance is most common where emotional display rules are highly
regulated and employees must display emotions quite different from their true
emotions.
True False
24. Jobs require more emotional labor when employees must display a variety of
emotions, rather than just one or two.
True False
25. Emotional labor may result in stress and job burnout when the prescribed
emotions for a job conflict with the employee's true emotions.
True False
26. Employees experience less stress from emotional labor when they practice surface
acting rather than deep acting.
True False
27. Employees can minimize the stress from emotional labor by actually changing their
emotions to match the job requirements (deep acting), rather than displaying
emotions contrary to their true emotions (surface acting).
True False
28. Emotional intelligence refers to the ability to perceive and express emotion,
assimilate emotion in thought, understand and reason with emotion, and regulate
emotion in oneself and others.
True False
29. Emotional intelligence refers to a group of behaviors rather than a set of abilities of
an individual.
True False
30. The dimensions of emotional intelligence are cognitive dissonance, continuance
commitment, and emotional labor.
True False
31. Relationship management represents the highest level of emotional intelligence.
True False
32. The four dimensions of emotional intelligence form a hierarchy.
True False
33. The emotional intelligence of an individual tends to increase with age.
True False
34. Job satisfaction represents a person's evaluation of his or her job and work
context.
True False
35. Employees are more likely to quit their jobs and be absent from work if they are
dissatisfied with their jobs.
True False
36. The exit-voice-loyalty-neglect model states that some employees respond to their
job dissatisfaction by patiently waiting for the problem to work itself out or get
resolved by others.
True False
37. According to the exit-voice-loyalty-neglect model, some unsatisfied employees

engage in "voice" by constructively recommending solutions to the source of their
dissatisfaction.
True False
38. People with a high conscientiousness personality are more likely to engage in
neglect and less likely to engage in voice.
True False
39. Job satisfaction leads to improved job performance when performance is not
linked to valued rewards.
True False
40. The relationship between job satisfaction and job performance would likely be
stronger if more organizations provided valued rewards for good performance.
True False
41. Employees with higher job satisfaction tend to convey more friendliness and
positive feelings to customers.
True False
42. Job satisfaction is an ethical issue that influences the organization's reputation in
the community.
True False
43. Organizational commitment refers to an employee's contractual obligation to

provide a minimum amount of time and effort to the organization in return for a
fair day's pay from the organization.
True False
44. Affective commitment refers to a calculative attachment to remain in the

organization.
True False
45. Continuance commitment is a calculative decision to remain with the organization

rather than an emotional attachment to the firm.
True False
46. Employees with high levels of affective commitment tend to engage in more
organizational citizenship behaviors.
True False
47. Employees with very high loyalty tend to have high conformity, which results in
lower creativity.
True False
48. Financial incentives given to employees to stay with the organization usually
reduces continuance commitment.
True False
49. Continuance commitment motivates employees to increase their work effort

beyond expectations.
True False
50. Opportunities for employee involvement and increased social identity with the
organization would increase the continuance commitment of employees.
True False
51. Trust, employee involvement, and organizational comprehension tend to increase
organizational commitment.
True False
52. Trust is a reciprocal activity; to receive trust from employees, corporate leaders
must demonstrate their trust in those employees.
True False
53. Stress is an adaptive response to a situation that is perceived as challenging or

threatening to the person's well-being.
True False
54. Some level of stress is a necessary part of life for every individual.
True False
55. Eustress refers to the short-term causes of stress, whereas distress refers to long-
term causes.
True False
56. The general adaptation syndrome describes the various consequences of stress.
True False
57. Job burnout is a particular stress consequence process, which typically consists of
three stages.
True False
58. Any environmental condition that places a physical or emotional demand on a

person is called a stressor.
True False
59. Work overload and job burnouts are also referred to as quid pro quo harassment
at the workplace.
True False
60. High task control increases employee exposure to the risk of burnout.
True False
61. Job sharing and telecommuting are usually considered ways to reduce stress
through work/life balance.
True False
62. Work practices such as flexible and restricted work hours increase work-related
stress.
True False
63. Vacations and holidays allow employees to be withdrawn from various

organizational stressors and reenergize for future challenges.
True False
64. Many companies have fitness centers or subsidize the cost of membership at off-
site centers. This practice is intended to remove the stressor.
True False
65. Social support cannot improve a person's resilience, but it can help a person
withdraw from the stressor.
True False
Multiple Choice Questions
66. Emotions are defined as:
A. feelings that are not directed toward anything in particular.
B. our judgments about what is right or wrong.
C. our intentions to act towards the attitude object.
D. the cluster of beliefs, assessed feelings and behavioral intentions towards an

attitude object.
E. physiological, behavioral, and psychological episodes experienced toward an

object, person, or event that create a state of readiness.
67. Emotions will have a greater influence on our perceptions, attitudes, decisions, and
behavior than cognition because:
A. emotional processes often occur before cognitive processes.
B. cognitive processes are less significant for individual behaviors.
C. emotional processes are simpler when compared to cognitive processes.
D. emotional processes are more likely to result in negative behaviors.
E. cognitive processes are more likely to result in negative behaviors.
68. Which of the following statements is true of emotions in the workplace?
A. They are physiological actions rather than behavioral actions.
B. Emotions last for a longer time period.
C. Emotions are directed toward someone or something.
D. They are also referred to as moods of individuals.
E. Emotions and moods are directed toward specific attitudes of others.
69. Which of the following is an effect of emotions?
A. They represent the cluster of beliefs and behavioral intentions toward a person.
B. They put us into a state of readiness.
C. They help us involve in conscious logical reasoning.
D. They enable us to have established perceptions about the attitude object.
E. They represent one's motivation to engage in a particular behavior.
70. Anger, fear, joy, and sadness represent the:
A. beliefs that influence our attitudes towards something or someone.
B. first four stages of emotional labor.
C. different types of emotions.
D. four dimensions of job satisfaction.
E. four areas of the Johari Window.
71. Which of the following differences is similar to the difference between emotions
and attitudes?
A. Eating something versus drinking something.
B. Experiencing something versus judging something.
C. Perceiving something versus behaving toward something.
D. Knowing about something versus doing something.
E. Espoused values versus enacted values.
72. Beliefs, feelings, and behavioral intentions are components of:
A. attitudes.
B. the EVLN model.
C. organizational commitment.
D. emotions.
E. the psychological contract.
73. Which of the following terms refer to established perceptions about the attitude
object?
A. Intentions
B. Feelings
C. Senses
D. Beliefs
E. Behaviors
74. Which of the following terms best represents the positive or negative evaluations
of the attitude object?
A. Intentions
B. Behaviors
C. Feelings
D. Senses
E. Beliefs
75. Identify the term that represents your motivation to engage in a particular
behavior regarding the attitude object.
A. Feelings
B. Senses
C. Beliefs
D. Behaviors
E. Intentions
76. Which of these statements represents the feelings dimension of attitudes?
A. I don't like how my boss treats his employees.
B. I want to transfer out of this department to get away from this manager.
C. My supervisor barks at his employees in public.
D. I intend to tell the human resource manager that my supervisor should be

demoted.
E. I believe the current actions of the company will increase its competitiveness.
77. Which of the following determine whether intentions translate into behavior?
A. External dimensions of your value system.
B. All four elements of the MARS model.
C. Internal or external locus of control.
D. Self-efficacy and self-esteem.
E. Tendency for self-enhancement.
78. As soon as we receive sensory information, we nonconsciously tag some of that

information with emotional markers. These markers are:
A. calculated feelings about an individual or incidents.
B. calculated feelings of a particular attitude or emotion.
C. behavioral intensions formed based on the beliefs of individuals.
D. innate emotional responses to thin slices of sensory information.
E. the internal beliefs that drives individuals of an organization.
79. After working weeks on a difficult proposal for a client, Jack learns that the client
has accepted the proposal and will award the contract to Jack's firm. When Jack
hears this from his boss, he yelps 'Yahoo!' and automatically thrusts his fisted hand
in the air. This action is an example of:
A. perceptions directly influencing beliefs.
B. behavioral intentions directly influencing behavior.
C. emotions directly influencing feelings.
D. beliefs directly influencing feelings.
E. emotions directly influencing behavior.
80. Many companies try to create positive experiences at work. Which of the following
is the major reason for this?
A. It is mandatory for a multi-national company to have such work-conditions.
B. Work conditions can have an emotional influence on employee attitudes.
C. In order to promote an image of increased corporate social responsibility.
D. As part of the green marketing campaign which is popular around the world.
E. This would help the employers form a cognitive dissonance with the employees.
81. Which of the following statements is true of an individual's conscious logical
evaluation of a situation?
A. Emotional responses influence the conscious logical evaluation.
B. It is less dependable compared to the emotional evaluation.
C. Logical evaluation would not lead to any form of conflict.
D. Logical evaluation can be effective only when the individual has strong
emotions.
E. Conscious logical evaluations of individuals always have a neutral perspective.
82. The uncomfortable tension felt when our behavior and attitudes are inconsistent
with each other is called:
A. cognitive distance.
B. emotional intelligence.
C. cognitive justification.
D. cognitive dissonance.
E. neglect.
83. Emotional labor refers to:
A. the effort, planning, and control needed to express organizationally desired

emotions during interpersonal transactions.
B. the tendency to change our attitudes so they become more consistent with our
behaviors.
C. a person's evaluation of the job and work context.
D. a person's emotional attachment to identification with, and involvement in a

particular organization.
E. maintaining similar emotional display rules and standards around the world.
84. Customer service representatives (CSRs) often conceal their frustration when
serving an irritating customer. This behavior from the CSRs is an example of:
A. emotional labor.
B. cognitive response.
C. cognitive dissonance.
D. judgmental evaluation.
E. emotional attribution.
85. Emotional labor is higher in jobs requiring:
A. limited hours of routine work.
B. working in irregular shifts.
C. working in isolation.
D. frequent interaction with clients.
E. skilled knowledge such as accounting.
86. Which of these statements about emotional labor is true?
A. Jobs involving customer service do not require emotional labor.
B. Research indicates that emotional display rules and standards are very similar
around the world.
C. Emotional labor increases with the extent to which employees must abide by
emotional display rules.
D. Emotional labor occurs when we perceive an inconsistency between our beliefs,

feelings, and behavior.
E. Emotional labor demands are higher in jobs requiring more intense emotions.
87. Which of these countries is more likely to accept or tolerate, than any other
country, people who display their true emotions at work?
A. U.S.A.
B. Japan
C. France
D. Spain
E. Austria
88. Emotional dissonance is:
A. the emotion people experience when they are dissatisfied with their paycheck.
B. a significant cause of stress and job burnout.
C. present whenever emotional labor is not required in the job.
D. the main source of ethical conduct in organizational settings.
E. a set of similar emotional display rules around the world.
89. Emotional dissonance occurs when:
A. there are no known emotional display rules for a particular situation.
B. we experience conflict between the required emotions and our true emotions.
C. we work with someone who has high emotional intelligence.
D. job satisfaction is at the same level as organizational commitment.
E. there is a set of similar emotional display rules around the world.
90. ________ involves modifying behavior to be consistent with required emotions but
continuing to hold different internal feelings.
A. Surface acting
B. Customization
C. Personalization
D. Deep acting
E. Emotional dissonance
91. Deep acting involves:
A. using real emotions to handle difficult customers.
B. basing one's beliefs to make decisions on customer interactions.
C. ignoring customer needs and acting for the company's benefit.
D. ignoring customer needs and acting for one's own benefit.
E. changing true emotions to match the required emotions.
92. The ability to perceive and express emotion, assimilate emotion in thought,
understand and reason with emotion, and regulate emotion in oneself and others
is called:
A. emotional intelligence.
B. emotional labor.
D. positive affectivity.
E. job satisfaction.
93. Emotional intelligence is best described as:
A. a personality trait.
B. a set of abilities.
C. a form of organizational commitment.
D. an action-tendency indicating that the person is highly motivated.
E. a form of empathy.
94. Social awareness, self-management, and relationship management are three
elements of:
A. affective commitment.
B. emotional labor.
C. emotional intelligence.
D. continuance commitment.
E. the affect circumplex model of emotions.
95. The highest level of emotional intelligence is:
A. being aware of other peoples' emotions.
B. self-management.
C. organizational comprehension.
D. self-awareness.
E. managing other people's emotions.
96. Relationship management is:
A. a negative, highly activated emotion.
B. one of three types of organizational commitment.
C. an outcome of emotional dissonance.
D. the highest level of emotional intelligence.
E. the opposite of employability.
97. Self-awareness is the lowest level of _____.
A. emotional intelligence
B. emotional labor
C. emotional dissonance
D. continuance commitment
E. affective commitment
98. The competency most strongly associated with social awareness is:
A. conflict management.
B. empathy.
D. self-esteem.
E. job performance.
99. Which of the following is a competency representing the highest level of emotional
intelligence?
A. Perceiving emotions of other people.
B. Understanding the meaning of one's own emotions.
C. Managing dysfunctional emotions among staff.
D. Being more sensitive to subtle emotional responses.
E. Experiencing another person's emotions.
100.Your boss has the highest level of emotional intelligence. Which of the following
abilities does your boss possess?
A. He is able to perceive his own emotions.
B. He is able to empathize with others.
C. He is able to understand the meaning of his own emotions.
D. He is able to calm employees when they are upset.
E. He is able to manage his own emotions.
101.Which of the following questions does not correctly estimate the level of job
satisfaction among employees?
A. "How flexible is your work timing?"
B. "How healthy is your relationship with your superiors?"
C. "How satisfied are you with your job?"
D. "How are the training methods at your work place?"
E. "How are the transport facilities at your work place?"
102.The exit-voice-loyalty-neglect (EVLN) model:
A. outlines the four consequences of emotional intelligence.
B. identifies the four ways to manage employee emotions.
C. explains why the psychological contract differs between employees and their
employers.
D. is a template for organizing and understanding the consequences of job

dissatisfaction.
E. explains the main differences between affective commitment and continuance

commitment.
103.Donald was unhappy that his company did not provide good transport facilities.
He found it very strenuous to drive to work on his own, and this eventually led to
job dissatisfaction. Hence, he recommended ways to solve this problem.
According to the EVLN model, this information suggests that Donald's main
reaction to job dissatisfaction was:
A. exit.
B. voice.
C. commitment.
D. loyalty.
E. neglect.
104.Shawna is dissatisfied with her boss for not supporting her work or recognizing
her job performance. In spite of these problems, Shawna does not complain and
does not intend to move elsewhere. Instead, she maintains her level of work effort
and hopes the company will eventually correct these problems. According to the
EVLN model, Shawna's response is:
A. exit.
B. voice.
C. employability.
D. loyalty.
E. neglect.
105.Which of the following statements about job satisfaction and job performance is
true?
A. Employees who are dissatisfied with their jobs do not have high job
performance.
B. Job satisfaction has almost no effect on job performance.
C. Employees who are satisfied with their jobs have higher job performance.
D. Happy workers are less productive workers.
E. Employees have higher job satisfaction only after they have received a financial
reward.
106.Which of the following is a conclusion by organizational behavior scholars
regarding job satisfaction?
A. As job performance increases, job satisfaction decreases.
B. Job performance is the sole predictor of job satisfaction.
C. Job satisfaction is not related to job performance.
D. People with higher job satisfaction have higher job performance.
E. Job satisfaction does not affect customer performance.
107.Which of the following proposes that job satisfaction has a positive effect on
customer service, which flows on to shareholder financial returns?
A. EVLN model
B. Service profit chain model
C. Emotional intelligence model
D. MARS model
E. EI-Based Theory of Performance
108.Employees who stay with an organization mainly because they believe it will cost
them financially to leave will have:
A. high continuance commitment.
B. high emotional intelligence.
C. low continuance commitment.
D. high organizational commitment.
E. high affective commitment.
109.The concept of affective organizational commitment includes:
A. a calculative attachment to the organization.
B. an employee who is motivated to stay because leaving would be costly.
C. an emotional attachment with the organization.
D. selfish behavior within the organization.
E. perceiving loss of social costs.
110.Employees with an emotional attachment to, identification with, and involvement
in a particular organization are said to have:
A. a high level of work motivation.
B. extreme emotional dissonance.
C. a low level of emotional activation.
D. a high level of continuance commitment.
E. a high level of calculative commitment.
111. Which of the following occurs when organizations give financial incentives to
prevent dissatisfied employees from quitting?
A. Employees increase their level of affective commitment.
B. Employees increase their level of continuance commitment.
C. Employees increase their level of job satisfaction.
D. Employees decrease their level of emotional intelligence.
E. Employees decrease their level of continuance commitment.
112.Which of the following tends to result in increased continuance commitment?
A. Corporate leaders demonstrate increasing trust in employees.
B. The company helps employees learn more about the organization through
departmental visits and special seminars on company products.
C. Employees receive low interest loans and other incentives from their employer
that make it costly for them to quit.
D. The company introduces a no-layoff policy to motivate the employees.
E. The company gives strong opportunities for learning new skills to employees.
113.Employees' identification with a particular organization tends to increase:
B. cognitive dissonance.
C. continuance commitment.
D. calculative commitment.
E. job dissatisfaction.
114._____ is a psychological state that refers to the positive expectations of the intent or
behavior of the other person in situations involving risk.
A. Surface acting
B. Trust
C. Cognitive dissonance
D. Deep acting
E. General adaptation syndrome
115.The adaptive response to a situation that is perceived as challenging or

threatening to the person's well-being is called:
A. self-leadership.
B. job burnout.
C. eustress.
D. workaholism.
E. stress.
116.Stress is best described as:
A. the physiological disorders we experience from adverse environmental

conditions.
B. an adaptive response to a situation that is perceived as challenging or

threatening to the person's wellbeing.
C. a series of events that cause emotional exhaustion and cynicism towards

customers.
D. environmental conditions that place a physical or emotional demand on the

person.
E. a behavior pattern of people with low risk of heart disease.
117.Which of the following terms refers to the necessary stress that activates and
motivates people to achieve goals and change their environments?
A. Distress
B. Cognitive dissonance
C. General Adaptation syndrome
D. Eustress
118.Which of the following statements about stress is true?
A. Employees are the most productive when they experience no stress.
B. Stress is caused by stressors.
C. Stress is a psychological condition and not physiological condition.
D. The hypoventilation syndrome describes the stress experience.
E. When a person is under stress, the body moves less blood to the brain.
119.Which of the following represent the three dimensions of workaholism?
A. Efficacy, cynicism, and emotional exhaustion.
B. Work involvement, compulsion to work, and low enjoyment of work.
C. Alarm reaction, resistance, exhaustion.
D. Time, strain, and role.
E. Cynicism, drive to succeed, and resistance.
120.What effect does providing childcare support and offering employees flexible work
hours have on work-related stress?
A. It helps employees to learn how to cope with the consequences of stress.
B. It helps employees to control the consequences of stress.
C. It removes stressors from the workplace.
D. It enhances stressors in the workplace.
E. It changes employees' perceptions of stress.
121.Which of the following reduces stress by withdrawing from the stressor?
A. Flexible work schedules
B. Sabbaticals
C. Work addiction
D. Telecommuting
E. Workaholism
122.Which of these stress management activities helps employees improve their

perceived ability to cope with the stressor and possibly remove the stressor?
A. Transfer
B. Social support
C. Meditation
D. Vacations
E. Fitness programs
123.To ward off stress, a film director likes to have a good laugh. When under
pressure, the director will crack jokes and ensure everyone has a good laugh
during the hard work. These actions mainly reduce stress:
A. by removing the stressor.
B. by providing social support.
C. by changing stress perceptions.
D. by controlling the consequences of stress.
E. by being workaholic.
124.Self-reinforcement can potentially minimize stress by:
A. removing people from stressors.
B. helping employees to temporarily withdraw from the stressor.
C. helping employees to control the consequences of stress.
D. helping employees to develop more favorable perceptions of the stressors.
E. Self-leadership has no known effect on work-related stress.
Essay Questions
125.Tai was overjoyed when she learned that she would be promoted to a position
with higher responsibility and pay. However, even before hearing about the
promotion, she believed that the regional manager who made the promotion
decision was fair-minded. Use the emotions, attitudes, and behavior model to
explain how Tai's emotions and beliefs influence her positive feelings towards the
regional manager.
126.What is emotional labor? What types of jobs involve emotional labor?
127.Three employees believe that their pay is too low. One of them quits, the second
complains to management about the low pay, and the third does nothing. Explain
why these employees engaged in different behaviors even though they held the
same belief about their pay checks.
128.Briefly explain and distinguish between the two forms of organizational

commitment.
129.Identify and explain two reasons why employee involvement tends to increase
130.Jake tells you that he is feeling very stressed. Based on your knowledge of the
general adaptation syndrome, what information would you ask for or look for to
determine what stage of stress Jake is experiencing?
131.Briefly describe the five ways of managing work-related stress.
Chapter 04 Workplace Emotions, Attitudes, and Stress Answer Key
True / False Questions
1. Cognitive processes typically occur before emotional processes are initiated.

(p. 98)
FALSE
Emotions may have a greater influence on our perceptions and behaviors

because emotional processes often occur before cognitive processes and,
consequently, influence the latter.
AACSB: Analytic
Blooms: Understand
Learning Objective: 04-01 Explain how emotions and cognition (logical thinking) influence attitudes and behavior.
Level of Difficulty: 2 Medium
Topic: Emotions in the Workplace
2. Emotions represent the cluster of beliefs, assessed feelings, and behavioral
(p. 98)
intentions towards something or someone guided by conscious logical
reasoning.
FALSE
Emotions are physiological, behavioral, and psychological episodes experienced

toward an object, person, or event that create a state of readiness.
AACSB: Analytic
Blooms: Remember
Level of Difficulty: 1 Easy
3. Emotions are brief events or "episodes".

(p. 98)
TRUE

toward an object, person, or event that create a state of readiness. These
"episodes" are very brief events that typically subside or occur in waves lasting
from milliseconds to a few minutes.
AACSB: Analytic
Blooms: Remember
4. Moods represent our reaction to specific people or events, whereas emotions
(p. 98)
are not directed toward anything in particular.
FALSE
Emotions are directed toward someone or something. This differs from moods,
which are not directed toward anything in particular and tend to be longer-term
emotional states.
AACSB: Analytic
Blooms: Remember
5. People are consciously aware of most emotions they experience.

(p. 98)
FALSE
Emotions are experiences. They represent changes in our physiological state

(e.g., blood pressure, heart rate), psychological state (e.g., thought process), and
behavior (e.g., facial expression). Most of these emotional reactions are subtle
and occur without our awareness.
AACSB: Analytic
Blooms: Remember
6. Emotions generate a core affect that something is good or bad, helpful or
(p. 98)
harmful, to be approached or avoided.
TRUE
Emotions generate a global evaluation (called core affect) that something is

good or bad, helpful or harmful, to be approached or to be avoided.
AACSB: Analytic
Blooms: Remember
7. Strong emotions trigger our conscious awareness of a threat or opportunity in

(p. 98)
the external environment.
TRUE
Emotions put us in a state of readiness. When we get worried, for example, our
heart rate and blood pressure increase to make our body better prepared to
engage in fight or flight. Strong emotions also trigger our conscious awareness
of a threat or opportunity in the external environment.
AACSB: Analytic
Blooms: Remember
8. Moods are less intense emotional states that are directed toward something or
(p. 98)
somebody in particular.
FALSE
Emotions are directed toward someone or something. This differs from moods,
which are not directed toward anything in particular and tend to be longer-term
emotional states.
AACSB: Analytic
Blooms: Remember
9. Emotions are communications to ourselves, which serve to put us in a state of

(p. 98)
readiness.
TRUE
Emotions put us in a state of readiness. When we get worried, for example, our
heart rate and blood pressure increase to make our body better prepared to
engage in fight or flight.
AACSB: Analytic
Blooms: Remember
10. Attitudes represent a cluster of beliefs, motivation and feelings about an attitude
(p. 99)
object.
TRUE
Attitudes represent the cluster of beliefs, assessed feelings, and behavioral

intentions toward a person, object, or event.
AACSB: Analytic
Blooms: Remember
Topic: Emotions, Attitudes, and Behavior
11. Beliefs are established perceptions about the attitude object.

(p. 100)
TRUE
Beliefs are established perceptions about the attitude objectwhat you believe
to be true.
AACSB: Analytic
Blooms: Remember
12. Attitudes consist of the following three components: emotions, beliefs, and
(p. 100)
behaviors.
FALSE
Attitudes consist of the following three components: beliefs, feelings, and

behavioral intentions.
AACSB: Analytic
Blooms: Remember
13. The emotional markers that nonconsciously tag sensory information are
(p. 101)
calculated feelings towards the information source.
FALSE
As soon as we receive sensory information, we nonconsciously tag some of that

information with emotional markers. These markers are not calculated feelings.
They are innate and nonconscious emotional responses to very thin slices of
sensory information, triggered by whether that information supports or
threatens our innate drives.
AACSB: Analytic
Blooms: Understand
14. A dual cognitive-emotional attitude formed by emotions and logic is
(p. 101)
responsible for how employees form positive or negative attitudes toward their
job, coworkers, and other aspects of work.
TRUE
Your emotions initially form an opinion of situations. These emotional responses

influence your conscious logical evaluation of the situation. The positive or
negative emotions you experience are then incorporated into your logical
reasoning regarding your attitude toward the merger. This dual cognitive-
emotional attitude process explains how employees form positive or negative
attitudes toward their job, coworkers, and other aspects of work.
AACSB: Analytic
Blooms: Remember
15. The influence of both cognitive reasoning and emotions on attitudes is most
(p. 101)
apparent when they agree with each other.
FALSE
The influence of both cognitive reasoning and emotions on attitudes is most

apparent when they disagree with each other.
AACSB: Analytic
Blooms: Understand
16. Studies indicate that while executives tend to make quick decisions based on
(p. 101)
logical reasoning, the best decisions are based on their emotional responses.
FALSE
Studies indicate that while executives tend to make quick decisions based on
their gut feelings (emotional responses), the best decisions tend to occur when
executives spend time logically evaluating situations.
AACSB: Analytic
Blooms: Understand
17. Cognitive dissonance is more likely to occur when the dissonant behavior is
(p. 102)
known to everyone, was done voluntarily and cannot be undone.
TRUE
Cognitive dissonance occurs when we perceive an inconsistency in our beliefs,

feelings, and behavior. This inconsistency generates emotions (such as feeling
hypocritical) that motivate us to create more consistency by changing one or
more of these elements.
AACSB: Analytic
Blooms: Remember
18. A person's emotions are influenced by his or her personality, not just from
(p. 103)
workplace experiences.
TRUE
Our coverage of the dynamics of workplace emotions wouldn't be complete

unless we mentioned that emotions are also partly determined by a person's
personality, not just workplace experiences.
AACSB: Analytic
Blooms: Remember
19. Emotional labor refers to any physical work that makes employees feel angry
(p. 103)
that they must perform this kind of work.
FALSE
Emotional labor refers to the effort, planning, and control needed to express
organizationally desired emotions during interpersonal transactions.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-02 Discuss the dynamics of emotional labor and the role of emotional intelligence in the workplace.
Topic: Managing Emotions at Work
20. Display rules are norms that require employees to show certain emotions and to
(p. 103)
withhold others.
TRUE
Display rules are norms that require employees to show certain emotions and to
withhold others.
AACSB: Analytic
Blooms: Remember
21. Emotional dissonance occurs when two or more people with notable differences
(p. 105)
in emotional intelligence interact with each other.
FALSE
Emotional labor creates conflict between required and true emotions, which is
called emotional dissonance.
AACSB: Analytic
Blooms: Remember
22. Emotional dissonance refers to the conflict experienced between the emotions
(p. 105)
we are required to display and our true emotions in that situation.
TRUE
Emotional dissonance is a significant cause of stress and job burnout. It occurs

when we experience conflict between the required emotions and our true
emotions.
AACSB: Analytic
Blooms: Remember
23. Emotional dissonance is most common where emotional display rules are highly
(p. 104)
regulated and employees must display emotions quite different from their true
emotions.
TRUE
Emotional labor can be challenging because it is difficult to conceal true

emotions and to display the emotions required by the job. Hence emotional
dissonance occurs.
AACSB: Analytic
Blooms: Remember
24. Jobs require more emotional labor when employees must display a variety of
(p. 103,104)
TRUE
Jobs require more emotional labor when employees must display a variety of
AACSB: Analytic
Blooms: Remember
25. Emotional labor may result in stress and job burnout when the prescribed
(p. 105)
emotions for a job conflict with the employee's true emotions.
TRUE
Emotional labor creates conflict between required and true emotions. The larger
the gap, the more employees tend to experience stress, job burnout, and
psychological separation from self.
AACSB: Analytic
Blooms: Understand
26. Employees experience less stress from emotional labor when they practice
(p. 105)
surface acting rather than deep acting.
FALSE
psychological separation from self. This problem can be minimized through
deep acting rather than surface acting.
AACSB: Analytic
Blooms: Understand
27. Employees can minimize the stress from emotional labor by actually changing
(p. 105)
their emotions to match the job requirements (deep acting), rather than
displaying emotions contrary to their true emotions (surface acting).
TRUE
psychological separation from self. This problem can be minimized through
deep acting rather than surface acting.
AACSB: Analytic
Blooms: Understand
28. Emotional intelligence refers to the ability to perceive and express emotion,
(p. 105)
assimilate emotion in thought, understand and reason with emotion, and
regulate emotion in oneself and others.
TRUE
Emotional intelligence is a set of abilities to perceive and express emotion,

AACSB: Analytic
Blooms: Remember
Topic: Emotional Intelligence
29. Emotional intelligence refers to a group of behaviors rather than a set of abilities
(p. 105)
of an individual.
FALSE

AACSB: Analytic
Blooms: Remember
30. The dimensions of emotional intelligence are cognitive dissonance, continuance

(p. 105)
commitment, and emotional labor.
FALSE
Emotional intelligence consists of four dimensions: awareness of own emotions,

management of own emotions, awareness of others' emotions, and
management of others' emotions.
AACSB: Analytic
Blooms: Remember
31. Relationship management represents the highest level of emotional

(p. 106)
intelligence.
TRUE
Managing other people's emotions, relationship management is the highest

level of emotional intelligence because this ability requires awareness of our
own and others' emotions.
AACSB: Analytic
Blooms: Remember
32. The four dimensions of emotional intelligence form a hierarchy.

(p. 106)
TRUE
The four dimensions of emotional intelligence form a hierarchy. Awareness of

your own emotions is lowest because you need awareness to engage in the
higher levels of EI. Managing other people's emotions is the highest level of EI
because this ability requires awareness of our own and others' emotions.
AACSB: Analytic
Blooms: Remember
33. The emotional intelligence of an individual tends to increase with age.

(p. 107)
TRUE
Emotional intelligence increases with age; it is part of the process called

maturity.
AACSB: Analytic
Blooms: Remember
34. Job satisfaction represents a person's evaluation of his or her job and work
(p. 107)
context.
TRUE
Job satisfaction is a person's evaluation of his or her job and work context.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-03 Summarize the consequences of job dissatisfaction; as well as strategies to increase organizational
(affective) commitment.
Topic: Job Satisfaction
35. Employees are more likely to quit their jobs and be absent from work if they are
(p. 109)
dissatisfied with their jobs.
TRUE
Job dissatisfaction builds over time and is eventually strong enough to motivate
employees to search for better work opportunities elsewhere. It also leads to
reducing work effort, paying less attention to quality, and increasing
absenteeism and lateness.
AACSB: Analytic
Blooms: Remember
Topic: Job Satisfaction and Work Behavior
36. The exit-voice-loyalty-neglect model states that some employees respond to

(p. 109)
their job dissatisfaction by patiently waiting for the problem to work itself out or
get resolved by others.
TRUE
The exit-voice-loyalty-neglect model states that "loyalists" are employees who

respond to dissatisfaction by patiently waitingsome say they "suffer in
silence"for the problem to work itself out or be resolved by others.
AACSB: Analytic
Blooms: Apply
37. According to the exit-voice-loyalty-neglect model, some unsatisfied employees

(p. 109)
engage in "voice" by constructively recommending solutions to the source of
their dissatisfaction.
TRUE
The exit-voice-loyalty-neglect model states that voice is any attempt to change,

rather than escape from, the dissatisfying situation. Voice can be a constructive
response, such as recommending ways for management to improve the
situation, or it can be more confrontational, such as filing formal grievances or
forming a coalition to oppose a decision.
AACSB: Analytic
Blooms: Apply
38. People with a high conscientiousness personality are more likely to engage in
(p. 109)
neglect and less likely to engage in voice.
FALSE
People with a high-conscientiousness personality are less likely to engage in

neglect and more likely to engage in voice.
AACSB: Analytic
Blooms: Understand
39. Job satisfaction leads to improved job performance when performance is not
(p. 110)
linked to valued rewards.
FALSE
Job performance might lead to job satisfaction (rather than vice versa), but only
when performance is linked to valued rewards.
AACSB: Analytic
Blooms: Remember
Topic: Job Satisfaction and Performance
40. The relationship between job satisfaction and job performance would likely be
(p. 110)
stronger if more organizations provided valued rewards for good performance.
TRUE
Higher performers receive more rewards (including recognition) and

consequently are more satisfied than low-performing employees who receive
fewer rewards. The connection between job satisfaction and performance isn't
stronger because many organizations do not reward good performance very
well.
AACSB: Analytic
Blooms: Apply
41. Employees with higher job satisfaction tend to convey more friendliness and
(p. 110)
positive feelings to customers.
TRUE
Most companies believe that customer satisfaction is a natural outcome of

employee satisfaction. These companies are applying the service profit chain
model, which proposes that job satisfaction has a positive effect on customer
service, which flows on to shareholder financial returns.
AACSB: Analytic
Blooms: Understand
42. Job satisfaction is an ethical issue that influences the organization's reputation in
(p. 111)
the community.
TRUE
Job satisfaction is an ethical issue that influences the organization's reputation in

the community. People spend a large portion of their time working in
organizations, and many societies now expect companies to provide work
environments that are safe and enjoyable. Indeed, employees in several
countries closely monitor ratings of the best companies to work for, an
indication that employee satisfaction is a virtue worth considerable goodwill for
employers.
AACSB: Analytic
Blooms: Understand
Topic: Job Satisfaction and Business Ethics
43. Organizational commitment refers to an employee's contractual obligation to
(p. 112)
provide a minimum amount of time and effort to the organization in return for a
fair day's pay from the organization.
FALSE
Organizational commitmentor more specifically, affective commitmentis the

employee's emotional attachment to, identification with, and involvement in a
AACSB: Analytic
Blooms: Remember
Topic: Organizational commitment
44. Affective commitment refers to a calculative attachment to remain in the

(p. 112)
organization.
FALSE
Affective commitment is the employee's emotional attachment to, identification

with, and involvement in a particular organization. Affective commitment differs
from continuance commitment, which is a calculative attachment.
AACSB: Analytic
Blooms: Remember
45. Continuance commitment is a calculative decision to remain with the

(p. 113)
organization rather than an emotional attachment to the firm.
TRUE
Continuance commitment is an employee's calculative attachment to the

organization, whereby an employee is motivated to stay only because leaving
would be costly. When employees receive low interest loans and other
incentives from their employer, it becomes costly for them to quit.
AACSB: Analytic
Blooms: Remember
Topic: Consequences of Affective and Continuance Commitment
46. Employees with high levels of affective commitment tend to engage in more
(p. 112)
organizational citizenship behaviors.
TRUE
Organizational commitment can be a significant competitive advantage. Loyal

employees are less likely to quit their jobs and be absent from work. They also
have higher work motivation and organizational citizenship, as well as
somewhat higher job performance.
AACSB: Analytic
Blooms: Remember
47. Employees with very high loyalty tend to have high conformity, which results in
(p. 112)
lower creativity.
TRUE
Affective commitment can be a significant competitive advantage. Loyal

have higher work motivation and organizational citizenship.
AACSB: Analytic
Blooms: Remember
48. Financial incentives given to employees to stay with the organization usually
(p. 113)
reduces continuance commitment.
FALSE

would be costly. When organizations use golden handcuffs and other financial
incentives to prevent dissatisfied employees from quitting, their level of
continuance commitment increases.
AACSB: Analytic
Blooms: Remember
49. Continuance commitment motivates employees to increase their work effort
(p. 113)
beyond expectations.
FALSE
Employees with high levels of continuance commitment are more likely to have
lower performance and are less likely to engage in organizational citizenship
behaviors.
AACSB: Analytic
Blooms: Remember
50. Opportunities for employee involvement and increased social identity with the
(p. 113)
organization would increase the continuance commitment of employees.
FALSE
Opportunities for employee involvement and increased social identity with the
organization would increase the affective commitment of employees.
Continuance commitment is related to the financial costs.
AACSB: Analytic
Blooms: Remember
Topic: Building Organizational Commitment
51. Trust, employee involvement, and organizational comprehension tend to
(p. 113)
increase organizational commitment.
TRUE
Employers can increase their employees' level of affective commitment through

justice and support, shared values, trust, and organizational comprehension.
AACSB: Analytic
Blooms: Understand
52. Trust is a reciprocal activity; to receive trust from employees, corporate leaders
(p. 113)
must demonstrate their trust in those employees.
TRUE
Trust refers to positive expectations one person has toward another person in
situations involving risk. Trust means putting faith in the other person or group.
It is also a reciprocal activity: To receive trust, you must demonstrate trust.
Employees identify with and feel obliged to work for an organization only when
they trust its leaders.
AACSB: Analytic
Blooms: Remember
53. Stress is an adaptive response to a situation that is perceived as challenging or

(p. 114)
threatening to the person's well-being.
TRUE
The adaptive response to a situation that is perceived as challenging or

threatening to the person's well-being is called stress.
AACSB: Analytic
Blooms: Remember
Learning Objective: 04-04 Describe the stress experience and review three major stressors.
Learning Objective: 04-05 Identify five ways to manage workplace stress.
Topic: Work-Related Stress and Its Management
54. Some level of stress is a necessary part of life for every individual.
(p. 114)
TRUE
Some level of stresscalled eustress is a necessary part of life because it

activates and motivates people to achieve goals, change their environments,
and succeed in life's challenges.
AACSB: Analytic
Blooms: Remember
55. Eustress refers to the short-term causes of stress, whereas distress refers to
(p. 114,116)
long-term causes.
FALSE
Stress is caused by stressors. Stressors include any environmental conditions

that place a physical or emotional demand on a person. Eustress is a level of
stress, which is a necessary part of life because it activates and motivates
people to achieve goals, change their environments, and succeed in life's
challenges.
AACSB: Analytic
Blooms: Remember
Topic: Stressors: The Causes of Stress
56. The general adaptation syndrome describes the various consequences of stress.
(p. 115)
FALSE
The general adaptation syndrome is a model of the stress experience, consisting

of three stages: alarm reaction, resistance, and exhaustion.
AACSB: Analytic
Blooms: Remember
Topic: General Adaptation Syndrome
57. Job burnout is a particular stress consequence process, which typically consists
(p. 115)
of three stages.
TRUE
Job burnout is a particular stress consequence that refers to the process of

emotional exhaustion, cynicism, and reduced feelings of personal
accomplishment.
AACSB: Analytic
Blooms: Remember
Topic: Consequences of Distress
58. Any environmental condition that places a physical or emotional demand on a

(p. 116)
person is called a stressor.
TRUE
Stressors include any environmental conditions that place a physical or

emotional demand on a person.
AACSB: Analytic
Blooms: Remember
59. Work overload and job burnouts are also referred to as quid pro quo
(p. 116)
harassment at the workplace.
FALSE
Sexual harassment is a type of harassment in which a person's employment or

job performance is conditional and depends on unwanted sexual relations,
called quid pro quo harassment.
AACSB: Analytic
Blooms: Remember
60. High task control increases employee exposure to the risk of burnout.
(p. 118)
FALSE
Low task control increases employee exposure to the risk of burnout because
they face high workloads without the ability to adjust the pace of the load to
their own energy, attention span, and other resources.
AACSB: Analytic
Blooms: Remember
61. Job sharing and telecommuting are usually considered ways to reduce stress
(p. 119)
through work/life balance.
TRUE
Five of the most common work-life balance initiatives are flexible and limited
work time, job sharing, telecommuting (or teleworking), personal leave, and
child care support.
AACSB: Analytic
Blooms: Remember
Topic: Managing Work-Related Stress
62. Work practices such as flexible and restricted work hours increase work-related
(p. 119)
stress.
FALSE
An important way to improve work/life balance is restricting the number of

hours that employees are expected to work and giving them flexibility in
scheduling those hours. This practice reduces stress.
AACSB: Analytic
Blooms: Remember
63. Vacations and holidays allow employees to be withdrawn from various

(p. 119)
organizational stressors and reenergize for future challenges.
TRUE
Temporarily withdrawing from stressors is the most frequent way that

employees manage stress. Vacations and holidays are important opportunities
for employees to recover from stress and reenergize for future challenges.
AACSB: Analytic
Blooms: Understand
64. Many companies have fitness centers or subsidize the cost of membership at
(p. 120)
off-site centers. This practice is intended to remove the stressor.
FALSE
Fitness, relaxation, and meditation are techniques to control the consequences

of stress rather than changing the stress perceptions.
AACSB: Analytic
Blooms: Understand
65. Social support cannot improve a person's resilience, but it can help a person
(p. 120)
withdraw from the stressor.
FALSE
Social support occurs when coworkers, supervisors, family members, friends,

and others provide emotional and informational support to buffer an
individual's stress experience. It potentially improves the person's resilience.
AACSB: Analytic
Blooms: Understand
Multiple Choice Questions
66. Emotions are defined as:
(p. 98)
A. feelings that are not directed toward anything in particular.
B. our judgments about what is right or wrong.
C. our intentions to act towards the attitude object.
D. the cluster of beliefs, assessed feelings and behavioral intentions towards an

attitude object.
E. physiological, behavioral, and psychological episodes experienced toward an

object, person, or event that create a state of readiness.

toward an object, person, or event that create a state of readiness. These
"episodes" are very brief events that typically subside or occur in waves lasting
from milliseconds to a few minutes.
AACSB: Analytic
Blooms: Remember
67. Emotions will have a greater influence on our perceptions, attitudes, decisions,
(p. 98)
and behavior than cognition because:
A. emotional processes often occur before cognitive processes.
B. cognitive processes are less significant for individual behaviors.
C. emotional processes are simpler when compared to cognitive processes.
D. emotional processes are more likely to result in negative behaviors.
E. cognitive processes are more likely to result in negative behaviors.
Neuroscience discoveries have revealed that our perceptions, attitudes,

decisions, and behavior are influenced by both cognition and emotion.
Emotions may have a greater influence because emotional processes often
occur before cognitive processes and, consequently, influence the latter.
AACSB: Analytic
Blooms: Understand
68. Which of the following statements is true of emotions in the workplace?
(p. 98)
A. They are physiological actions rather than behavioral actions.
B. Emotions last for a longer time period.
C. Emotions are directed toward someone or something.
D. They are also referred to as moods of individuals.
E. Emotions and moods are directed toward specific attitudes of others.
Emotions are directed toward someone or something. For example, we

experience joy, fear, anger, and other emotional episodes toward tasks,
customers, or a software program we are using.
AACSB: Analytic
Blooms: Understand
69. Which of the following is an effect of emotions?
(p. 98)
A. They represent the cluster of beliefs and behavioral intentions toward a

person.
B. They put us into a state of readiness.
C. They help us involve in conscious logical reasoning.
D. They enable us to have established perceptions about the attitude object.
E. They represent one's motivation to engage in a particular behavior.

toward an object, person, or event that create a state of readiness.
AACSB: Analytic
Blooms: Remember
70. Anger, fear, joy, and sadness represent the:
(p. 98)
A. beliefs that influence our attitudes towards something or someone.
B. first four stages of emotional labor.
C. different types of emotions.
D. four dimensions of job satisfaction.
E. four areas of the Johari Window.
Anger, fear, joy and sadness represent types of emotions. They are directed
toward someone or something.
AACSB: Analytic
Blooms: Remember
71. Which of the following differences is similar to the difference between emotions
(p. 99)
and attitudes?
A. Eating something versus drinking something.
B. Experiencing something versus judging something.
C. Perceiving something versus behaving toward something.
D. Knowing about something versus doing something.
E. Espoused values versus enacted values.
Attitudes are judgments, whereas emotions are experiences. In other words,

attitudes involve conscious logical reasoning, whereas emotions operate as
events, usually without our awareness. We also experience most emotions
briefly, whereas our attitude toward someone or something is more stable over
time.
AACSB: Analytic
Blooms: Understand
Level of Difficulty: 3 Hard
72. Beliefs, feelings, and behavioral intentions are components of:
(p. 99)
A. attitudes.
B. the EVLN model.
C. organizational commitment.
D. emotions.
E. the psychological contract.
Attitudes represent the cluster of beliefs, assessed feelings, and behavioral

intentions toward a person, object, or event.
AACSB: Analytic
Blooms: Understand
73. Which of the following terms refer to established perceptions about the attitude
(p. 100)
object?
A. Intentions
B. Feelings
C. Senses
D. Beliefs
E. Behaviors
Beliefs are your established perceptions about the attitude object or what you
believe to be true.
AACSB: Analytic
Blooms: Remember
74. Which of the following terms best represents the positive or negative
(p. 100)
evaluations of the attitude object?
A. Intentions
B. Behaviors
C. Feelings
D. Senses
E. Beliefs
Feelings represent your positive or negative evaluations of the attitude object.
AACSB: Analytic
Blooms: Remember
75. Identify the term that represents your motivation to engage in a particular
(p. 100)
behavior regarding the attitude object.
A. Feelings
B. Senses
C. Beliefs
D. Behaviors
E. Intentions
Intentions represent your motivation to engage in a particular behavior

regarding the attitude object.
AACSB: Analytic
Blooms: Remember
76. Which of these statements represents the feelings dimension of attitudes?
(p. 100)
A. I don't like how my boss treats his employees.
B. I want to transfer out of this department to get away from this manager.
C. My supervisor barks at his employees in public.
D. I intend to tell the human resource manager that my supervisor should be

demoted.
E. I believe the current actions of the company will increase its competitiveness.
Feelings represent your conscious positive or negative evaluations of the

attitude object. They are directly influenced by beliefs and emotions. In this case,
the statement, I don't like how my boss treats his employees- shows that an
individual has a negative evaluation of the attitude object i.e., the way his boss
treats his employees.
AACSB: Analytic
Blooms: Remember
77. Which of the following determine whether intentions translate into behavior?
(p. 100)
A. External dimensions of your value system.
B. All four elements of the MARS model.
C. Internal or external locus of control.
D. Self-efficacy and self-esteem.
E. Tendency for self-enhancement.
Intentions represent your motivation to engage in a particular behavior

regarding the attitude object.
AACSB: Analytic
Blooms: Understand
78. As soon as we receive sensory information, we nonconsciously tag some of that
(p. 101)
information with emotional markers. These markers are:
A. calculated feelings about an individual or incidents.
B. calculated feelings of a particular attitude or emotion.
C. behavioral intensions formed based on the beliefs of individuals.
D. innate emotional responses to thin slices of sensory information.
E. the internal beliefs that drives individuals of an organization.
As soon as we receive sensory information, we nonconsciously tag some of that

information with emotional markers. These markers are not calculated feelings;
they are innate and nonconscious emotional responses to very thin slices of
sensory information.
AACSB: Analytic
Blooms: Understand
79. After working weeks on a difficult proposal for a client, Jack learns that the
(p. 99,100)
client has accepted the proposal and will award the contract to Jack's firm.
When Jack hears this from his boss, he yelps 'Yahoo!' and automatically thrusts
his fisted hand in the air. This action is an example of:
A. perceptions directly influencing beliefs.
B. behavioral intentions directly influencing behavior.
C. emotions directly influencing feelings.
D. beliefs directly influencing feelings.
E. emotions directly influencing behavior.
Emotions operate as events, usually without our awareness. Emotions influence

our thoughts and behavior in the workplace. The actions you choose depends
on your past experience, personality, and social norms of appropriate behavior.
In this case, Jack yelped Yahoo!' when his proposal was accepted. This shows
that his actions depended on his personality and social norms of appropriate
behavior.
AACSB: Analytic
Blooms: Apply
80. Many companies try to create positive experiences at work. Which of the
(p. 101)
following is the major reason for this?
A. It is mandatory for a multi-national company to have such work-conditions.
B. Work conditions can have an emotional influence on employee attitudes.
C. In order to promote an image of increased corporate social responsibility.
D. As part of the green marketing campaign which is popular around the world.
E. This would help the employers form a cognitive dissonance with the
employees.
Various emotional influences on employee attitudes is the reason why many

companies try to create positive experiences at work.
AACSB: Analytic
Blooms: Understand
81. Which of the following statements is true of an individual's conscious logical
(p. 101)
evaluation of a situation?
A. Emotional responses influence the conscious logical evaluation.
B. It is less dependable compared to the emotional evaluation.
C. Logical evaluation would not lead to any form of conflict.
D. Logical evaluation can be effective only when the individual has strong
emotions.
E. Conscious logical evaluations of individuals always have a neutral perspective.
When one is consciously evaluating whether a situation is good or bad, his

emotions would have already formed an opinion. These emotional responses
influence conscious logical evaluation of the situation.
AACSB: Analytic
Blooms: Understand
82. The uncomfortable tension felt when our behavior and attitudes are inconsistent
(p. 102)
with each other is called:
A. cognitive distance.
B. emotional intelligence.
C. cognitive justification.
D. cognitive dissonance.
E. neglect.
Cognitive dissonance occurs when we perceive an inconsistency in our beliefs,

feelings, and behavior. This inconsistency generates emotions (such as feeling
hypocritical) that motivate us to create more consistency by changing one or
more of these elements.
AACSB: Analytic
Blooms: Apply
83. Emotional labor refers to:
(p. 103)
A. the effort, planning, and control needed to express organizationally desired

emotions during interpersonal transactions.
B. the tendency to change our attitudes so they become more consistent with
our behaviors.
C. a person's evaluation of the job and work context.
D. a person's emotional attachment to identification with, and involvement in a

E. maintaining similar emotional display rules and standards around the world.
Emotional labor refers to the effort, planning, and control needed to express
AACSB: Analytic
Blooms: Remember
84. Customer service representatives (CSRs) often conceal their frustration when
(p. 103)
serving an irritating customer. This behavior from the CSRs is an example of:
A. emotional labor.
B. cognitive response.
D. judgmental evaluation.
E. emotional attribution.
People are expected to manage their emotions in the workplace. Emotional

labor refers to the effort, planning, and control needed to express
AACSB: Analytic
Blooms: Understand
85. Emotional labor is higher in jobs requiring:
(p. 103,104)
A. limited hours of routine work.
B. working in irregular shifts.
C. working in isolation.
D. frequent interaction with clients.
E. skilled knowledge such as accounting.
Emotional labor is higher in jobs requiring a variety of emotions (such as both

anger and joy) and more intense emotions (such as showing delight rather
than smiling weakly), as well as in jobs where interaction with clients is frequent
and has a longer duration.
AACSB: Analytic
Blooms: Understand
86. Which of these statements about emotional labor is true?
(p. 104)
A. Jobs involving customer service do not require emotional labor.
B. Research indicates that emotional display rules and standards are very similar
around the world.
C. Emotional labor increases with the extent to which employees must abide by
emotional display rules.
D. Emotional labor occurs when we perceive an inconsistency between our

beliefs, feelings, and behavior.
E. Emotional labor demands are higher in jobs requiring more intense

emotions.
Emotional labor increases when employees must precisely rather than casually
abide by the display rules. This particularly occurs in service industries, where
employees have frequent face-to-face interaction with clients.
AACSB: Analytic
Blooms: Remember
87. Which of these countries is more likely to accept or tolerate, than any other
(p. 104)
country, people who display their true emotions at work?
A. U.S.A.
B. Japan
C. France
D. Spain
E. Austria
In U.S.A, Japan, France, and Austria people are expected to consistently show
friendliness and other positive emotions toward customers. In contrast, cultures
such as Kuwait, Egypt, Spain, and Russia allow or encourage more vivid display
of emotions and expect people to act more consistently with their true
emotions.
AACSB: Analytic
Blooms: Understand
88. Emotional dissonance is:
(p. 105)
A. the emotion people experience when they are dissatisfied with their
paycheck.
B. a significant cause of stress and job burnout.
C. present whenever emotional labor is not required in the job.
D. the main source of ethical conduct in organizational settings.
E. a set of similar emotional display rules around the world.
Emotional dissonance is a significant cause of stress and job burnout.
AACSB: Analytic
Blooms: Remember
89. Emotional dissonance occurs when:
(p. 105)
A. there are no known emotional display rules for a particular situation.
B. we experience conflict between the required emotions and our true

emotions.
C. we work with someone who has high emotional intelligence.
D. job satisfaction is at the same level as organizational commitment.
E. there is a set of similar emotional display rules around the world.
Emotional dissonance is a significant cause of stress and job burnout. It occurs

when we experience conflict between the required emotions and our true
emotions.
AACSB: Analytic
Blooms: Remember
90. ________ involves modifying behavior to be consistent with required emotions
(p. 105)
but continuing to hold different internal feelings.
A. Surface acting
B. Customization
C. Personalization
D. Deep acting
Surface acting involves pretending to show the required emotions but

continuing to hold different internal feelings.
AACSB: Analytic
Blooms: Understand
91. Deep acting involves:
(p. 105)
A. using real emotions to handle difficult customers.
B. basing one's beliefs to make decisions on customer interactions.
C. ignoring customer needs and acting for the company's benefit.
D. ignoring customer needs and acting for one's own benefit.
E. changing true emotions to match the required emotions.
Deep acting involves changing true emotions to match the required emotions of
the job.
AACSB: Analytic
Blooms: Remember
Topic: Emotional Dissonance
92. The ability to perceive and express emotion, assimilate emotion in thought,
(p. 105)
understand and reason with emotion, and regulate emotion in oneself and
others is called:
A. emotional intelligence.
B. emotional labor.
D. positive affectivity.
E. job satisfaction.

AACSB: Analytic
Blooms: Remember
93. Emotional intelligence is best described as:
(p. 105)
A. a personality trait.
B. a set of abilities.
C. a form of organizational commitment.
D. an action-tendency indicating that the person is highly motivated.
E. a form of empathy.

AACSB: Analytic
Blooms: Remember
94. Social awareness, self-management, and relationship management are three
(p. 105,106)
elements of:
B. emotional labor.
C. emotional intelligence.
D. continuance commitment.
E. the affect circumplex model of emotions.
Emotional intelligence consists of four dimensions: awareness of own

emotions, management of own emotions, awareness of others' emotions, and
management of others' emotions.
AACSB: Analytic
Blooms: Remember
95. The highest level of emotional intelligence is:
(p. 106)
A. being aware of other peoples' emotions.
B. self-management.
D. self-awareness.
E. managing other people's emotions.
Managing other people's emotions is the highest level of emotional intelligence

because this ability requires awareness of our own and others' emotions.
AACSB: Analytic
Blooms: Remember
96. Relationship management is:
(p. 106)
A. a negative, highly activated emotion.
B. one of three types of organizational commitment.
C. an outcome of emotional dissonance.
D. the highest level of emotional intelligence.
E. the opposite of employability.
Managing other people's emotions, relationship management is the highest

level of emotional intelligence because this ability requires awareness of our
own and others' emotions.
AACSB: Analytic
Blooms: Remember
97. Self-awareness is the lowest level of _____.
(p. 106)
A. emotional intelligence
B. emotional labor
C. emotional dissonance
D. continuance commitment
E. affective commitment
Awareness of own emotions is lowest because one needs awareness to engage

in the higher levels of emotional intelligence.
AACSB: Analytic
Blooms: Remember
98. The competency most strongly associated with social awareness is:
(p. 106)
A. conflict management.
B. empathy.
D. self-esteem.
E. job performance.
Social awareness is the ability to perceive and understand the emotions of other
people. To a large extent, this ability is represented by empathy, having an
understanding of and sensitivity to the feelings, thoughts, and situations of
others.
AACSB: Analytic
Blooms: Remember
99. Which of the following is a competency representing the highest level of
(p. 106)
emotional intelligence?
A. Perceiving emotions of other people.
B. Understanding the meaning of one's own emotions.
C. Managing dysfunctional emotions among staff.
D. Being more sensitive to subtle emotional responses.
E. Experiencing another person's emotions.
The highest level of intelligence includes consoling people who feel sad,
emotionally inspiring your team members to complete a project on time,
getting strangers to feel comfortable working with you, and managing
dysfunctional emotions among staff who experience conflict with customers or
other employees.
AACSB: Analytic
Blooms: Remember
100. Your boss has the highest level of emotional intelligence. Which of the following
(p. 106)
abilities does your boss possess?
A. He is able to perceive his own emotions.
B. He is able to empathize with others.
C. He is able to understand the meaning of his own emotions.
D. He is able to calm employees when they are upset.
E. He is able to manage his own emotions.
The highest level of intelligence involves managing other people's emotions. In

this case, the boss is able to calm employees when they are upset and to get
staff enthusiastic about an otherwise mundane activity. This implies that he has
the highest level of intelligence.
AACSB: Analytic
Blooms: Remember
101. Which of the following questions does not correctly estimate the level of job
(p. 108)
satisfaction among employees?
A. "How flexible is your work timing?"
B. "How healthy is your relationship with your superiors?"
C. "How satisfied are you with your job?"
D. "How are the training methods at your work place?"
E. "How are the transport facilities at your work place?"
One problem is that surveys often use a single direct question, such as "How
satisfied are you with your job?" Many dissatisfied employees are reluctant to
reveal their feelings in a direct question, because this is tantamount to admitting
that they made a poor job choice and are not enjoying life.
AACSB: Analytic
Blooms: Remember
Topic: Job Satisfaction
102. The exit-voice-loyalty-neglect (EVLN) model:
(p. 109)
A. outlines the four consequences of emotional intelligence.
B. identifies the four ways to manage employee emotions.
C. explains why the psychological contract differs between employees and their
employers.
D. is a template for organizing and understanding the consequences of job

dissatisfaction.
E. explains the main differences between affective commitment and

continuance commitment.
A useful template for organizing and understanding the consequences of job

dissatisfaction is the exit-voice-loyalty-neglect (EVLN) model.
AACSB: Analytic
Blooms: Remember
103. Donald was unhappy that his company did not provide good transport facilities.
(p. 109)
He found it very strenuous to drive to work on his own, and this eventually led
to job dissatisfaction. Hence, he recommended ways to solve this problem.
According to the EVLN model, this information suggests that Donald's main
reaction to job dissatisfaction was:
A. exit.
B. voice.
C. commitment.
D. loyalty.
E. neglect.
Voice is any attempt to change, rather than escape from, the dissatisfying
situation. Voice can be a constructive response, such as recommending ways for
management to improve the situation, or it can be more confrontational. In this
scenario, Donald recommended ways to solve the problem regarding transport
facilities, instead of escaping from it. This shows that he is making his voice
heard.
AACSB: Analytic
Blooms: Apply
104. Shawna is dissatisfied with her boss for not supporting her work or recognizing
(p. 109)
her job performance. In spite of these problems, Shawna does not complain and
does not intend to move elsewhere. Instead, she maintains her level of work
effort and hopes the company will eventually correct these problems. According
to the EVLN model, Shawna's response is:
A. exit.
B. voice.
C. employability.
D. loyalty.
E. neglect.
Writers suggest that "loyalists" are employees who respond to dissatisfaction by

patiently waitingsome say they "suffer in silence"for the problem to work
itself out or be resolved by others. Shawna does not complain and does not
intend to move elsewhere. Instead, she maintains her level of work effort and
hopes the company will eventually correct these problems. This implies that she
is being a loyalist.
AACSB: Analytic
Blooms: Apply
105. Which of the following statements about job satisfaction and job performance is
(p. 110)
true?
A. Employees who are dissatisfied with their jobs do not have high job
performance.
B. Job satisfaction has almost no effect on job performance.
C. Employees who are satisfied with their jobs have higher job performance.
D. Happy workers are less productive workers.
E. Employees have higher job satisfaction only after they have received a
financial reward.
OB experts say that there is a moderately positive relationship between job

satisfaction and performance. In other words, workers tend to be more
productive to some extent when they have more positive attitudes toward their
job and workplace.
AACSB: Analytic
Blooms: Remember
106. Which of the following is a conclusion by organizational behavior scholars
(p. 110)
regarding job satisfaction?
A. As job performance increases, job satisfaction decreases.
B. Job performance is the sole predictor of job satisfaction.
C. Job satisfaction is not related to job performance.
D. People with higher job satisfaction have higher job performance.
E. Job satisfaction does not affect customer performance.
OB experts say that there is a moderately positive relationship between job

satisfaction and performance. In other words, workers tend to be more
productive to some extent when they have more positive attitudes toward their
job and workplace.
AACSB: Analytic
Blooms: Remember
107. Which of the following proposes that job satisfaction has a positive effect on
(p. 110)
customer service, which flows on to shareholder financial returns?
A. EVLN model
B. Service profit chain model
C. Emotional intelligence model
D. MARS model
E. EI-Based Theory of Performance
Most companies believe that customer satisfaction is a natural outcome of

employee satisfaction. These companies are applying the service profit chain
model, which proposes that job satisfaction has a positive effect on customer
service, which flows on to shareholder financial returns.
AACSB: Analytic
Blooms: Remember
108. Employees who stay with an organization mainly because they believe it will cost
(p. 113)
them financially to leave will have:
A. high continuance commitment.
B. high emotional intelligence.
C. low continuance commitment.
D. high organizational commitment.
E. high affective commitment.

would be costly.
AACSB: Analytic
Blooms: Remember
109. The concept of affective organizational commitment includes:
(p. 112)
A. a calculative attachment to the organization.
B. an employee who is motivated to stay because leaving would be costly.
C. an emotional attachment with the organization.
D. selfish behavior within the organization.
E. perceiving loss of social costs.

AACSB: Analytic
Blooms: Remember
110. Employees with an emotional attachment to, identification with, and
(p. 112)
involvement in a particular organization are said to have:
A. a high level of work motivation.
B. extreme emotional dissonance.
C. a low level of emotional activation.
D. a high level of continuance commitment.
E. a high level of calculative commitment.

have higher work motivation and organizational citizenship, as well as
somewhat higher job performance.
AACSB: Analytic
Blooms: Remember
111. Which of the following occurs when organizations give financial incentives to
(p. 112,113)
prevent dissatisfied employees from quitting?
A. Employees increase their level of affective commitment.
B. Employees increase their level of continuance commitment.
C. Employees increase their level of job satisfaction.
D. Employees decrease their level of emotional intelligence.
E. Employees decrease their level of continuance commitment.

would be costly. When organizations give financial incentives to prevent
dissatisfied employees from quitting, their level of continuance commitment
increases.
AACSB: Analytic
Blooms: Remember
112. Which of the following tends to result in increased continuance commitment?
(p. 112,113)
A. Corporate leaders demonstrate increasing trust in employees.
B. The company helps employees learn more about the organization through
departmental visits and special seminars on company products.
C. Employees receive low interest loans and other incentives from their
employer that make it costly for them to quit.
D. The company introduces a no-layoff policy to motivate the employees.
E. The company gives strong opportunities for learning new skills to

employees.

would be costly. When employees receive low interest loans and other
incentives from their employer, it becomes costly for them to quit.
AACSB: Analytic
Blooms: Remember
113. Employees' identification with a particular organization tends to increase:
(p. 112)
B. cognitive dissonance.
C. continuance commitment.
D. calculative commitment.
E. job dissatisfaction.

AACSB: Analytic
Blooms: Remember
114. _____ is a psychological state that refers to the positive expectations of the intent
(p. 113)
or behavior of the other person in situations involving risk.
A. Surface acting
B. Trust
C. Cognitive dissonance
D. Deep acting
E. General adaptation syndrome
Trust refers to positive expectations one person has toward another person in
situations involving risk.
AACSB: Analytic
Blooms: Remember
115. The adaptive response to a situation that is perceived as challenging or
(p. 114)
threatening to the person's well-being is called:
A. self-leadership.
B. job burnout.
C. eustress.
D. workaholism.
E. stress.

AACSB: Analytic
Blooms: Remember
116. Stress is best described as:
(p. 114)
A. the physiological disorders we experience from adverse environmental

conditions.
B. an adaptive response to a situation that is perceived as challenging or

threatening to the person's wellbeing.
C. a series of events that cause emotional exhaustion and cynicism towards

customers.
D. environmental conditions that place a physical or emotional demand on the

person.
E. a behavior pattern of people with low risk of heart disease.

AACSB: Analytic
Blooms: Remember
117. Which of the following terms refers to the necessary stress that activates and
(p. 114)
motivates people to achieve goals and change their environments?
A. Distress
B. Cognitive dissonance
C. General Adaptation syndrome
D. Eustress
Some level of stress, called eustress, is a necessary part of life because it

activates and motivates people to achieve goals, change their environments,
and succeed in life's challenges.
AACSB: Analytic
Blooms: Remember
118. Which of the following statements about stress is true?
(p. 116)
A. Employees are the most productive when they experience no stress.
B. Stress is caused by stressors.
C. Stress is a psychological condition and not physiological condition.
D. The hypoventilation syndrome describes the stress experience.
E. When a person is under stress, the body moves less blood to the brain.
Stress is caused by stressors. Stressors include any environmental conditions

that place a physical or emotional demand on a person.
AACSB: Analytic
Blooms: Remember
119. Which of the following represent the three dimensions of workaholism?
(p. 118)
A. Efficacy, cynicism, and emotional exhaustion.
B. Work involvement, compulsion to work, and low enjoyment of work.
C. Alarm reaction, resistance, exhaustion.
D. Time, strain, and role.
E. Cynicism, drive to succeed, and resistance.
The classic workaholic (also called work addict) is highly involved in work, feels
compelled or driven to work because of inner pressures, and has a low
enjoyment of work. Workaholics are compulsive and preoccupied with work,
often to the exclusion and detriment of personal health, intimate relationships,
and family.
AACSB: Analytic
Blooms: Remember
Topic: Individual Differences in Stress
120. What effect does providing childcare support and offering employees flexible
(p. 119)
work hours have on work-related stress?
A. It helps employees to learn how to cope with the consequences of stress.
B. It helps employees to control the consequences of stress.
C. It removes stressors from the workplace.
D. It enhances stressors in the workplace.
E. It changes employees' perceptions of stress.
Child care support reduces stress, because employees are less rushed to drop
off children and less worried during the day about how well their children are
doing.
AACSB: Analytic
Blooms: Remember
121. Which of the following reduces stress by withdrawing from the stressor?
(p. 119)
A. Flexible work schedules
B. Sabbaticals
C. Work addiction
D. Telecommuting
E. Workaholism
Temporarily withdrawing from stressors is the most frequent way that

Sabbaticals also result in happier, healthier employees.
AACSB: Analytic
Blooms: Remember
122. Which of these stress management activities helps employees improve their
(p. 120)
perceived ability to cope with the stressor and possibly remove the stressor?
A. Transfer
B. Social support
C. Meditation
D. Vacations
E. Fitness programs
Social support potentially (but not always) improves a person's optimism and
self-confidence, because support makes people feel valued and worthy. It also
provides information to help the person interpret, comprehend, and possibly
remove the stressor.
AACSB: Analytic
Blooms: Remember
123. To ward off stress, a film director likes to have a good laugh. When under
(p. 120)
pressure, the director will crack jokes and ensure everyone has a good laugh
during the hard work. These actions mainly reduce stress:
A. by removing the stressor.
B. by providing social support.
C. by changing stress perceptions.
D. by controlling the consequences of stress.
E. by being workaholic.
A way to manage stress is to help employees improve their self-concept so that

job challenges are not perceived as threatening. Research also suggests that
some (but not all) forms of humor can improve optimism and create positive
emotions by taking some psychological weight off the situation. Since the
director used humor to reduce stress, it is a way of changing stress perceptions.
AACSB: Analytic
Blooms: Apply
124. Self-reinforcement can potentially minimize stress by:
(p. 120)
A. removing people from stressors.
B. helping employees to temporarily withdraw from the stressor.
C. helping employees to control the consequences of stress.
D. helping employees to develop more favorable perceptions of the stressors.
E. Self-leadership has no known effect on work-related stress.
Personal goal setting and self-reinforcement can reduce the stress that people
experience when they enter new work settings. Self-reinforcement is a way of
changing stress perceptions.
AACSB: Analytic
Blooms: Apply
Essay Questions
125. Tai was overjoyed when she learned that she would be promoted to a position
(p. 99)
with higher responsibility and pay. However, even before hearing about the
promotion, she believed that the regional manager who made the promotion
decision was fair-minded. Use the emotions, attitudes, and behavior model to
explain how Tai's emotions and beliefs influence her positive feelings towards
the regional manager.
To answer this question, students should perhaps draw the emotions, attitude,
and behavior model to show how emotions and beliefs relate to feelings.
Tai was overjoyed due to her announced promotion and clearly attributed it to
her regional manager. According to the model, Tai had a positive assessment
and belief of her manager. Her beliefs were based on previous experiences and
the beliefs lead to positive feelings for the manager. She felt that the manager
was responsible for her promotion. Her positive beliefs lead to positive feelings
towards the regional manager. Student answers will vary for this question.
AACSB: Analytic
Blooms: Understand
126. What is emotional labor? What types of jobs involve emotional labor?
(p. 103,104)
People are expected to manage their emotions in the workplace. Emotional

labor refers to the effort, planning, and control needed to express
Emotional labor is higher in jobs requiring a variety of emotions (such as both
anger and joy) and more intense emotions (such as showing delight rather
than smiling weakly), as well as in jobs where interaction with clients is frequent
and has a longer duration. Emotional labor also increases when employees
must precisely rather than casually abide by the display rules. This particularly
occurs in the service industries, where employees have frequent face-to-face
interaction with clients.
AACSB: Analytic
Blooms: Understand
127. Three employees believe that their pay is too low. One of them quits, the
(p. 109)
second complains to management about the low pay, and the third does
nothing. Explain why these employees engaged in different behaviors even
though they held the same belief about their pay checks.
The Exit-voice-loyalty-neglect (EVLN) model is used here to explain the reason

for the behaviors in this question. The model suggests that the employees could
behave in four different manners in response to dissatisfaction. The three
responses relating to this situation are described below.
Exit: Exit includes leaving the organization, transferring to another work unit, or
at least trying to get away from the dissatisfying situation. This happens if the
job dissatisfaction builds over time and is eventually strong enough to motivate
employees to search for better work opportunities elsewhere. It could also be
due to shock events.'
Voice: Voice is any attempt to change, rather than escape from, the dissatisfying
situation. Voice can be a constructive response, such as recommending ways for
management to improve the situation, or it can be more confrontational, such
as filing formal grievances or forming a coalition to oppose a decision.
Loyalty: Loyalists are employees who respond to dissatisfaction by patiently
waiting for the problem to work itself out or be resolved by others.
AACSB: Analytic
Blooms: Apply
Level of Difficulty: 3 Hard
128. Briefly explain and distinguish between the two forms of organizational
(p. 112.113)
commitment.
The two forms are affective commitment and continuance commitment.

Affective commitment is the employee's emotional attachment to, identification
with, and involvement in a particular organization. Affective commitment is a
person's feeling of loyalty to the place where he or she works.
Affective commitment differs from continuance commitment, which is a
calculative attachment. Employees have high continuance commitment when
they do not particularly identify with the organization where they work but feel
bound to remain there because it would be too costly to quit.
employees are less likely to quit their jobs and be absent from work. Affective
commitment also improves customer satisfaction. Although affective
commitment is beneficial, research suggests that continuance commitment can
be dysfunctional. Research has found that employees with high levels of
continuance commitment tend to have lower performance ratings and are less
likely to engage in organizational citizenship behaviors.
AACSB: Analytic
Blooms: Understand
129. Identify and explain two reasons why employee involvement tends to increase
(p. 113)
Employee involvement increases affective commitment by strengthening the

employee's social identity with the organization. Employees feel that they are
part of the organization when they participate in decisions that guide the
organization's future. Employee involvement also builds loyalty because giving
this power demonstrates the company's trust in its employees.
AACSB: Analytic
Blooms: Remember
130. Jake tells you that he is feeling very stressed. Based on your knowledge of the
(p. 115)
general adaptation syndrome, what information would you ask for or look for to
determine what stage of stress Jake is experiencing?
This question asks students to describe the three stages of the general
adaptation syndrome in a way that diagnoses Jake's perception of stress. To
answer the question, students must identify the main features of each stage of
the general adaptation syndrome:
Alarm reaction: The alarm reaction stage occurs when a threat or challenge
activates the physiological stress responses that were just noted. The individual's
energy level and coping effectiveness decrease in response to the initial shock.
Resistance: The second stage, resistance, activates various biochemical,
psychological, and behavioral mechanisms that give the individual more energy
and activate coping mechanisms to overcome or remove the source of stress.
To focus energy on the source of the stress, the body reduces resources to the
immune system during this stage.
Exhaustion: People have a limited resistance capacity, and if the source of stress
persists, the individual will eventually move into the third stage, exhaustion.
Most of us are able to remove the source of stress or remove ourselves from
that source before becoming too exhausted. The students may look for these
symptoms to determine the stage of the syndrome.
AACSB: Analytic
Blooms: Understand
Topic: General Adaptation Syndrome
131. Briefly describe the five ways of managing work-related stress.
(p. 119,120)
(1) Remove the Stressor: Removing the stressor usually begins by identifying
areas of high stress and determining the main causes of the stress. Techniques
such flexible and restricted work hours, job sharing, telecommuting, personal
leave, and child care support help employers remove the stressor.
(2) Withdraw from the Stressor: Removing the stressor may be the ideal
solution, but it is often not feasible. An alternative strategy is to permanently or
temporarily remove employees from the stressor. Permanent withdrawal occurs
when employees are transferred to jobs that better fit their competencies and
values. Temporarily withdrawing from stressors is the most frequent way that
(3) Change Stress Perceptions: Another way to manage stress is to help
employees improve their self-concepts so that job challenges are not perceived
as threatening. One study reported that personal goal setting and self-
reinforcement can also reduce the stress that people experience when they
enter new work settings.
(4) Control Stress Consequences: Coping with workplace stress also involves
controlling its consequences. Techniques such as fitness, relaxation, and
meditation help employees achieve this.
(5) Receive Social Support: Social support occurs when coworkers, supervisors,
family members, friends, and others provide emotional and informational
support to buffer an individual's stress experience. It potentially improves the
person's resilience.
AACSB: Analytic
Blooms: Understand

BA12N Chap004

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

BA12N Chap004

Caricato da

Copyright:

Formati disponibili

Chapter 04

Workplace Emotions, Attitudes, and Stress

True / False Questions

1. Cognitive processes typically occur before emotional processes are initiated.

2. Emotions represent the cluster of beliefs, assessed feelings, and behavioral

3. Emotions are brief events or "episodes".

7. Strong emotions trigger our conscious awareness of a threat or opportunity in the

9. Emotions are communications to ourselves, which serve to put us in a state of

11. Beliefs are established perceptions about the attitude object.

14. A dual cognitive-emotional attitude formed by emotions and logic is responsible

31. Relationship management represents the highest level of emotional intelligence.

32. The four dimensions of emotional intelligence form a hierarchy.

33. The emotional intelligence of an individual tends to increase with age.

37. According to the exit-voice-loyalty-neglect model, some unsatisfied employees

43. Organizational commitment refers to an employee's contractual obligation to

44. Affective commitment refers to a calculative attachment to remain in the

45. Continuance commitment is a calculative decision to remain with the organization

49. Continuance commitment motivates employees to increase their work effort

53. Stress is an adaptive response to a situation that is perceived as challenging or

58. Any environmental condition that places a physical or emotional demand on a

63. Vacations and holidays allow employees to be withdrawn from various

Multiple Choice Questions

A. feelings that are not directed toward anything in particular.

B. our judgments about what is right or wrong.

C. our intentions to act towards the attitude object.

D. the cluster of beliefs, assessed feelings and behavioral intentions towards an

E. physiological, behavioral, and psychological episodes experienced toward an

A. emotional processes often occur before cognitive processes.

B. cognitive processes are less significant for individual behaviors.

C. emotional processes are simpler when compared to cognitive processes.

D. emotional processes are more likely to result in negative behaviors.

E. cognitive processes are more likely to result in negative behaviors.

A. They are physiological actions rather than behavioral actions.

B. Emotions last for a longer time period.

C. Emotions are directed toward someone or something.

D. They are also referred to as moods of individuals.

E. Emotions and moods are directed toward specific attitudes of others.

69. Which of the following is an effect of emotions?

B. They put us into a state of readiness.

C. They help us involve in conscious logical reasoning.

D. They enable us to have established perceptions about the attitude object.

E. They represent one's motivation to engage in a particular behavior.

70. Anger, fear, joy, and sadness represent the:

A. beliefs that influence our attitudes towards something or someone.

B. first four stages of emotional labor.

C. different types of emotions.

D. four dimensions of job satisfaction.

E. four areas of the Johari Window.

A. Eating something versus drinking something.

B. Experiencing something versus judging something.

C. Perceiving something versus behaving toward something.

D. Knowing about something versus doing something.

E. Espoused values versus enacted values.

72. Beliefs, feelings, and behavioral intentions are components of:

B. the EVLN model.

E. the psychological contract.

76. Which of these statements represents the feelings dimension of attitudes?

A. I don't like how my boss treats his employees.

C. My supervisor barks at his employees in public.

D. I intend to tell the human resource manager that my supervisor should be

A. External dimensions of your value system.

B. All four elements of the MARS model.

C. Internal or external locus of control.