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File: ch01
True/False
1. Organizational behavior is the study of human behavior in organizations.
Ans: True
Page: 4
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
2. Learning about organizational behavior can help you expand your potential for career success
in the dynamic, shifting, and complex workplaces of today.
Ans: True
Page: 4
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
3. The early focus of the systematic study of management was on physical working conditions,
principles of administration, and principles of industrial engineering.
Ans: True
Page: 4
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
4. Organizational behavior is an interdisciplinary body of knowledge with strong ties to
psychology, sociology, criminal justice, and anthropology.
Ans: False
Page: 4-5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
5. Financial capital is the building block of organizational success.
Ans: False
Page: 4
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
6. Organizational behavior is an academic discipline devoted only to understanding group
behavior.
Ans: False
Page: 4
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Response: See page 4
Reference: Introducing Organizational Behavior
7. Organizational behavior seldom uses scientific methods to develop generalizations about
behavior in organizations.
Ans: False
Page: 5
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
8. Research in organizational behavior is based on scientific thinking, which means the
proposed explanations are carefully tested and the explanations that can be scientifically
verified are the only ones that are accepted.
Ans: True
Page: 5
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
9. As job satisfaction increases, absenteeism tends to go down; as job satisfaction decreases,
absenteeism often goes up.
Ans: True
Page: 5
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
10. Scientific methods models in OB are not able to link causes with outcomes due to the human
element.
Ans: False
Page: 5
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
11. Commonly used organizational behavior research methods include case studies, survey
studies, meta analyses, field studies, and laboratory studies.
Ans: True
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
12. When organizational behavior researchers collect data in real-life organizational settings, the
research method of case studies is being used.
Ans: False
Page: 6
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
13. Laboratory studies are being used when organizational behavior researchers collect data in
simulated and controlled settings.
Ans: True
Page: 6
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
14. When organizational behavior researchers collect data by using questionnaires and interviews
in sample populations, the research method of meta analysis is being used.
Ans: False
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
15. Organizational behavior scholars believe that there is one “best” or universal way to manage
people and organizations.
Ans: False
Page: 6
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
16. An essential responsibility of the science of organizational behavior is to create and test
models that offer evidence-based foundations for decision making and action.
Ans: True
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
17. Evidence-based management uses hard facts and empirical evidence to make decisions.
Ans: True
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
18. Organizational behavior research is now rich with empirically based insights into crosscultural issues.
Ans: True
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
19. Progressive workplaces today look and act very similar to those of the past.
Ans: False
Page: 7
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
20. Eagley and colleagues conclude that followers are more accepting of a transformational style
of leadership when the leader is male.
Ans: False
Page: 7
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
21. Important trends in the contemporary business world include the demise of “command-andcontrol” of organizational structures and a commitment to ethical behavior.
Ans: True
Page: 7-8
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
22. An organization is defined as a collection of people working together in a division of labor to
achieve a common purpose.
Ans: True
Page: 8
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
23. Organizations that obtain resource inputs from the environment and transform them into
outputs that are returned to the environment in the form of finished goods or services are
viewed as open systems.
Ans: True
Page: 9
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
24. In organizational cultures that are more authoritarian and hierarchical, people are hesitant to
make decisions and take action on their own, so they tend to show little initiative and wait for
approval.
Ans: True
Page: 9
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
25. Customers, owners, employees, suppliers, regulators, and local communities are among the
key stakeholders of most business organizations.
Ans: True
Page: 10
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
26. Fortunately, organizational stakeholders typically have the same business interests and
objectives.
Ans: False
Page: 10
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
27. Some organizational climates are relaxed and informal, while others are more structured.
Ans: True
Page: 9
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
28. The value chain begins when customers and clients are well served.
Ans: False
Page: 10
Level: Hard
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
29. Workforce diversity involves differences based on gender, race and ethnicity, age, ablebodiedness, and sexual orientation.
Ans: True
Page: 11
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
30. Today’s labor force is composed of fewer women than in prior years.
Ans: False
Page: 11
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
31. The proportion of African-Americans, Hispanics, and Asians in the labor force is increasing.
Ans: True
Page: 11
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
32. Demographic trends indicate that, in the future, people of color will constitute the majority of
the U.S. population.
Ans: True
Page: 11
Level: Hard
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
33. A key element in any organization that embraces multiculturalism is inclusion.
Ans: True
Page: 11
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
34. An effective manager is one whose organizational unit, group, or team consistently achieves
its goals despite the fact that its members are uncommitted and unenthusiastic.
Ans: False
Page: 11
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
35. Task performance is defined as the quality and quantity of the work produced or the services
provided by a work unit as a whole.
Ans: True
Page: 11
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
36. Organizational behavior clearly indicates that managers should be held accountable for task
performance results, but not job satisfaction results.
Ans: False
Page: 11
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
37. In the new workplace, management is most effectively accomplished through “directing” and
“controlling” rather than “supporting.”
Ans: False
Page: 11
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
38. The word “manager” is increasingly being replaced in conversations by such terms as
“coordinator,” “coach,” or “team leader.”
Ans: True
Page: 11
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
39. The four basic functions of management are delegating, leading, controlling, and decision
making.
Ans: False
Page: 12
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
40. Controlling is the process of creating work structures and systems, and arranging resources to
accomplish goals and objectives.
Ans: False
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
41. When managers are instilling enthusiasm by communicating with others, motivating them to
work hard, and maintaining good interpersonal skills, they are engaged in the managerial
function of leading.
Ans: True
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
42. Henry Mintzberg identified a set of roles that managers perform. These roles are:
interpersonal, informational, and decisional.
Ans: True
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
43. Henry Mintzberg identified the set of roles that managers perform as technical, human, and
conceptual.
Ans: False
Page: 12
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
44. According to Henry Mintzberg, managerial roles that involve working directly with other
people are called human roles.
Ans: False
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
45. A manager’s informational roles include being a figurehead, leader, and liaison.
Ans: False
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
46. According to Henry Mintzberg, when a manager acts as a disturbance handler, this is an
interpersonal role.
Ans: False
Page: 12-13
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
47. According to Henry Mintzberg, managerial roles involving decision-making that affects
other people are called technical roles.
Ans: False
Page: 13
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
48. Decisional roles include seeking out problems to solve and opportunities to explore, helping
to resolve conflict, allocating resources, and negotiating with other parties.
Ans: True
Page: 12-13
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
49. According to Robert Katz, the essential skills of management can be grouped into three
categories. These categories are: interpersonal, informational, and decisional.
Ans: False
Page: 13
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
50. According to Robert Katz, the relative importance of technical, human, and conceptual skills
varies across the different levels of management.
Ans: True
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
51. According to Katz, proficiency in database management is considered a technical skill in
today’s workplace.
Ans: True
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
52. Emotional intelligence, the ability to understand and deal with emotions, falls into the
category of conceptual skills according to Robert Katz.
Ans: False
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
53. Emotional intelligence includes the human skills of self-awareness, self-regulation,
motivation, empathy, and social skill.
Ans: True
Page: 14
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
54. Leaders succeed when people follow them not because they have to, but because they want
to.
Ans: True
Page: 15
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
55. According to Archie Carroll, an immoral manager does not subscribe to ethical principles,
but instead makes decisions and acts to take best personal advantage of a situation.
Ans: True
Page: 16
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
56. According to Archie Carroll, the manager who unintentionally acts unethically is considered
amoral.
Ans: True
Page: 17
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
57. Ethics mindfulness is an “enriched awareness” that causes a manager to behave with an
ethical consciousness from one decision or behavioral event to another.
Ans: True
Page: 17
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
58. Learning is an enduring change of behavior that results from experience.
Ans: True
Page: 18
Level: Medium
Learning Objective 4: Recognize how we learn about organizational behavior.
Reference: Learning about Organizational Behavior
59. Life-long learning refers to the need to learn from day-to-day work experiences,
conversations with colleagues and friends, counseling and advice from mentors, success
models, training seminars and workshops, and other daily opportunities.
Ans: True
Page: 18
Level: Medium
Learning Objective 4: Recognize how we learn about organizational behavior.
Reference: Learning about Organizational Behavior
60. The learning sequence begins with initial experience and subsequent reflection.
Ans: True
Page: 18
Level: Medium
Learning Objective 4: Recognize how we learn about organizational behavior.
Reference: Learning about Organizational Behavior
Multiple Choice
61. __________ is a multidisciplinary field devoted to understanding individual and group
behavior, interpersonal processes, and organizational dynamics.
a) Organizational behavior
b) Motivation
c) Performance management
d) Workgroup analysis
e) Accounting
Ans: a
Page: 4
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
62. The following statements are accurate descriptions of the evolution of the scientific study of
organizations EXCEPT:
a) the early focus of the systematic study of management was on physical working
conditions, principles of administration, and principles of industrial engineering.
b) as management research progressed, emphasis was placed on the human factor with
respect to individual attitudes, group dynamics, and relationships between managers
and workers.
c) organization behavior continues to evolve as a discipline devoted to understanding
individuals and groups in organizations.
d) organization behavior continues to evolve as a discipline devoted to understanding
the performance implications of organizational processes, systems, and structures.
e) the primary focus on the human factor began in the 18th century.
Ans: e
Page: 4
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
63. From its scientific heritage, organizational behavior has developed all of the following
EXCEPT:
a) an emphasis on finding the “one best way” to complete a task.
b) an interdisciplinary body of knowledge.
c) use of scientific methods.
d) a focus on application.
e) contingency thinking.
Ans: a
Page: 4-6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
64. Organizational behavior is an interdisciplinary body of knowledge with strong ties to all of
the following disciplines EXCEPT:
a) psychology.
b) physics.
c) sociology.
d) anthropology.
e) economics.
Ans: b
Page: 4-5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
65. Which of the following statements about organizational behavior is NOT accurate?
a) Organizational behavior has strong ties to the behavioral sciences and allied social
sciences.
b) Organizational behavior seeks to integrate the diverse insights of the behavioral
sciences and allied social sciences.
c) Organizational behavior is divorced from the disciplines of political science and
economics.
d) Organizational behavior seeks to improve the quality of work life.
e) Organizational behavior seeks to improve the performance of people, groups, and
organizations.
Ans: c
Page: 4-5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
66. Organizational behavior goals include all of the following EXCEPT improving the:
a) performance of people.
b) performance of groups.
c) performance of organizations.
d) quality of overall work life.
e) level of organizational profits.
Ans: e
Page: 5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
67. Scientific methods models link __________ with __________.
a) independent variables; dependent variables
b) specific variables; contingency variables
c) proven variables; non-proven variables
d) discovered variables; undisclosed variables
e) highly publicized variables; undisclosed variables
Ans: a
Page: 5
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
68. Scientific thinking is important to organizational behavior researchers and scholars for all of
the following reasons EXCEPT:
a) the process of data collection is controlled.
b) the process of data collection is systematic.
c) proposed explanations are carefully tested.
d) only explanations that can be scientifically verified are accepted.
e) the process of data collection is discretionary.
Ans: e
Page: 5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
69. Which of the following is NOT an important research question addressing applications
within the field of organizational behavior?
a) What creates job satisfaction for people at work?
b) How can ethical and socially responsible behavior in and by organizations be
assured?
c) Should decisions be made by individual, consultative, or group methods?
d) What are the ingredients for marketing promotions within organizations?
e) How can organizational cultures be changed?
Ans: d
Page: 5
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
70. __________ are simplified views of reality that attempt to explain real-world phenomena.
a. Models
b. Incubators
c. Theories
d. Scientific methods
e. Reproductions
Ans: a
Page: 5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
71. When OB researchers use statistics to pool the results of different studies, which research
method are they using?
a) Survey studies
b) Case studies
c) Meta-analysis
d) Field studies
e) Laboratory studies
Ans: c
Page: 6
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
72. Which of the following was NOT cited as a possible leadership strength of women in the
research by Eagley?
a) Good at mentoring
b) More transformational
c) Encourage creativity
d) Very inspiring
e) Fairness in punishing
Ans: e
Page: 7
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
73. Rather than assuming that there is one “best” or universal way to manage people in
organizations, which approach do researchers use to try to identify how different situations
can be best understood and handled?
a) Scientific
b) Industrial engineering
c) Contingency
d) Emotional intelligence
e) Laboratory study
Ans: c
Page: 5-6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
74. When OB researchers look in depth at single situations, which research method are they
using?
a) Survey studies
b) Case studies
c) Meta-analysis
d) Field studies
e) Laboratory studies
Ans: b
Page: 6
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
75. The realities of the contemporary business world include all of the following trends
EXCEPT:
a) the demise of “command-and-control” organizational structures.
b) the importance of human capital.
c) a commitment to ethical behavior.
d) an emphasis on individuals working independently of one another.
e) a changing definition of jobs and career.
Ans: d
Page: 8
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
76. Which of the following is NOT a trend in the contemporary business world?
a) Pervasive influence of information technology.
b) Respect for new workforce expectations.
c) Emphasis on teamwork.
d) Increase in “command-and-control” leadership.
e) Changing careers
Ans: d
Page: 8
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
77. All of the following are characteristic of Generation F at work EXCEPT:
a) no one kills an idea.
b) credentials overrule contributions.
c) people choose tasks that interest them.
d) wisdom lies within the crowd.
e) resources flow toward good ideas and projects.
Ans: b
Page: 8
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
78. Which of the following reflects the expectations of the new generation of workers?
a) Less tolerant of hierarchy
b) Less high tech
c) More concerned about status
d) Less focus on work/life balance
e) More focus on structure
Ans: a
Page: 8
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
79. The increase in teamwork today is a function of all of the following EXCEPT:
a) management’s dislike for individual contributors.
b) organizations can no longer rely on just managers for leadership.
c) leadership is valued by all members.
d) people are valuable human assets.
e) work is increasingly focused on peer contributions.
Page: 8
Ans: a
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
80. Data show that women earn only __________ cents per dollar earned by men.
a) 50
b) 68
c) 75
d) 90
e) 95
Ans: c
Page: 11
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
81. A collection of people working together in a division of labor to achieve a common purpose
refers to a(n):
a) club.
b) labor union.
c) organization.
d) mission.
e) team.
Ans: c
Page: 8
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
82. All of the following are examples of organizations EXCEPT:
a) small and large businesses.
b) religious bodies.
c) voluntary organizations.
d) a government representative.
e) hospitals.
Ans: d
Page: 9
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
83. The match of organizational culture and individual characteristics is called a(n):
a) fit.
b) agreement.
c) union.
d) harmony.
e) accord.
Ans: a
Page: 9
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
84. Since organizations obtain resource inputs from the environment and transform them into
outputs that are returned to the environment in the form of finished goods or services, they
may be viewed as:
a) stakeholders.
b) suppliers.
c) open systems.
d) transformational systems.
e) resource allocators.
Ans: c
Page: 9
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
85. Which of the following is a sequence of activities that creates valued goods and services for
customers?
a) Assembly line
b) Value chain
c) Output process
d) Evidence-based management
e) None of the above
Ans: b
Page: 10
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
86. Among the following, who are considered to be stakeholders?
a)
b)
c)
d)
e)
Customers
Owners
Employees
Local communities
All of the above
Ans: e
Page: 10
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
87. The shared beliefs and values that influence the behavior of organizational members refers to
organizational:
a) mission.
b) purpose.
c) strategy.
d) culture.
e) stakeholders.
Ans: d
Page: 9
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
88. As used in OB, the term multiculturalism refers to:
a) hiring people from different cultures to work in one company.
b) pluralism, and respect for diversity and individual differences.
c) developing employees to better understand people from non-United States cultures.
d) a job rotation system whereby employees move from country to country.
e) a job design system whereby managers are required to oversee people from different
countries.
Ans: b
Page: 11
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
89. Demographic trends driving workforce diversity in American society today include:
a) fewer number of women in the labor force.
b) fewer African-Americans in the labor force.
c) fewer Hispanics in the labor force.
d) an increasing percentage of people of color in the labor force.
e) more white males in the labor force.
Ans: d
Page: 11
Level: Hard
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
90. The degree to which the culture respects and values diversity and is open to anyone who can
perform a job, regardless of their diversity attributes, is known as:
a) workforce diversity.
b) inclusion.
c) multiculturalism.
d) cultural sensitivity.
e) constructive culture.
Ans: b
Page: 11
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
91. An individual who helps others achieve high levels of both performance and satisfaction is
a(n):
a) executive.
b) effective manager.
c) director.
d) supervisor.
e) team follower.
Ans: b
Page: 11
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
92. Which of the following is NOT one of the four basic functions of management?
a) Planning
b) Organizing
c) Leading
d) Directing
e) Controlling
Ans: d
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
93. When managers define goals, set performance objectives, and identify action steps for
accomplishing them, they are engaged in which management function?
a) Planning
b) Organizing
c) Leading
d) Directing
e) Controlling
Ans: a
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
94. Suppose that the company’s president decides to develop a policy to increase the company’s
commitment to its employees and then develops a set of procedures to implement this policy.
The president is engaged in which management function?
a) Planning
b) Organizing
c) Leading
d) Directing
e) Controlling
Ans: a
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
95. Suppose that a manager sets up a committee to develop procedures for dealing with
company-wide training needs and then assigns people to conduct specific training programs.
This manager is engaged in which management function?
a) Planning
b) Organizing
c) Motivating
d) Leading
e) Controlling
Ans: b
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
96. Suppose a manager starts an affirmative action program to increase opportunities for
minority advancement and then clearly and convincingly communicates the objectives of the
program to all employees. By doing this the manager gains their support and participation.
This manager is engaged in which management function?
a) Planning
b) Organizing
c) Leading
d) Motivating
e) Controlling
Ans: c
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
97. When a manager monitors the progress of an affirmative action program to advance
minorities within the corporation, reviews progress on changes in employee attitudes, calls a
special meeting to discuss problems, and makes appropriate adjustments in the program, the
manager is engaged in which management function?
a) Planning
b) Organizing
c) Leading
d) Controlling
e) Delegating
Ans: d
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
98. Henry Mintzberg identified a set of roles that managers perform. These roles are grouped
into which of the following three categories?
a) Interpersonal, strategic, and decisional
b) Strategic, informational, and political
c) Interpersonal, informational, and decisional
d) Supervisory, authoritarian, and decisional
e) Supervisory, informational, and strategic
Ans: c
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
99. Which of the following represent informational roles as identified by Henry Mintzberg?
a) Figurehead, leader, and spokesperson
b) Monitor, disseminator, and spokesperson
c) Negotiator, entrepreneur, and resource allocator
d) Leader, disseminator, and entrepreneur
e) Entrepreneur, disturbance handler, and resource allocator
Ans: b
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
100.
Which of the following descriptions of Mintzberg’s managerial roles is correct?
a) Interpersonal roles include the monitor, disseminator, and spokesperson.
b) Informational roles include the figurehead, leader, and liaison.
c) Decisional roles include the entrepreneur, disturbance handler, resource allocator, and
negotiator.
d) Decisional roles include the leader, disturbance handler and spokesperson.
e) Informational roles include the figurehead, monitor, leader and spokesperson.
Ans: c
Page: 12
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
101. According to Robert Katz, the essential skills of management can be grouped into which
of the following three categories?
a) Technical, interpersonal, and informational
b) Technical, human, and conceptual
c) Interpersonal, decisional, and informational
d) Organizing, planning, and leading
e) Leading, decisional, and human
Ans: b
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
102.
According to Robert Katz, all of the following statements are correct EXCEPT that the:
a) technical skills are considered important for supervisors and team leaders who must
deal with job-specific problems.
b) conceptual skills are important for senior executives who deal with organizational
purpose, mission and strategy issues.
c) technical skills are equally important for both entry and senior level management
positions.
d) conceptual skills are important for senior executives who must deal with broad,
ambiguous and long-term decisions.
e) human skills are consistently important across all managerial levels.
Ans: c
Page: 13
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
103. A manager who is using spreadsheet software to prepare a departmental budget is using
which managerial skill according to Katz?
a) Supervisory
b) Conceptual
c) Creative
d) Technical
e) Human
Ans: d
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
104. In trying to work out an acceptable solution to a problem, managers who rely on their
understanding of other people and who empathize with others’ feelings are using which
managerial skill according to Katz?
a) Supervisory
b) Conceptual
c) Creative
d) Technical
e) Human
Ans: e
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
105. Important dimensions of emotional intelligence include all of the following human skills
EXCEPT:
a) self-awareness.
b) self-regulation.
c) technical skill.
d) empathy.
e) social skill.
Ans: c
Page: 14
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
106. Which managerial skill involves the capacity to analyze and solve complex and
interrelated problems?
a) Supervisory
b) Conceptual
c) Creative
d) Technical
e) Human
Ans: b
Page: 14
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
107. A manager who thinks critically and analytically when developing an organizational
strategy for dealing with a highly competitive global environment is using which managerial
skill?
a) Supervisory
b) Conceptual
c) Creative
d) Technical
e) Human
Ans: b
Page: 14
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
108. Of the following, which refers to a capacity to get things done due to relationships with
other people?
a) Social capital
b) Value chain
c) Task performance
d) Workforce diversity
e) Open systems
Ans: a
Page: 14
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
109. According to Archie Carroll, if a manager doesn’t subscribe to any ethical decisionmaking principles and acts in any situation to simply take personal advantage, he or she
would be classified as a(n):
a) moral manager.
b) amoral manager.
c) immoral manager.
d) ombudsman manager.
e) opportunistic manager.
Ans: c
Page: 16
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
110.
The ethics center of gravity can be moved positively in a virtuous shift with:
a) emotionally intelligent leadership.
b) immoral leadership.
c) amoral leadership.
d) moral leadership.
e) philanthropic leadership.
Ans: d
Page: 17
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
111.
According to Archie B. Carroll, the majority of managers are:
a) immoral.
b) amoral.
c) moral.
d) mindful.
e) none of the above.
Ans: b
Page: 17
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
112.
Which of the following is an enduring change of behavior that results from experience?
a) Learning
b) Managerial sense-making
c) Organizational tracking
d) Lifelong careers
e) Managerial scholarship
Ans: a
Page: 18
Level: Medium
Learning Objective 4: Recognize how we learn about organizational behavior.
Reference: Learning about Organizational Behavior
113. Initial experience of the experiential learning cycle in an organizational behavior course,
focuses on:
a) personal experiences, the classroom as an organization, in-class exercises and
simulations, group project assignments, and cases.
b) personal thoughts, class discussions, informal discussions, readings, lectures, and
written assignments.
c) personal experiences, personal thoughts, personal theories, and trying new personal
behaviors.
d) theories in readings, theories from lectures, personal theories, and theories from other
sources.
e) trying new behaviors in work experiences, class experiences, and everyday
experiences.
Ans: a
Page: 18
Level: Hard
Learning Objective 4: Recognize how we learn about organizational behavior.
Reference: Learning about Organizational Behavior
Short answer
114.
What is the study of human behavior in organizations called?
Ans: Organization behavior
Page: 4
Level: Easy
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
115.
As job satisfaction increases, absenteeism tends to do what?
Ans: Decrease
Page: 5
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
116. When organizational behavior researchers collect data in real-life organizational settings,
what research method is being used?
Ans: Field studies
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
117. When organizational behavior researchers collect data in simulated and controlled
settings, what research method is being used?
Ans: Laboratory studies
Page: 6
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
118. Rather than assuming that there is one “best” or universal way to manage people in
organizations, what approach do researchers use to try to identify how different situations can
be best understood and handled?
Ans: Contingency thinking
Page: 5-6
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
119.
What is evidence-based management?
Ans: Evidence-based management uses hard facts and empirical evidence to make decisions.
Level: Medium
Learning Objective 1: Explain what organizational behavior is and why it is important.
Page: 6
Reference: Introducing Organizational Behavior
120. Who are the people, groups, and institutions that are affected by and thus have an interest
in an organization’s performance?
Ans: Stakeholders
Page: 10
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
121.
What is organizational culture?
Ans: Shared beliefs and values that influence the behavior of organizational members
Page: 9
Level: Medium
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
122.
What is workforce diversity?
Ans: The presence of differences based on gender, race and ethnicity, age, able-bodiedness, and
sexual orientation in a business organization.
Page: 11
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
123. By the year 2060, which demographic group will comprise nearly 30% of the US
population?
Ans: Hispanic
Page: 11
Level: Hard
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
124.
What is a key element in any organization that embraces multiculturalism?
Ans: Inclusion
Page: 11
Level: Hard
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
125.
What are the two key outcomes on which an effective manager will focus?
Ans: Task performance and job satisfaction
Page: 11
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
126.
Who is a manager?
Ans: A person who supports the work efforts of other people
Page: 11
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
127.
What are the four basic functions of management?
Ans: Planning; organizing; leading; controlling
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
128. Defining goals, setting performance objectives, and identifying action steps for
accomplishing them describes which management function?
Ans: Planning
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
129. What is the process of creating work structures and systems, and arranging resources to
accomplish goals and objectives?
Ans: Organizing
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
130.
Describe the managerial function of leading.
Ans: Instilling enthusiasm by communicating with others, motivating them to work hard, and
maintaining good interpersonal skills is the managerial activity of leading.
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
131. Which managerial function concerns itself with ensuring that things go well by
monitoring performance and taking corrective action as necessary?
Ans: Controlling
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
132. According to Henry Mintzberg, what are the managerial roles that involve working
directly with other people?
Ans: Interpersonal roles
Page: 12
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
133. According to Henry Mintzberg, what are the managerial roles that involve the exchange
of information with other people?
Ans: Informational roles
Page: 12
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
134.
According to Robert Katz, what are the three categories of managerial skills?
Ans: Technical; human; conceptual
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
135.
According to Robert Katz, what is an ability to perform specialized tasks?
Ans: A technical skill
Page: 13
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
136. According to Katz, in trying to work out an acceptable solution to a problem, managers
who rely on their understanding of other people and who empathize with others’ feelings are
using which managerial skill?
Ans: Human
Page: 13
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
137.
According to Daniel Goleman, what is the ability to understand and deal with emotions?
Ans: Emotional intelligence
Page: 13
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
138. A management team that thinks critically and analytically when developing an
organizational strategy for dealing with a highly competitive global environment is using
which managerial skill?
Ans: Conceptual
Page: 14
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
139.
What is the ability to understand the emotions of others called as?
Ans: Empathy
Page: 14
Level: Easy
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
Essay
140. Identify the trends that are affecting organizational behavior and explain why these trends
are occurring.
Suggested Answer: Seven trends are currently affecting organizational behavior. These trends
and the reasons why they are occurring are described as follows:
(a) commitment to ethical behavior  there is a growing intolerance of breaches of public faith
by organizations and those who run them, and a growing concern for ethical behavior in the
workplace; (b) broader views of leadership  new pressures and demands mean organizations
can no longer rely on just managers for leadership; (c) emphasis on human capital and
teamwork success is earned through knowledge, experience, and commitments to people as
valuable human assets; (d) demise of “command-and-control” –– traditional hierarchical
structures, which are proving incapable of handling new environmental pressures and demands,
are being replaced by flexible structures and participatory work settings; (e) influence of
information technologies –– as computers increasingly penetrate all aspects of the workplace,
implications for workflows, work processes, and organizational systems are far reaching; (f)
respect for new workforce expectations –– the new generation of workers is less tolerant of
hierarchy, more informal, and less concerned about status; organizations are paying more
attention to how members balance the demands and priorities of work and personal affairs; and
(g) changing concept of careers  more employers are using offshoring and outsourcing of jobs
and more individuals are working as independent contractors rather than as traditional full-time
employees (h) concern for sustainability – managers and organization members are thinking
more about decision making and goal setting in organizations paying attention to the
environment, climate justice and preservation of resources.
Page: 8
Level: Hard
Learning Objective 1: Explain what organizational behavior is and why it is important.
Reference: Introducing Organizational Behavior
141. Define the term workforce diversity. Why is workforce diversity an important issue for
contemporary organizations?
Suggested Answer: Workforce diversity is the presence of differences in a firm’s employees
based on gender, race and ethnicity, age, able-bodiedness, and sexual orientation. Workforce
diversity is an important issue for contemporary organizations because success in the workplace
increasingly requires a set of skills for working successfully with a broad mix of people from
different racial and ethnic backgrounds, of different ages and genders, and of different domestic
and national cultures.
Page: 10-11
Level: Easy
Learning Objective 2: Describe organizational behavior in context, organizational environments
and shareholders, and diversity and multiculturalism.
Reference: Organizations as Work Settings
142. Briefly describe each of the four functions of management. Describe Mintzberg’s
managerial roles and explain how they are helpful in performing the four functions of
management.
Suggested Answer: The four functions of management are planning, organizing, leading, and
controlling. Planning is the process of setting objectives and determining what actions should be
taken to accomplish them. Organizing is the process of assigning tasks, allocating resources, and
arranging and coordinating the activities of individuals and groups to implement plans. Leading
is the process of arousing people’s enthusiasm to work hard and directing their efforts to fulfill
plans and accomplish objectives. Controlling is the process of measuring work performance,
comparing results to objectives, and taking corrective action as needed. Mintzberg’s managerial
roles include the following:
(a) interpersonal roles (figurehead, leader, and liaison) involve interactions with people inside
and outside the work unit; (b) informational roles (monitor, disseminator, and spokesperson)
involve giving, receiving, and analyzing information; and (c) decisional roles (entrepreneur,
disturbance handler, resource allocator, and negotiator) involve using information to make
decisions, solve problems, or address opportunities. While all ten managerial roles might be used
at one time or another in performing each of the four functions of management, many of them
are more likely to be used in carrying out certain managerial functions. The entrepreneurial role,
for instance, is closely linked to the managerial function of planning. In this role, direction is
being set for the organization. The liaison, disseminator, and resource allocator roles are closely
associated with organizing. The figurehead, leader, and spokesperson roles are closely aligned
with leading. The monitor role is related primarily to controlling.
Page: 12-13
Level: Hard
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
143. Human skills such as emotional intelligence are indispensable in the new age of
organizations. Identify and define five important dimensions of emotional intelligence that
can and should be developed by any manager today.
Suggested Answer: Self-awareness is the ability to understand one’s own moods and emotions.
Self-regulation is the ability to think before acting and control bad impulses.
Motivation is the ability to work hard and persevere.
Empathy is the ability to understand the emotions of others.
Social skill is the ability to gain rapport with others and build good relationships.
Page: 14
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
144. When it comes to ethics and morality, Archie Carroll draws a distinction between
managers. Identify and briefly explain the three managerial categories defined by Carroll.
Suggested Answer: The immoral manager does not subscribe to any ethical principles, but
instead makes decisions and acts to stake best personal advantage of a situation.
The amoral manager, by contracts, fails to consider the ethics of a decision or behavior. This
manager acts unethically at time, but unintentionally.
The moral manager is one who incorporates ethics principles and goals into his or her personal
behavior. For this manager, ethical behavior is a goal, a standard, and even a matter of routine.
Page: 16-17
Level: Medium
Learning Objective 3: Define managerial activities, leadership in organizations, and ethical
leadership.
Reference: Management and Leadership
145.
Why is learning about organizational behavior important?
Suggested Answer: Learning about organizational behavior is important because it directly
benefits you. It helps you to understand how to work more effectively and be more influential in
work situations. Today’s knowledge-based world places a great premium on learning. Only the
learners, so to speak, will be able to keep the pace and succeed in a high-tech, global, and
constantly changing environment.
Page: 17
Level: Easy
Learning Objective 4: Recognize how we learn about organizational behavior.
Reference: Learning about Organizational Behavior
File: ch02
True/False
1. In OB, the term individual differences is used to refer to the ways in which people are similar
and how they vary in their thinking, feeling, and behavior.
Ans: True
Page: 26
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Individual Differences
2. In studying individual differences, we attempt to identify where behavioral tendencies are
similar and where they are different.
Ans: True
Page: 26
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Individual Differences
3. Self-esteem has no drawbacks; high self-esteem only boosts performance and satisfaction.
Ans: False
Page: 27
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
4. Self-esteem is an individual’s belief about the likelihood of success in completing a particular
task.
Ans: False
Page: 27
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
5. As a determinant of personality, heredity consists of those factors that are determined at
conception, including physical characteristics, gender, and personality factors.
Ans: True
Page: 27
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
6. Environment sets the limits on just how much an individual’s personality characteristics can
be developed; heredity determines development within these limits.
Ans: False
Page: 27
Level: Hard
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Nature versus Nurture
7. According to research by Rich Arvey and colleagues, family experiences are more important
than experiences at work in shaping women’s leadership development.
Ans: False
Page: 28
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Nature versus Nurture
8. Personality represents the overall combination of characteristics that capture the unique nature
of a person as he or she reacts and interacts with others.
Ans: True
Page: 29
Level: Easy
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personality
9. The “Big Five” personality traits include extraversion, agreeableness, conscientiousness,
emotional stability, and creativity.
Ans: False
Page: 29
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Trait
10. Extraversion, a “Big Five” personality dimension, is associated with being imaginative,
curious, and broad-minded.
Ans: False
Page: 29
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Trait
11. In terms of job performance, research has shown that conscientiousness predicts job
performance across five occupational groups of professions—engineers, police, managers,
salespersons, and skilled and semiskilled employees.
Ans: True
Page: 29
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Trait
12. Problem-solving style is a measure representing social traits.
Ans: True
Page: 29
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
13. In assessing a person’s problem-solving style, information gathering involves making
judgments about how to deal with and interpret information.
Ans: False
Page: 30
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
14. In solving problems, sensation-type individuals prefer routine and order whereas intuitivetype individuals prefer the “big picture.”
Ans: True
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
15. Thinking-type individuals use reason and intellect to deal with problems and they downplay
emotions.
Ans: True
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
16. Problem-solving styles are most frequently measured by the Myers-Briggs Type Indicator
(MBTI), which asks individuals how they usually act or feel in specific situations.
Ans: True
Page: 31
Level: Easy
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
17. Personal conception traits represent the way individuals tend to think about their social and
physical setting as well as their major beliefs and personal orientation concerning a range of
issues.
Ans: True
Page: 31
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
18. People with an intuitive-thinking style of problem solving tend to be speculative, objective,
impersonal, and idealistic.
Ans: True
Page: 31
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
19. People with an external locus of control believe that they control their own fate or destiny.
Ans: False
Page: 32
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
20. Positive and innovative changes in organizations have a greater degree of positive effects on
proactive individuals.
Ans: True
Page: 32
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
21. People with an internal locus of control exhibit greater self-control, are more cautious,
engage in less risky behavior, and are less anxious.
Ans: True
Page: 32
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
22. A person high in dogmatism tends to adhere rigidly to conventional values and to obey
recognized authority.
Ans: False
Page: 33
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
23. Highly authoritarian individuals are so susceptible to authority that in their eagerness to
comply they may behave unethically.
Ans: True
Page: 33
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
24. A low-Machiavellian personality approaches situations logically and thoughtfully and is even
capable of lying to achieve personal goals.
Ans: False
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
25. High self-monitoring individuals cannot disguise their behaviors  “what you see is what
you get.”
Ans: False
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
26. Individuals with a Type A orientation are characterized as being more easy going and less
competitive than Type B.
Ans: False
Page: 35
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Emotional Adjustment Traits
27. Individuals with a Type B orientation are characterized by impatience, desire for
achievement, and perfectionism.
Ans: False
Page: 35
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Emotional Adjustment Traits
28. Stress is a state of tension experienced by individuals facing extraordinary demands,
constraints, or opportunities.
Ans: True
Page: 35
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Personality and Stress
29. Eustress has a negative impact on both attitudes and performance.
Ans: False
Page: 36
Level: Hard
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Sources of Stress
30. Job burnout manifests itself as a loss of interest in and satisfaction with a job due to stressful
working conditions.
Ans: True
Page: 36
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Sources of Stress
31. To make a plan of action and follow it is an example of an emotion-focused coping strategy.
Ans: False
Page: 37
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
32. Personal wellness requires attention to such factors as smoking, weight, diet, alcohol use, and
physical fitness.
Ans: True
Page: 38
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
33. Values are broad preferences concerning appropriate courses of action or outcomes.
Ans: True
Page: 38
Level: Easy
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Values
34. Values rarely influence an individual’s attitudes and behaviors.
Ans: False
Page: 38
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Values
35. Both terminal and instrumental values differ across groups, and these differences can
encourage conflict or agreement when the groups have to deal with each other.
Ans: True
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
36. Bruce Meglino’s classification of human values includes the values of achievement, helping
and concern for others, honesty, and fairness.
Ans: True
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
37. Meglino’s value schema includes theoretical, economic, aesthetic, social, political, and
religious values.
Ans: False
Page: 39
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
38. In Meglino’s value schema, the value of honesty refers to being impartial and doing what is
fair for all concerned.
Ans: False
Page: 39
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
39. Value congruence occurs when individuals express positive feelings upon encountering
others who exhibit values similar to their own.
Ans: True
Page: 39
Level: Easy
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
40. When values differ, or are incongruent, conflicts over such things as goals and the means to
achieve them may result.
Ans: True
Page: 40
Level: Easy
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
41. When examining value congruence between leaders and followers, researchers using
Meglino’s value schema reported greater follower satisfaction with a leader when there was
value congruence in terms of achievement, helping, honesty and fairness values.
Ans: True
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Sources of Values
42. Culture is the learned, shared way of doing things in a particular society.
Ans: True
Page: 40
Level: Easy
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
43. People are born into a society that teaches their members its culture.
Ans: True
Page: 40
Level: Easy
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
44. The way individuals think about such matters as achievement, material gain, wealth, risk and
change may influence how they approach work and their relationships with organizations.
Ans: True
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
45. According to Hofstede’s framework, value differences across national cultures can be
evaluated in terms of power distance, uncertainty avoidance, individualism-collectivism,
masculinity-femininity, and long-term/short-term orientation.
Ans: True
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
46. According to Hofstede’s framework of national culture, uncertainty avoidance reflects the
degree to which people are likely to respect hierarchy and rank in organizations.
Ans: False
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
47. In Hofstede’s framework of national culture, individualism-collectivism reflects the degree to
which organizations emphasize competition and assertiveness versus interpersonal sensitivity
and concerns for relationships.
Ans: False
Page: 40
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
48. South Korea is low on Hofstede’s long-term orientation and the U.S. is a more long-term
oriented country.
Ans: False
Page: 41
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
49. When using the Hofstede framework of national culture, it is important to remember that the
five dimensions are independent.
Ans: False
Page: 41
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Values
50. High power distance and collectivism are often found together, as are low power distance
and individualism.
Ans: True
Page: 41
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
51. Workforce diversity has increased in the U.S. and decreased in the rest of the world.
Ans: False
Page: 42
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Importance of Diversity
52. Research shows that companies with a higher percentage of female board directors and
corporate officers, on average, financially outperform companies with the lowest percentages by
significant margins.
Ans: True
Page: 43
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Importance of Diversity
53. The leaking pipeline describes how women have not reached the highest levels of
organizations.
Ans: True
Page: 44
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
54. In the workplace, sexual orientation and ablebodiedness are protected from discrimination by
Title VII of the Civil Rights Act of 1964.
Ans: False
Page: 43
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
55. In recent years, there has been a shift from a focus on diversity to a focus on inclusion.
Ans: True
Page: 47
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Challenges in Managing Diversity
56. The primary generational point of conflict is work ethic.
Ans: True
Page: 45
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
57. Even though recent studies report that there is no significant difference in performance
between workers with disabilities and those without, nearly three quarters of people with severe
disabilities are reported to be unemployed.
Ans: True
Page: 46
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
58. Sexual orientation is protected by the EEOC.
Ans: False
Page: 44
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
59. Valuing diversity assumes that groups will retain their own characteristics.
Ans: True
Page: 48
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Challenges in Managing Diversity
Multiple Choice
60. __________ and __________ are two related aspects of the self-concept.
a) Self-esteem; self-monitoring
b) Self-esteem; self-assessment
c) Self-esteem; self-efficacy
d) Self-monitoring; self-assessment
e) Self-monitoring; self-efficacy
Ans: c
Pages: 26-27
Level: Hard
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
61. __________ means being aware of our own behaviors, preferences, styles, biases,
personalities, and so on.
a) Self-awareness
b) Awareness of others
c) Self-concept
d) Self-esteem
e) Self-efficacy
Ans: a
Page: 26
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Self Awareness and Awareness of Others
62. ________ means being aware of the behaviors, preferences, styles, biases, personalities, and
so on of others.
a) Self-awareness
b) Awareness of others
c) Self-concept
d) Self-esteem
e) Self-efficacy
Ans: b
Page: 26
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Self Awareness and Awareness of Others
63. Which of the following statements provides an inaccurate description of people with high
self-esteem?
a) They see themselves as capable, worthwhile, and acceptable.
b) They tend to have few doubts about themselves.
c) They seldom experience a boost in job performance.
d) When under pressure, they may become boastful and act egotistically.
e) They may be overconfident at times.
Ans: c
Pages: 26-27
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
64. Firstborns in families tend to be __________.
a) loners
b) quiet
c) shy
d) impatient
e) enterprising
Ans: e
Page: 28
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Nature versus Nurture
65. __________ combines a set of physical and mental characteristics that reflect how a person
looks, thinks, acts, and feels.
a) Cognition
b) Personality
c) Perception
d) Aptitude
e) Ability
Ans: b
Page: 29
Level: Easy
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personality
66. Which traits are associated with the “Big Five” personality dimension of extraversion?
a) Outgoing, sociable, and assertive
b) Good-natured, trusting, and cooperative
c) Responsible, dependable, and persistent
d) Unworried, secure, and relaxed
e) Imaginative, curious, and broad-minded
Ans: a
Page: 29
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Traits
67. The “Big Five” personality dimension of agreeableness refers to which of the following sets
of personality traits?
a) Outgoing, sociable, and assertive
b) Good-natured, trusting, and cooperative
c) Responsible, dependable, and persistent
d) Unworried, secure, and relaxed
e) Imaginative, curious, and broad-minded
Ans: b
Page: 29
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Traits
68. Conscientiousness is a “Big Five” personality dimension that involves the traits of being
__________.
a) outgoing, sociable, and assertive
b) good-natured, trusting, and cooperative
c) responsible, dependable, and persistent
d) unworried, secure, and relaxed
e) imaginative, curious, and broad-minded
Ans: c
Page: 29
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Traits
69. Which of the following personality traits is NOT included in the “Big Five”?
a) Extraversion
b) Agreeableness
c) Conscientiousness
d) Self-concept
e) Emotional stability
Ans: d
Page: 29
Level: Easy
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Big Five Personality Traits
70. __________ traits are surface-level traits that reflect the way a person appears to others when
interacting in various social settings.
a) Standard
b) Statutory
c) Situational
d) Social
e) Demographic
Ans: d
Page: 29
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
71. Problem-solving style reflects the way a person goes about __________ and __________
information in solving problems and making decisions.
a) interpreting; evaluating
b) interpreting; communicating
c) gathering; collecting
d) evaluating; analyzing
e) gathering; evaluating
Ans: e
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
72. __________individuals prefer routine and order, and emphasize well-defined details in
gathering information; they would rather work with known facts than look for possibilities.
a) Thinking-type
b) Feeling-type
c) Intuitive-type
d) Sensation-type
e) Cognitive-type
Ans: d
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
73. __________ individuals prefer the “big picture”, like solving new problems, dislike routine,
and would rather look for possibilities than work with facts.
a) Thinking-type
b) Feeling-type
c) Intuitive-type
d) Cognitive-type
e) Sensation-type
Ans: c
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
74. __________ individuals are oriented toward conformity and try to accommodate themselves
to other people.
a) Cognitive-type
b) Sensation-type
c) Intuitive-type
d) Feeling-type
e) Thinking-type
Ans: d
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
75. __________ individuals use reason and intellect to deal with problems and downplay
emotions.
a) Thinking-type
b) Feeling-type
c) Intuitive-type
d) Cognitive-type
e) Sensation-type
Ans: a
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
76. Which of the following statements about problem-solving styles is NOT accurate?
a) Information gathering involves getting and organizing data for use.
b) Sensation-type individuals and intuitive-type individuals represent two forms of information
gathering.
c) Evaluation involves making judgments about how to deal with information once it has been
collected.
d) Two forms of evaluation are feeling and thinking.
e) Problem-solving styles are most frequently measured by the Morrison-Bellarmine Type Index.
Ans: e
Page: 30
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
77. Which of the following statements about locus of control is correct?
a) People with an external locus of control tend to be more introverted.
b) People with an internal locus of control tend to be more extroverted.
c) People with an internal locus of control tend to perform better on tasks requiring complex
information processing and learning.
d) People with an external locus of control are more oriented toward their own feelings.
e) Many managerial and professional jobs require behavior that is consistent with an external
locus of control.
Ans: c
Pages: 31-32
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
78. Individuals with a sensation-feeling style of problem solving tend to be good at which of the
following?
a) Empathizing
b) Observing
c) Imagining
d) Inquiring
e) Filing
Ans: a
Page: 31
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
79. Research has shown that proactive personality is positively related to all of the following
EXCEPT:
a) job performance.
b) creativity.
c) leadership.
d) salary.
e) career success.
Ans: d
Page: 32
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
80. A person high in __________ is concerned with toughness and power and opposes the use of
subjective feelings.
a) authoritarianism
b) Machiavellianism
c) internal locus of control
d) dogmatism
e) external locus of control
Ans: a
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
81. An individual high in __________ sees the world as a threatening place.
a) self-monitoring
b) Machiavellianism
c) authoritarianism
d) locus of control
e) dogmatism
Ans: e
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
82. A person with a(n) __________ personality regards legitimate authority as absolute and
accepts or rejects others according to how much they agree with accepted authority.
a) dogmatic
b) authoritarian
c) external locus of control
d) Machiavellian
e) type A
Ans: a
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
83. Which of the following is LEAST likely to be observed in a high-Mach personality?
a) Capable of lying to achieve personal goals
b) Approaches situations logically
c) Rarely swayed by loyalty
d) Rarely skilled at influencing others
e) Rarely swayed by the opinions of others
Ans: d
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
84. Which of the following statements does NOT accurately describe high self-monitors?
a) High self-monitors are sensitive to external cues.
b) High self-monitors tend to behave differently in different situations.
c) High self-monitors present a very different appearance from their true self.
d) High self-monitors ignore the behavior of others.
e) High self-monitors are flexible and especially good at responding to situational contingencies.
Ans: d
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal Conception Traits
85. The __________ traits measure how much an individual experiences emotional distress or
displays unacceptable acts.
a) cognitive strength
b) statutory adjustment
c) emotional adjustment
d) social desirability
e) personal conception
Ans: c
Page: 34
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Emotional Adjustment Traits
86. Which of the following statements does NOT describe the Type A personality?
a) Type A people tend to work fast
b) Type A people tend to be abrupt
c) Type A people tend to be laid back
d) Type A people tend to be irritable
e) Type A people tend to be aggressive
Ans: c
Page: 35
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Emotional Adjustment Traits
87. Common work-related stressors include all of the following EXCEPT:
a) ethical dilemmas.
b) interpersonal problems.
c) economic difficulties.
d) career development problems.
e) task demands.
Ans: c
Page: 36
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Sources of Stress
88. Which of the following is NOT a common work-related stressor?
a) Being asked to do too much
b) Being asked to do too little
c) Not knowing what you are expected to do
d) The birth of a child
e) Being bothered by noise and lack of privacy
Ans: d
Page: 36
Level: Hard
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Sources of Stress
89. __________ stress has a positive impact on both attitudes and performance.
a) Efficient
b) Statutory
c) Natural
d) Constructive
e) Affluent
Ans: d
Page: 36
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Outcomes of Stress
90. __________, also known as distress, is dysfunctional.
a) Job burnout
b) Eustress
c) Constructive stress
d) Abnormal stress
e) Destructive stress
Ans: e
Page: 36
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Outcomes of Stress
91. When people lose interest in and satisfaction with a job due to stressful working conditions,
they are likely to experience __________.
a) constructive stress
b) Type A behavior
c) job burnout
d) Type B behavior
e) eustress
Ans: c
Page: 36
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Outcomes of Stress
92. Which of the following is an example of a problem-focused coping strategy?
a) Look for the silver lining
b) Try to look on the bright side
c) Stand your ground and fight for what you want
d) Try to forget the whole thing
e) Accept sympathy from someone
Ans: c
Page: 37
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
93. Managers should be alert to key symptoms of excessive stress in themselves and their
employees. Which of the following is a key stress symptom?
a) Changes from punctuality to tardiness
b) Changes from diligent work to careless work
c) Changes from a positive attitude to a negative attitude
d) Changes from cooperation to hostility
e) All of the above
Ans: e
Page: 37
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Outcomes of Stress
94. __________ is the best first-line strategy in the battle against stress.
a) Stress prevention
b) Stress avoidance
c) Personal wellness
d) EAPs
e) Stress management
Ans: a
Page: 37
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
95. When learning to say no, an individual should do which of the following?
a) Focus on what matters most
b) Weigh the yes-to-stress ratio
c) Take guilt out of the equation
d) Sleep on it
e) All of the above
Ans: e
Page: 37
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
96. __________ involves the pursuit of one’s job and career goals with the support of a personal
health promotion program.
a) Quality of work life programs
b) Stress prevention programs
c) Eustress management programs
d) Employee assistance programs
e) Personal wellness
Ans: e
Page: 38
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
97. Peoples’ __________ develop as a product of the learning and experience they encounter in
the cultural setting in which they live.
a) wants
b) needs
c) perceptions
d) cognitions
e) values
Ans: e
Page: 38
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Values
98. Which of the following is NOT an example of a terminal value?
a) Broad-mindedness
b) An exciting life
c) A world at peace
d) Family security
e) Pleasure
Ans: a
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
99. All of the following are terminal values EXCEPT:
a) a sense of accomplishment.
b) a world of beauty.
c) mature love.
d) forgiving.
e) freedom.
Ans: d
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
100. Which of the following is NOT an example of instrumental values?
a) Courage
b) Love
c) Wisdom
d) Logic
e) Independence
Ans: c
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
101. All of the following are instrumental values EXCEPT:
a) self-control.
b) self-respect.
c) honesty.
d) ambition.
e) imagination.
Ans: b
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
102. Which of the following is NOT one of the “work setting” values specifically identified by
Meglino and associates?
a) Achievement
b) Economic values
c) Helping and concern for others
d) Honesty
d) Fairness
Ans: b
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
103. Which of the following is an incorrect description of the workplace values schema
developed by Bruce Meglino and his associates?
a) Getting things done and working hard to accomplish difficult things in life
b) Being concerned for other people and helping others
c) Telling the truth and doing what you feel is right
d) Discovering truth through reasoning and systematic thinking
e) Being impartial and doing what is fair for all concerned
Ans: d
Page: 39
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
104. __________ occurs when individuals express positive feelings upon encountering others
who exhibit values similar to their own.
a) Personal consistency
b) Theoretical consistency
c) Personal congruence
d) Value performance
e) Value congruence
Ans: e
Page: 39
Level: Easy
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
105. Which of the following statements is TRUE concerning dimensions of national culture?
a) U.S. is a more long-term oriented country
b) Japan’s culture is considered to be feminine
c) U.S. has a highly individualistic culture
d) Hong Kong is considered to have a high uncertainty avoidance culture
e). Mexico is considered to have an individualistic culture
Ans: c
Page: 40
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
106. __________ refers to policies and practices that seek to include people within a workforce
who are considered to be, in a way, different from those in the prevailing constituency.
a) Workforce diversity
b) Cultural variance
c) Employee divergence
d) Inclusiveness
e) Employee multiculturalism
Ans: a
Page: 42
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Importance of Diversity
107. What phrase was coined to describe how women have not reached the highest levels of
organizations?
a) Multiculturalism
b) Inclusivity
c) Leaking pipeline
d) Reverse discrimination
e) Double bind
Ans: c
Page: 44
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
108. Which of the following has been cited as a recommendation for changing structures and
perceptions to address the leaking pipeline?
a) Provide mentoring for all high potential female managers
b) Create organizational cultures more satisfying to women
c) Measure performance through results
d) Actively monitor satisfaction levels of women
e) All of the above
Ans: e
Page: 44
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
109. Title VII covers all of the following issues EXCEPT:
a) recruiting.
b) promotion.
c) job training.
d) union membership.
e) wages.
Ans: d
Page: 43
Level: Difficult
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
110. In recent years, the workplace has experienced a shift from a focus on diversity to a focus
on __________.
a) multiculturalism
b) inclusion
c) social identity
d) affirmative action
e) EEO
Ans: b
Page: 47
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Challenges in Managing Diversity
111. Baby Boomers believe that Millenials __________.
a) are very hard working
b) are too entitled
c) are earning their stripes quickly
d) value structure
e) value professional dress
Ans: b
Page: 45
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
112. Estimates indicate that __________ Americans have one or more physical or mental
disabilities.
a) 10 million
b) 20 million
c) 30 million
d) 40 million
e) 50 million
Ans: e
Page: 46
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
113. Which of the following statements concerning sexual orientation is TRUE?
a) Sexual orientation is protected by the EEOC.
b) The first U.S. corporation to add sexual orientation to its nondiscrimination policy was Apple
Computers.
c) A 2010 Harris poll shows that 78 percent of heterosexual adults in the U.S. agree that how an
employee performs at his or her job should be the standard for judging an employee, not one’s
sexual orientation.
d) Few companies are extending rights to gay workers.
e) Attitudes towards gays in the workplace are not changing significantly.
Ans: c
Page: 44
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
114. __________ in organizations emphasizes appreciation of differences in creating a setting
where everyone feels valued and accepted.
a) Employee appreciation
b) Valuing diversity
c) Diversity divergence
d) Employee valuation
e) Employee tolerance
Ans: b
Page: 48
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Challenges in Managing Diversity
Fill in the blank
115. __________ is the view individuals have of themselves as physical, social, and spiritual or
moral beings.
Ans: Self-concept
Page: 26
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
116. __________ means being aware of our own behaviors, preferences, styles, biases,
personalities, and so on.
Ans: Self-awareness
Page: 26
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Self Awareness and Awareness of Others
117. What are two related aspects of the self-concept?
Ans: Self-esteem and self-efficacy
Page: 26
Level: Easy
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Components of Self
118. __________ consists of those factors that are determined at conception, including physical
characteristics, gender, and personality factors.
Ans: Heredity
Page: 27
Level: Medium
Learning Objective 1: Discuss individual differences and why they are important.
Section Reference: Nature versus Nurture
119. Carl Jung’s work on problem-solving style reflects the way a person __________ and
__________ information.
Ans: gathers; evaluates
Page: 30
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social Traits
120. __________ represent the way individuals tend to think about their social and physical
settings as well as their major beliefs and personal orientation concerning a range of issues.
Ans: Personal conception traits
Page: 31
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal conception Traits
121. People who believe that the events in their lives are controlled primarily by themselves are
said to have a(n) __________ locus of control.
Ans: internal
Page: 32
Level: Easy
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal conception Traits
122. __________ refers to the tendency to adhere rigidly to conventional values and to obey
recognized authority.
Ans: Authoritarianism
Page: 33
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal conception Traits
123. Someone who views and manipulates others purely for personal gain has a(n) __________
personality.
Ans: Machiavellian
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal conception Traits
124. __________ reflects a person’s ability to adjust his or her behavior to external, situational
(environmental) factors.
Ans: Self-monitoring
Page: 33
Level: Hard
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Personal conception Traits
125. Individuals with a(n) __________ orientation are characterized by impatience, desire for
achievement, and perfectionism.
Ans: Type A
Page: 35
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Emotional Adustment Traits
126. __________ is a tension experienced by individuals facing extraordinary demands,
constraints, or opportunities.
Ans: Stress
Page: 35
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Personality and Stress
127. __________ refer to the wide variety of things that cause stress for individuals.
Ans: Stressors
Page: 35
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Sources of Stress
128. A(n) __________ results when forces in an individual’s personal life affect them at work.
Ans: spillover effect
Page: 36
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Sources of Stress
129. __________ involves the pursuit of one’s job and career goals with the support of a
personal health promotion program.
Ans: Personal wellness
Page: 38
Level: Easy
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Managing Stress
130.__________ are broad preferences concerning appropriate courses of action or outcomes.
Ans: Values
Page: 38
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Values
131. __________ reflect a person’s preferences concerning the “ends” to be achieved.
Ans: Terminal values
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
132. A person’s preferences about the “means” for achieving desired ends are known as
__________.
Ans: instrumental values
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
133. __________ is the learned, shared way of doing things in a particular society.
Ans: Culture
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
134. The five dimensions of national culture identified by Geert Hofstede are __________,
__________, __________, __________, and __________.
Ans: power distance; uncertainty avoidance; individualism-collectivism; masculinity-femininity;
long-term/short-term orientation
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
135. In Hofstede’s national culture framework, __________ reflects the degree to which people
are likely to prefer structured versus unstructured organizational situations.
Ans: uncertainty avoidance
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
136. According to Hofstede’s national culture framework, __________ reflects the degree to
which organizations emphasize competition and assertiveness versus interpersonal sensitivity
and concerns for relationships.
Ans: masculinity-femininity
Page: 40
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
137. __________ is a phrase coined to describe how women have not reached the highest levels
of organizations.
Ans: Leaking pipeline
Page: 44
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
138. __________ prohibits employers from discriminating against any individual with respect to
compensation, terms, or conditions of employment because of race, color, religion, sex, or
national origin.
Ans: Title VII of the Civil Rights Act of 1964
Page: 43
Level: Hard
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
139. __________ diversity is a result of Millenials, Gen Xers, and Baby Boomers in the
workplace.
Ans: Generational
Page: 45
Level: Medium
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
140. A(n) __________ is a phenomenon whereby an individual is rejected as a result of an
attribute that is deeply discredited by his or her society.
Ans: stigma
Page: 46
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
Essay
141. Define and provide examples for each of the following: social traits, personal conception
traits, and emotional adjustment traits.
Suggested Answer: Social traits are surface-level traits that reflect the way a person appears to
others when interacting in various social settings. Problem-solving style is a prominent example
of a social trait. Personal conception traits represent the ways individuals tend to think about
their physical and social settings as well as their major beliefs and personal orientation
concerning a range of issues. Locus of control, proactive personality,
authoritarianism/dogmatism, Machiavellianism, and self-monitoring are common personal
conception traits. Emotional adjustment traits measure how much an individual experiences
emotional distress or displays unacceptable acts. Type A and Type B personality orientations are
common examples of emotional adjustment traits.
Pages: 29-35
Level: Medium
Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and
emotional adjustment traits.
Section Reference: Social traits; Personal conception traits, and Emotional adjustment traits
142. Differentiate between constructive stress and destructive stress. Discuss coping
mechanisms.
Suggested Answer: Stress is a state of tension experienced by individuals facing extraordinary
demands, constraints, or opportunities. Constructive stress, or eustress, acts in a positive way for
the individual and the organization. Moderate levels of stress are constructive. Destructive stress,
or distress is dysfunctional for both the individual and the organization. Too little or too much
stress can be destructive, but the emphasis is most commonly placed on the effects of too much
stress. The two major coping mechanisms are those which regulate emotions (emotion-focused
coping) and those which manage the problem that is causing the distress (problem-focused
coping).
Page: 36
Level: Medium
Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.
Section Reference: Outcomes of Stress
143. Identify and define the five dimensions that Geert Hofstede uses to describe differences in
national cultures. Describe the implications of each dimension for organizations and their
members. Also provide examples of countries that fall at opposite ends of Hofstede’s
dimensions.
Suggested Answer: Hofstede’s five dimensions of national culture are: (a) power distance –– the
willingness of a culture to accept status and power differences among its members, (b)
uncertainty avoidance –– a cultural tendency toward discomfort with risk and ambiguity; (c)
individualism-collectivism –– the tendency of a culture to emphasize individual or group
interests; (d) masculinity-femininity –– the tendency of a culture to value stereotypical masculine
or feminine traits; and (e) long-term/short-term orientation –– the tendency of a culture to
emphasize values associated with the future, such as thrift and persistence, or values that focus
largely on the present. The implications of each dimension for organizations and their members
are: (a) power distance –– reflects the degree to which people are likely to respect hierarchy and
rank in organizations, (b) uncertainty avoidance –– reflects the degree to which people prefer
structured versus unstructured organizational situations; (c) individualism-collectivism ––
reflects the degree to which people prefer working as individuals or working together in groups;
(d) masculinity-femininity –– reflects the degree to which organizations emphasize competition
and assertiveness versus interpersonal sensitivity and concern for relationships; and (e) longterm/short-term orientation –– reflects the degree to which people and organizations adopt longterm or short-term performance horizons. Examples of countries that are opposites on each
dimension are: (a) power distance –– Sweden is a relatively low power distance culture and
Indonesia is a high power distance culture ; (b) uncertainty avoidance –– Hong Kong is a low
uncertainty avoidance culture and France is a high uncertainty avoidance culture; (c)
individualism-collectivism –– the United States is an individualistic culture and Mexico is a
more collectivist culture; (d) masculinity-femininity –– Japan is a masculine culture and
Thailand is a more feminine culture; and (e) long-term/short-term orientation –– South Korea has
a long-term orientation and the United States is oriented more toward the short term.
Page: 40
Level: Hard
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Cultural Values
144. Explain Rokeach’s categories of values and provide examples of each.
Suggested Answer: Michael Rokeach classified values into two categories – terminal and
instrumental. Terminal values reflect a person’s preferences concerning the ends to be achieved.
They are the goals an individual would like to achieve during his or her lifetime. Examples of
terminal values are a comfortable life, wisdom, mature love, and happiness. Instrumental values
reflect the means for achieving desired ends. They represent how you might go about achieving
your important end states, depending on the relative importance you attach to the instrumental
values. Examples of instrumental values are ambitious, broad-mindedness, responsible, and selfcontrol.
Page: 39
Level: Medium
Learning Objective 4: Outline the sources of values, personal values, and cultural values.
Section Reference: Personal Values
145. Discuss the types of diversity reflected in the workplace today and how organizations can
value and support diversity.
Suggested Answer: Diversity can be considered from many perspectives, including demographic
(gender, race/ethnicity, age), disability, economic, religion, sexual orientation, marital status,
parental status, etc. Organizations can commit to the creation of environments that welcome and
embrace inclusion. This might include a strong commitment to inclusion for the board and top
management, providing influential mentors to provide guidance, providing opportunities for
networking with influential colleagues, providing role models, exposing diverse populations
through high visibility assignments, building an inclusive culture that values differences, and
working to acknowledge and reduce subtle stereotypes and stigmas.
Page: 42
Level: Easy
Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity,
and the challenges in managing diversity.
Section Reference: Types of Diversity
File: ch03
True/False
1. Affect is the range of feelings in the form of emotions and moods that people experience.
Ans: True
Page: 54
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Understanding Emotions and Moods
2. The term affect encompasses a range of feelings in the forms of emotions and moods.
Ans: True
Page: 54
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference:: Understanding
3. Emotions are intense feelings that are directed at someone or something.
Ans: True
Page: 54
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Emotions
4. Emotional intelligence is one’s ability to understand emotions and manage relationships
effectively.
Ans: True
Page: 54
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
5. A person who is good at knowing and managing his or her own emotions and good at reading
others’ emotions may perform better in his or her own job.
Ans: True
Page: 55
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
6. Self-management in emotional intelligence is the ability to think before acting and to be in
control of otherwise disruptive impulses.
Ans: True
Page: 55
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
7. Researchers have identified twenty major categories of emotions, each of which generally
includes some subcategories.
Ans: False
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
8. Researchers have identified six major categories of emotions: anger, fear, joy, love, sadness,
and surprise.
Ans: True
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
9. Self-conscious emotions come from internal sources and social emotions come from external
sources.
Ans: True
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
10. Shame, guilt, embarrassment, and pride are internal emotions.
Ans: True
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
11. Self-conscious emotions help individuals stay aware of and regulate their relationships with
others.
Ans: True
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
12. Social emotions refer to individuals’ feelings based on their external information.
Ans: True
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
13. Social emotions include pity, envy, and jealousy.
Ans: True
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
14. Compared to emotions, moods are more intense.
Ans: False
Page: 57
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
15. Moods frequently, though not always, lack a contextual stimulus.
Ans: True
Page: 57
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
16. Moods are not likely to be directed at a specific person or event.
Ans: True
Page: 57
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
17. Moods typically last longer than emotions.
Ans: True
Page: 57
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
18. Research shows that managers do not need to pay attention to their employees’ affective
factors such as moods and emotions.
Ans: False
Page: 56-57
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
19. Emotions and moods mutually influence each other.
Ans: True
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotion and Mood Contagion
20. Emotions are never contagious.
Ans: False
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotion and Mood Contagion
21. Bad moods generally travel person-to-person slower than good moods.
Ans: False
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotion and Mood Contagion
22. Work environments and events cannot influence a person’s feelings at work.
Ans: False
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotion and Mood Contagion
23. The concept of emotional labor relates to the need to show certain emotions in order to do a
job well.
Ans: True
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
24. Emotional labor is a situation where a person displays organizationally desired emotions
during interpersonal transactions at work.
Ans: True
Page: 58
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
25. Inconsistencies between the emotions a person feels and the emotions a person projects is
called emotional dissonance.
Ans: True
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
26. Deep acting and surface acting are two terms reflecting ways of dealing with emotional
dissonance.
Ans: True
Page: 59
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
27. Deep acting is hiding one’s inner feelings and forgoing emotional expressions as a response
to display rules.
Ans: False
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
28. Surface acting is trying to modify your true inner feelings based on display rules.
Ans: False
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
29. Mexican culture tends to encourage downplaying emotions, while British culture is much
more demonstrative in public.
Ans: False
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
30. The Affective Events Theory ties together and extends people’s emotional reactions on-thejob and how these reactions influence those people.
Ans: True
Page: 60
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
31. Personality may influence positive and negative reactions, as can moods.
Ans: True
Page: 60
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
32. The frequency and intensity of emotions have been shown to be consistent across cultures.
Ans: False
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
33. The emotions of happiness, joy, and love are generally valued positively across cultures.
Ans: True
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
34. Norms for expressing emotions are consistent across cultures.
Ans: False
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
35. Display rules, or informal standards, govern the degree to which it is appropriate for people
from different cultures to display their emotions similarly.
Ans: True
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
36. Attitudes are influenced by values and are acquired from the same sources as values: friends,
teachers, parents, role models, and culture.
Ans: True
Page: 61
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
37. Values focus on specific people or objects, whereas attitudes have a more general focus and
are more stable than values.
Ans: False
Page: 61
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
38. Attitudes are predispositions to respond in positive or negative ways to people or things in
one’s environment.
Ans: True
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
39. Attitudes are hypothetical constructs which means that attitudes are inferred from the things
people say, informally, in formal opinion polls, or through their behavior.
Ans: True
Page: 61
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
40. The cognitive component of an attitude reflects the beliefs, opinions, knowledge, or
information a person possesses.
Ans: True
Page: 61
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
41. The affective component of an attitude is an intention to behave in a certain way based on an
individual’s specific feelings or attitudes.
Ans: False
Page: 61
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
42. The behavioral component of an attitude is a specific feeling regarding the personal impact of
the antecedents.
Ans: False
Page: 61
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
43. An attitude results in intended behavior which may or may not be carried out in a given
circumstance.
Ans: True
Page: 62
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Linking Attitudes and Behavior
44. A stronger relationship between attitudes and behaviors exist when both attitudes and
behaviors are specific rather than general.
Ans: True
Page: 62
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Linking Attitudes and Behavior
45. Even though attitudes do not always predict behavior, the link between attitudes and potential
or intended behavior is important for managers to understand.
Ans: True
Page: 62
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Linking Attitudes and Behavior
46. Cognitive dissonance describes a state of inconsistency between an individual’s attitude and
behavior.
Ans: True
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
47. Changing the underlying attitude, changing future behavior, or developing new ways of
explaining or rationalizing an inconsistency can reduce cognitive dissonance.
Ans: True
Page: 62
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
48. Choices regarding cognitive dissonance reduction methods are influenced by the
degree of a person’s perceived control over the situation and the magnitude of the
rewards involved.
Ans: True
Page: 62
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
49. Job satisfaction is the degree to which individuals feel positively or negatively about their
jobs.
Ans: True
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
50. Two primary dimensions of job involvement are rational commitment and emotional
commitment.
Ans: False
Page: 62
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
50. Rational commitment reflects feelings that the job serves one’s financial, developmental, and
professional interests.
Ans: True
Page: 63
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
51. A survey of workers by the Gallup Organization suggests that profits for employers rise
when workers’ attitudes reflect high job involvement and organizational commitment.
Ans: True
Page: 63
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
52. Managers must be able to infer the job satisfaction of others by careful observation and
interpretation of what people say and do while going about their jobs.
Ans: True
Page: 64
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Components of Job Satisfaction
53. A survey conducted by The Conference Board notes that in 2009 only 45 percent of
employees were reporting job satisfaction.
Ans: True
Page: 65
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Job Satisfaction Trends
54. Both the Job Descriptive Index and the Minnesota Satisfaction Questionnaire are popular job
satisfaction questionnaires.
Ans: True
Page: 64
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Components of Job Satisfaction
55. Job satisfaction does not influence employee absenteeism and turnover.
Ans: False
Page: 66
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
56. According to a 2011 survey by Accenture, Gen Y workers ranked pay higher as a source of
motivation that either Gen Xers or Baby Boomers.
Ans: True
Page: 66
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Job Satisfaction Trends
57. According to a recent survey by Salary.com, workers in their 40s and early 50s were most
likely to engage in “just-in-case” job-seeking activities such as Web surfing and posting
resumes.
Ans: False
Page: 66
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
58. Physical aggression is an example of a counterproductive workplace behavior.
Ans: True
Page: 67
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
59. Wasting resources, avoiding work, and making deliberate work errors are examples of
political deviance.
Ans: False
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
60. The spillover effect examines happiness at home spilling over into satisfaction on the job.
Ans: False
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
61. The causal relationship between job satisfaction and performance has been clearly
established.
Ans: False
Page: 68
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
62. The argument that satisfaction causes performance suggests that managers should help
workers attain high performance, and as a consequence workers will be satisfied.
Ans: False
Page: 68
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
63. Job satisfaction alone is a consistent predictor of individual work performance.
Ans: False
Page: 68
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
64. The argument that rewards cause both satisfaction and performance suggests that managers
can positively influence both satisfaction and performance by properly allocating rewards.
Ans: True
Pages: 68-69
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
65. Well managed rewards can positively influence both individual satisfaction and performance.
Ans: True
Page: 70
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
Multiple Choice
66. All of the following are tips that Lisa Druxman, founder of Stroller Strides, believes lead to
business success EXCEPT:
a) creating a vision and road map on how to attain a goal.
b) hiring out everything you can so that there is progress when you are with your family.
c) having a like-minded partner.
d) working on the most important things.
e) keeping your spouse from buying-in with parenting.
Ans: e
Page: 52
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Balance through Fitness
67. __________ always have an object or something to trigger them.
a) Moods
b) Attitudes
c) Emotions
d) Behaviors
e) Beliefs
Ans: c
Page: 54
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Understanding Emotions and Moods
68. The term EI __________.
a) refers to cognitive ability and intelligence
b) is used interchangeably with IQ
c) is more of a recent concept.
d) has been measured for over 100 years
e) is measured in the Myers Briggs
Ans: c
Page: 54
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Understanding Emotions and Moods
69. Emotional intelligence includes all the following factors EXCEPT:
a) appraisal and expression of emotions in oneself.
b) appraisal and recognition of emotions in others.
c) assessment of management attitudes.
d) regulation of emotions in oneself.
e) use of emotions to facilitate performance.
Ans: c
Pages: 54-55
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Understanding Emotions and Moods
70. According to EI, the ability to think before acting and to control disruptive impulses is
__________.
a) social awareness
b) self-awareness
c) emotional contagion
d) self-management
e) relationship management
Ans: d
Page: 55
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Understanding Emotions and Moods
71. Emotional intelligence includes all of the following factors EXCEPT:
a) one’s ability to understand the IQ of managers.
b) one’s ability to understand one’s own emotions and to express them naturally.
c) one’s ability to perceive and understand the emotions of others.
d) the ability to regulate one’s own emotions.
e) one’s ability to use emotions by directing them toward constructive activities and improved
performance.
Ans: a
Page: 54-55
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
72. Which of the following is NOT one of the six major types of emotions identified by
researchers?
a) Anger
b) Joy
c) Love
d) Fear
e) Interest
Ans: e
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
73. The six major categories of emotions identified by researchers are __________.
a) fear, joy, love, sadness, disappointment, and surprise
b) happiness, love, disappointment, calm, pleasure, and bliss
c) anger, fear, joy, love, sadness, and surprise
d) joy, love, calm, pleasure, fear, and disappointment
e) bliss, sadness, surprise, joy, anger, and happiness
Ans: c
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
74. Which of the following is one of the six major categories of emotions identified by
researchers?
a) Interest
b) Greed
c) Surprise
d) Values
e) Moods
Ans: c
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
75. When considering the major categories of emotions identified by researchers, which of the
following statements is incorrect?
a) The “sadness” category may contain disappointment, neglect, and shame.
b) The “anger” category may contain disgust and envy.
c) The “fear” category may contain alarm and anxiety.
d) The “love” category may contain affection, longing, and lust.
e) The “happiness” category may contain pride and self-worth.
Ans: e
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
76. Joseph said to himself, “Oh, I just don’t have the energy to do much today; I’ve felt down all
week.” This is an example of a(n) __________.
a) emotion
b) mood
c) cognition
d) display rule
e) citizenship behavior
Ans: b
Page: 57
Level: Hard
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
77. “I was really angry when my professor criticized my presentation.” This is an example of
a(n) __________.
a) emotion
b) mood
c) cognition
d) display rule
e) citizenship behavior
Ans: a
Page: 54
Level: Hard
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
78. Which of the following statements regarding the six major categories identified by
researchers is correct?
a) The fear category may contain alarm and anxiety.
b) The calm category may contain contentment and relaxation.
c) The respect category may contain reverence and integrity.
d) The ethics category may contain morals and values.
e) The surprise category may contain concern and wonder.
Ans: a
Page: 56
Level: Hard
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Foundations of Emotions and Moods
79. __________ emotions help individuals stay aware of and regulate their relationships with
others, while __________ emotions refer to individuals’ feelings based on information
external to themselves.
a) Awareness; open
b) Recognized; acknowledged
c) Internal; external
d) Self-conscious; social
e) Known; found
Ans: d
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
80. Which of the following statements is correct?
a) Social emotions come from internal sources.
b) Self-conscious emotions come from external sources.
c) Self-conscious emotions come from internal sources.
d) Social emotions and self-conscious emotions come from internal sources.
e) Self-conscious emotions and social emotions come from external sources.
Ans: c
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
81. All of the following are examples of internal emotions EXCEPT:
a) shame.
b) guilt.
c) embarrassment.
d) pride.
e) fear.
Ans: e
Page: 56
Level: Hard
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
82. Pity, envy, and jealousy are examples of __________.
a) moods
b) social emotions
c) values
d) self-conscience emotions
e) attitudes
Ans: b
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
83. Social emotions refer to __________.
a) an individual’s feelings based on information internal to himself or herself
b) an individual’s feelings based on information external to himself or herself
c) group feelings based on information internal to themselves
d) group feelings based on information external to themselves
e) an individual’s feelings based on information internal and external to himself or herself
Ans: b
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
84. Which of the following statements about emotions is false?
a) Emotions can change into a mood.
b) Emotions tend to be contagious.
c) Emotions are arguably more fleeting than moods.
d) Emotions are likely to last for hours or even days.
e) Emotions are more intense than moods.
Ans: d
Page: 57
Level: Hard
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
85. Which statement about moods is accurate?
a) A positive or negative mood can influence emotions.
b) Moods are more intense, compared with emotions.
c) Moods always lack a contextual stimulus.
d) Moods are more fleeting than emotions.
e) A mood is likely to be directed at a specific person or event.
Ans: a
Page: 56-57
Level: Hard
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
86. Which of the following statements is correct?
a) Emotions and moods tend to be more stable than attitudes and values.
b) Emotions and attitudes tend to be more stable than moods and values.
c) Emotions and values tend to be more stable than moods and attitudes.
d) Attitudes and values tend to be more stable than moods and emotions.
e) Attitudes and moods tend to be more stable than emotions and values.
Ans: d
Page: 58
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotion and Mood Contagion
87. Emotional labor requirements are especially important in the work of __________.
a) construction workers
b) day laborers
c) flight attendants
d) brick layers
e) landscapers
Ans: c
Page: 58
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
88. The advice to managers today is to __________.
a) pay lots of attention to affective factors such as moods and emotions
b) pay little attention to affective factors such as moods and emotions
c) pay lots of attention to affective factors such as ethics and values
d) pay little attention to affective factors such as ethics and values
e) totally ignore employee attitudes, moods, and emotions
Ans: a
Page: 57-59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: How Emotions and Moods Influence Behavior
89. An inconsistency between the emotions we actually feel and the emotions we try to project is
knows as __________.
a) emotional dissonance
b) surface acting
c) deep acting
d) cognitive dissonance
e) emotional intelligence
Ans: a
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
90. Which of the following statements is correct?
a) Deep acting is hiding your inner feelings and forgoing emotional expressions as a response to
display rules.
b) Surface acting is trying to modify your true inner feelings based on display rules.
c) Deep acting and surface acting are two terms reflecting ways of dealing with emotional
dissonance.
d) Deep acting and surface acting are two terms reflecting ways of behavior when a person’s
ethics is somewhat questionable.
e) Deep acting is trying to modify your true inner feelings based on your personal standards for
behavior.
Ans: c
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
91. Which of the following statements about emotions is true?
a) Negative emotions are required for success on-the-job in most cultures.
b) Management in Europe is not concerned about differences in emotions.
c) The type and duration of emotions are consistent across cultures.
d) The frequency and intensity of emotions has been shown to vary across cultures.
e) The frequency and intensity of emotions are consistent across cultures.
Ans: d
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
92. Managers today should be __________.
a) ignorant of emotions in foreign cultures
b) resistant to emotions in foreign cultures
c) insensitive to emotions in foreign cultures
d) very sensitive to the display of emotions in foreign cultures
e) reporting negative emotions to the corporate office
Ans: d
Page: 59
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
93. The informal standards which govern the degree to which it is appropriate for people from
different cultures to show their emotions similarly are known as __________.
a) emotional intelligence agencies
b) affective rules
c) cognitive rules
d) display rules
e) behavioral rules
Ans: d
Page: 59
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
94. According to the Affective Events Theory, which of the following is true?
a) Work events include job demands and daily hassles.
b) Emotional reactions include personality and positivity.
c) Work environment includes characteristics of the job and personality.
d) Personal predispositions include personality and mood.
e) Affective Events Theory extends understanding of people’s moods on the job and why job
satisfaction is decreasing.
Ans: d
Page: 60
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
95. The Affective Events Theory __________.
a) is a change management theory that deals with organizational events
b) ties together and extends people’s emotional reactions on-the-job and how these reactions
influence those people
c) relates the needs of the organization with those of its members
d) identifies management’s emotional growth as they progress upward on the career paths
e) considers how employees will be impacted after an acquisition or merger
Ans: b
Page: 60
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
96. Affective Events Theory includes all of the following components EXCEPT:
a) work environment.
b) work events.
c) physical reactions.
d) personal predispositions.
e) job satisfaction.
Ans: c
Page: 60
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods in the Workplace
97. In the Affective Events Theory, the term “work environment” can involve the following
subcategories:
a) characteristics of the job, job demands, and emotional labor requirements.
b) characteristics of the job, job demands, and the supervisor’s directives.
c) supervisor’s directives, emotional labor requirements, and co-worker involvement.
d) supervisor’s directives, co-worker involvement, and subordinate support.
e) co-worker involvement, subordinate support, and emotional labor requirements.
Ans: a
Page: 60
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
98. In the Affective Events Theory, the term “personal predispositions” can involve the
following subcategories:
a) values and attitudes.
b) ethics and objectives.
c) personality and mood.
d) ego and values.
e) personality and objectives.
Ans: c
Page: 60
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
99. The Affective Events Theory suggests that employees__________.
a) emphasize emotions, along with more cognitive aspects in performing their jobs
b) recognize when their organizations are transforming organizational culture
c) do not always understand developmental goals set by management
d) process emotions in a strict hierarchal structure
e) feel sad when passed over for a promotion
Ans: a
Page: 60
Level: Hard
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotions and Moods as Affective Events
100. Which of the following statements about attitudes is false?
a) Attitudes are influenced by values.
b) Attitudes are acquired from the same sources as values.
c) Attitudes focus on specific people or objects.
d) Attitudes are more stable than values.
e) Attitudes are hypothetical constructs.
Ans: d
Page: 61
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
101. The __________ component of an attitude reflects the beliefs, opinions, knowledge, or
information a person possesses.
a) sociological
b) values
c) perceptual
d) physical
e) cognitive
Ans: e
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
102. The __________ component of an attitude is a specific feeling regarding the personal
impact of the antecedents, while the __________ component is an intention to behave in a
certain way based on your specific feelings or attitudes.
a) emotional; intended
b) acknowledged; affective
c) cognitive; behavioral
d) affective; behavioral
e) cognitive; affective
Ans: d
Page: 61
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
103. Attitudes are acquired from all of these sources EXCEPT:
a) friends.
b) teachers.
c) business models.
d) role models.
e) culture.
Ans: c
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
104. Which of the following statements provides an accurate description of the attitudebehavior linkage?
a) An attitude results in intended behavior; this intention will always be carried out in a given
circumstance.
b) The relationship between general attitudes and behavior is stronger than the relationship
between specific attitudes and behaviors.
c) The attitude-behavior linkage tends to be stronger when a person has had experience with the
stated attitude.
d) The attitude-behavior linkage is weak when individuals have little emotional intelligence.
e) The relationship between general attitudes and behavior is weaker than the relationship
between specific values and norms.
Ans: c
Page: 62
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Linking Attitudes and Behavior
105. A state of inconsistency between an individual’s attitudes and behavior is known as
__________.
a) emotional labor
b) emotional contagion
c) cognitive dissonance
d) emotional intelligence
e) the spillover effect.
Ans: c
Page: 62
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
106. Which of the following is an example of cognitive dissonance?
a) A manager gives a high performer a good raise in his salary.
b) A manager fires a person who steals from a firm.
c) A manager hires a person with terrific relevant work and educational experience.
d) A manager appraises all the employees using uniform standards, regardless of the individual’s
performance on-the-job.
e) A manager promotes an employee with a stellar work record.
Ans: d
Page: 62
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
107. According to Leon Festinger, individuals reduce cognitive dissonance in all of the
following ways EXCEPT:
a) developing new ways of explaining the inconsistency.
b) changing future behavior.
c) re-evaluating values and beliefs.
d) changing the underlying attitude.
e) developing new ways of rationalizing the inconsistency.
Ans: c
Page: 62
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
108. __________ and __________ influence the choices a person makes regarding which
cognitive dissonance reduction method to use.
a) The degree of a person’s emotional adjustment; the magnitude of the rewards involved
b) The degree of a person’s perceived control over the situation; the magnitude of the rewards
involved
c) The degree of a person’s perceived control over the situation; the magnitude of the person’s
sociability
d) The degree of a person’s authoritarianism; the magnitude of the person’s self-esteem
e) The magnitude of the person’s agreeableness; the magnitude of the person’s self-efficacy
Ans: b
Page: 62
Level: Hard
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
109. The degree of loyalty an individual feels toward the organization is known as
__________.
a) job satisfaction
b) organizational commitment
c) job involvement
d) employee engagement
e) organizational citizenship
Ans: b
Page: 63
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
110. The extent to which an individual is dedicated to a job is known as __________.
a) job satisfaction
b) organizational commitment
c) job involvement
d) employee engagement
e) organizational citizenship
Ans: c
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
111. The two primary dimensions to organizational commitment are __________.
a) employee engagement and rational commitment
b) rational commitment and emotional commitment
c) employee engagement and job satisfaction
d) job satisfaction and job involvement
e) emotional commitment and employee engagement
Ans: b
Page: 63
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
112. If John has high job involvement, which of the following can be expected?
a) John will work beyond expectations to complete a special project.
b) John is not dedicated to his job.
c) John is highly committed to his organization.
d) John psychologically identifies with his organization.
e) All of the above
Ans: a
Page: 63
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
113. Which work attitude reflects feelings that the job serves one’s financial, developmental,
and professional interests?
a) Rational commitment
b) Emotional commitment
c) Job involvement
d) Spillover effect
e) Employee engagement
Ans: a
Page: 63
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
114. According to the Gallop Organization, which of the following does not count most
toward high engagement?
a) Believing one has the opportunity to do one’s best every day.
b) Believing one’s opinions count.
c) Believing fellow workers are committed to quality.
d) Believing there is a direct connection between one’s work and the company’s mission.
e) Believing there is a direct connection between one’s work and one’s pay.
Ans: e
Page: 63
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
115. The combination of high job involvement and organizational commitment creates, what
the Gallop Organization has called, __________.
a) at home effect
b) counterproductive workplace behaviors
c) job satisfaction
d) organizational citizenship
e) employee engagement
Ans: e
Page: 63
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
116. Job satisfaction is important for all of the following reasons EXCEPT:
a) it influences the decision a person makes to join an organization.
b) it influences the decision a person makes to be creative.
c) it influences the decision a person makes regarding how hard to work in the pursuit of high
performance.
d) it influences the decision a person makes to remain as a member of an organization.
e) it influences the decision to perform.
Ans: b
Page: 63-68
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Job Satisfaction and its Importance
117. Which of the following statements is NOT true regarding job satisfaction findings?
a) About 45 percent of workers reported job satisfaction in 2009.
b) Job satisfaction is down.
c) Job satisfaction is lower among the youngest workers.
d) There are gender differences in job satisfaction and how it is dealt with.
e) Job satisfaction is lower in smaller companies.
Ans: e
Pages: 65-66
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Job Satisfaction Trends
118. The five facets of job satisfaction measured by the Job Descriptive Index are
__________.
a) the work itself, quality of supervision, relationships with co-workers, promotion opportunities,
and pay
b) skill variety, task identity, task significance, autonomy, and feedback
c) the work itself, task identity, task significance, autonomy, and opportunities for learning
d) quality of supervision, relationships with co-workers, opportunities for learning, pay, and
autonomy
e) autonomy, relationships with peers, relationships with superiors, feedback, and the work itself
Ans: a
Page: 64
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Components of Job Satisfaction
119. The flip side of organizational citizenship are__________.
a) home effects
b) counterproductive workplace behaviors
c) job satisfaction behaviors
d) job commitment behaviors
e) employee engagement behaviors
Ans: b
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
120. Which of the following is NOT an example of counterproductive workplace behaviors?
a) Intimidation
b) Avoiding work
c) Positively commenting publicly on the employer
d) Stealing money
e) Lacking civility in relationships
Ans: c
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
121. Sarah spreads harmful rumors, gossips, uses bad language, and lacks civility in
relationships while at work. In which of the following is Sarah engaging in?
a) Personal aggression
b) Production deviance
c) Political deviance
d) Property deviance
e) Psychological deviance
Ans: b
Page: 67
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
122. If John is stealing money from his employer, he is engaging in __________ type of
behaviors.
a) organizational citizenship
b) counterproductive
c) cognitively dissonant
d) at-home effect
e) spillover
Ans: b
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
123. The extras people do to go the extra mile in their work are referred to as __________.
a) organizational citizenship behaviors
b) counterproductive behaviors
c) deviant workplace behaviors
d) at-home effect behaviors
e) spillover behaviors
Ans: a
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
124. Lawler and Porter maintain that __________.
a) perceived equity of rewards does not impact the performance/satisfaction relationship
b) performance accomplishment lead to rewards that lead to satisfaction
c) rewards do not have to be perceived as equitable to lead to satisfaction
d) individuals who are unfairly rewarded will still be satisfied
e) satisfaction causes performance
Ans: b
Pages: 68-69
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
125. Which of the following statements is true with respect to job satisfaction and
performance?
a) Job satisfaction does not cause performance.
b) Performance does not cause job satisfaction.
c) Rewards cause both job satisfaction and performance.
d) Rewards do not cause job satisfaction.
e) Rewards do not cause performance.
Ans: c
Page: 68
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
126. Which of the following statements with respect to the relationship between satisfaction
and performance is NOT correct?
a) The argument that satisfaction causes performance suggests that managers should make
employees happy in order to increase work performance.
b) The argument that performance causes satisfaction suggests that managers should help
workers attain high performance, and as a consequence the workers will be satisfied.
c) The argument that rewards cause both satisfaction and performance suggests that managers
can positively influence both satisfaction and performance by properly allocating rewards.
d) The argument that rewards cause both satisfaction and performance is the most compelling
argument regarding the performance/satisfaction relationship.
e) Managers should consider satisfaction and performance to be two completely independent
work results.
Ans: e
Page: 68
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
127. The relationship between job satisfaction and performance is a complex one for all of the
following reasons EXCEPT:
a) job satisfaction alone is not a consistent predictor of individual work performance.
b) individual performance can lead to rewards that, in turn, lead to individual satisfaction (if the
rewards are equitable).
c) well managed rewards can positively influence individual satisfaction.
d) well managed rewards can positively influence individual performance.
e) individual job satisfaction standards change frequently.
Ans: e
Page: 68
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
Fill in the blank
128. __________ is a generic term that covers a broad range of feelings that individuals
express.
Ans: Affect
Page: 54
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Understanding Emotions and Moods
129.
A(n) __________ is an intense feeling that is directed toward someone or something.
Ans: emotion
Page: 54
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Emotions
130.
__________ is one’s ability to understand emotions and manage relationships effectively.
Ans: Emotional Intelligence
Page: 54
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
131.
__________ is the ability to understand our emotions and their impact on us and others.
Ans: Self-awareness
Page: 55
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
132. __________ is the ability to establish rapport with others in order to build good
relationships.
Ans: Relationship management
Page: 55
Level: Easy
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
133. When considering the major categories of emotions identified by researchers,
__________ may contain cheerfulness and contentment.
Ans: joy
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
134.
__________ help individuals stay aware of and regulate their relationships with others.
Ans: Self-conscious emotions
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
135. __________ refer to individuals’ feelings based on information external to themselves
such as pity, envy, and jealousy.
Ans: Social emotions
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
136.
Shame, guilt, embarrassment, and pride are examples of __________.
Ans: internal emotions
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Types of Emotions
137.
__________ are generalized positive and negative feelings or states of mind.
Ans: Moods
Page: 56
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: The Nature of Moods
138.
___________ refers to a customer catching the emotions of a salesperson.
Ans: Emotion and mood contagion
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotion and Mood Contagion
139. __________ is a situation where a person displays organizationally desired emotions in a
job.
Ans: Emotional labor
Page: 58
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
140. __________ is defined as inconsistencies between emotions people feel and the emotions
they project.
Ans: Emotional dissonance
Page: 59
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
141. __________ refers to modifying your true inner feelings based on display rules and
_________ refers to hiding your inner feeling and forgoing emotional response to display
rules.
Ans: Deep acting; surface acting
Page: 59
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
142. __________ are informal standards that govern the degree to which it is appropriate for
people from different cultures to display their emotions similarly.
Ans: Display rules
Page: 59
Level: Easy
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
143.
When you say you like chocolate ice cream, you are expressing a(n)__________.
Ans: attitude
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
144.
__________ are inferred from the things people say or from their behavior.
Ans: Attitudes
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
145. A(n) __________ is a predisposition to respond in a positive or negative way to someone
or something in one’s environment.
Ans: attitude
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior
146. The __________ component of an attitude reflects the beliefs, opinions, knowledge, or
information a person possesses, while the __________ component is a specific feeling
regarding the personal impact of the antecedents.
Ans: cognitive; affective
Page: 61
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
147. The __________ component of an attitude is a specific feeling regarding the personal
impact of the antecedent conditions.
Ans: affective
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
148. The __________ component of an attitude is an intention to behave in a certain way
based on your specific feelings or attitudes.
Ans: behavioral
Page: 61
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Components of Attitudes
149. __________ describes a state of inconsistency between an individual’s attitudes and
behavior.
Ans: Cognitive dissonance
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
150. __________ is known for using the term cognitive dissonance to describe a state of
inconsistency between an individual’s attitudes and his or her behavior.
Ans: Leon Festinger
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Attitudes and Cognitive Consistency
151. __________ is the degree to which individuals feel positively or negatively about their
jobs.
Ans: Job satisfaction
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
152.
__________ is the loyalty of an individual to the organization.
Ans: Organizational commitment
Page: 62
Level: Easy
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: Types of Job Attitudes
153. Personal aggression and property deviance like stealing money are examples of
__________.
Ans: counterproductive workplace behaviors
Page: 67
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
154.
Two popular job satisfaction questionnaires are the __________ and the __________.
Ans: Minnesota Satisfaction Questionnaire (MSQ); Job Description Index (JDI)
Page: 64
Level: Easy
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Components of Job Satisfaction
155.
The spillover of job satisfaction onto family lives is also known as __________.
Ans: the at-home effect
Page: 67
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: How Job Satisfaction Influences Work Behavior
156. In the Lawler and Porter model addressing the relationship between performance and
satisfaction, the intervening variables linking performance with later satisfaction are
__________.
Ans: rewards
Page: 68
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
157. The key issue in respect to the allocation of rewards is __________, or varying the size of
the reward in proportion to the level of performance.
Ans: performance contingency
Page: 70
Level: Hard
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
Essay
158. Define emotional intelligence and identify the four competencies of emotional
intelligence.
Suggested Answer: Emotional intelligence is the ability to understand emotions and to manage
relationships effectively. The four competencies are self-awareness, social awareness, selfmanagement, and relationship management. Self-awareness is the ability to understand our
emotions and their impact on us and others. Social awareness is the ability to empathize and
understand the emotions of others. Self-management is the ability to think before acting and
control disruptive impulses. Relationship management is the ability to establish rapport with
others to build good relationships.
Pages: 54-55
Level: Medium
Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the
types of emotions.
Section Reference: Emotional Intelligence
159. Define emotional labor. Give two examples of jobs where positive reactions on-the-job
are required for job success, regardless of job circumstances.
Suggested Answer: Emotional labor is a situation where a person displays organizationally
desired emotions in a job.. Sales people and flight attendants are two examples of jobs which
continuously require positive reactions on-the-job. For both jobs, it is very important that job
incumbents put on a “happy face,” regardless of how they feel.
Page: 58
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Emotional Labor
160. Define display rules. Give several examples of how display rules impact work cultures in
different countries.
Suggested Answer: Display rules, also called informal standards, govern the degree to which it is
appropriate for people from different cultures to display their emotions similarly. As an example,
Great Britain encourages downplaying emotions, while Mexicans are much more demonstrative
in public. Also, Wal-Mart’s emphasis on friendliness has been shown not to work in Germany.
There, serious German shoppers have been shown not to like Wal-Mart’s friendly greeters and
helpful personnel. In Israel, shoppers equate smiling cashiers with inexperience, so the cashiers
are encouraged to look somber.
Page: 59
Level: Medium
Learning Objective 2: Explain how emotions and moods influence behavior.
Section Reference: Cultural Aspects of Emotions and Moods
161.
What is an attitude? Discuss the three basic components of an attitude.
Suggested Answer: An attitude is a predisposition to respond in a positive or negative way to
someone or something in one’s environment. The cognitive component of an attitude reflects
underlying beliefs, opinions, knowledge, or information a person possesses. It represents a
person’s ideas about someone or something and the conclusions drawn about them. The affective
component of an attitude is a specific feeling regarding the personal impact of the antecedent
conditions evidenced in the cognitive component. The behavioral component is an intention to
behave in a certain way based on the affect in one’s attitude. It is a predisposition to act in a
specific way, but one that may or may not be implemented.
Page: 61
Level: Medium
Learning Objective 3: Discuss the components of attitudes and how they influence behavior.
Section Reference: How Attitudes Influence Behavior and Components of Attitudes
162. Explain the alternative views of the relationship between job satisfaction and
performance, and discuss the managerial implications of each view.
Suggested Answer: Three possible alternative views exist regarding the relationship between job
satisfaction and performance. One view is that satisfaction causes performance. A second view is
that performance causes satisfaction. A third view is that rewards cause both satisfaction and
performance. The view that satisfaction causes performance suggests that managers should focus
on increasing employees’ job satisfaction in order to increase their performance. The view that
performance causes satisfaction suggests that managers should focus on increasing employees’
job performance and as a result job satisfaction should increase. The view that rewards cause
both satisfaction and performance recognizes that: the proper allocation of rewards can positively
influence both performance and satisfaction; people who receive high rewards report high job
satisfaction and that performance-contingent rewards influence a person’s work performance;
and the size and value of the reward should vary in proportion to the level of one’s performance
accomplishment.
Pages: 67-70
Level: Medium
Learning Objective 4: Discuss the components of job satisfaction and why it is important.
Section Reference: Linking Job Satisfaction and Job Performance
File: ch04
True/False
1. Perception is the process through which people select, organize, interpret, retrieve, and
respond to information from their environment.
Ans: True
Page: 76
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: The Perception Process
2. Different people may perceive the same situation quite differently.
Ans: True
Page: 76
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: The Perception Process
3. The quality or accuracy of a person’s perceptions has a relatively minor impact on the
person’s behavior.
Ans: False
Page: 76
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
4. The factors that contribute to perceptual differences and the perceptual process among people
at work include characteristics of the perceiver, the setting, and the perceived.
Ans: True
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
5. A person’s past experiences, needs or motives, personality, values, and attitudes may all
influence the perceptual process.
Ans: True
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
6. The physical, social, and organizational context of the perceptual setting can influence the
perceptual process.
Ans: True
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
7. Characteristics of the perceived person, object, or event –– such as contrast, intensity, figureground separation, size, motion, and repetition or novelty –– are important in the perceptual
process.
Ans: True
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
8. Intensity of the perceived person, object, or event can vary in terms of brightness, color, depth,
sound, etc.
Ans: True
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
9. When a bright red sports car stands out from a group of gray sedans, this demonstrates
figure/ground separation.
Ans: True
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
10. The novelty of a situation affects a person’s perception of it.
Ans: True
Page: 78
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
11. The information-processing stages of the perceptual process are divided into information
attention and selection, organization of information, information interpretation, and information
retrieval.
Ans: True
Page: 78
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
12. Selective screening lets in only a tiny portion of all of the information available.
Ans: True
Page: 78
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
13. Controlled processing occurs when a person consciously decides what information to pay
attention to and what information to ignore.
Ans: True
Page: 78
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
14. Selective screening occurs only through conscious awareness.
Ans: False
Page: 78
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
15. Schemas are cognitive frameworks that represent organized knowledge about a given
concept or stimulus developed through experience.
Ans: True
Pages: 78-79
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
16. Impersonal schemas refer to the way individuals divide others into categories, such as types
or groups, in terms of similar perceived features.
Ans: False
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
17. A stereotype is an abstract set of features commonly associated with members of a particular
category.
Ans: True
Page: 79
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
18. A person-in-situation schema is defined as a knowledge framework that describes the
appropriate sequence of events in a given situation.
Ans: False
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
19. Script schemas combine schemas built around persons and events.
Ans: False
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
20. People may pay attention to the same information, organize it in the same way, and yet
interpret in differently.
Ans: True
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
21. Schemas play an important role in the retrieval stage of the perceptual process.
Ans: True
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
22. Impression management is a person’s systematic attempt to influence how others perceive us
and flattering others to favorably impress them.
Ans: True
Page: 80
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Perception, Impression Management, and Social Media
23. We practice a lot of impression management as a matter of routine in everyday life.
Ans: True
Page: 80
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Perception, Impression Management, and Social Media
24. Impression management is more important in face-to-face meetings than in online
interactions.
Ans: False
Page: 80
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Perception, Impression Management, and Social Media
25. The right social networks can create the right impression.
Ans: True
Page: 80-81
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: The Perception Process
26. The common perceptual distortions include stereotypes or prototypes, halo effects, selective
perception, projection, contrast effects, and the self-fulfilling prophecy.
Ans: True
Page: 81
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Common Perceptual Distortions
27. Stereotypes obscure individual differences; that is, they can prevent managers from getting to
know people as individuals and from accurately assessing their needs, preferences, and abilities.
Ans: True
Page: 81
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Stereotypes
28. Ability and age stereotypes have almost been eliminated from the workplace today.
Ans: False
Page: 81
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Stereotypes
29. Like stereotypes, halo effects are most likely to occur in the interpretation stage of the
perceptual process.
Ans: False
Page: 83
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Halo Effects
30. Halo effects are particularly important in the performance appraisal process because they can
influence a manger’s evaluations of subordinates’ work performance.
Ans: True
Page: 83
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Halo Effects
31. Projection is the tendency to single out those aspects of a situation, person, or object that are
consistent with one’s own needs, values, or attitudes.
Ans: False
Page: 83
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Selective Perception
32. Projection can be controlled through a high degree of self-awareness and empathy.
Ans: True
Page: 84
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Projection
33. A contrast effect occurs when an individual’s characteristics are compared with those of
others who have been recently encountered and who rank higher or lower on the same
characteristics.
Ans: True
Page: 84
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Contrast Effects
34. When a manager comparatively ranks all his/her subordinates on their oral communication
skills, the contrast effect may creep in as a perceptual bias.
Ans: True
Page: 84-85
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Common Perceptual Distortions
35. Impression management is sometimes referred to as the “Pygmalion effect.”
Ans: False
Page: 85
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Self-Fulfilling Prophecies
36. The effects of the self-fulfilling prophecy argue strongly for managers to adopt negative and
pessimistic approaches to people at work.
Ans: False
Page: 85-86
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Self-Fulfilling Prophecies
37. According to a study on ethical workplace conduct conducted for Deloitte & Touche USA,
91% of workers reported that they were more likely to behave ethically when they have worklife balance.
Ans: True
Page: 85
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Ethics in OB
38. Assimilation theory is the attempt to understand the causes of a certain event, assess
responsibility for outcomes of the event, and evaluate the personal qualities of the people
involved in the event.
Ans: False
Page: 86
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
39. Attribution theory aids in the process of perception interpretation by focusing on how people
attempt to understand the causes of a certain event, assess responsibility for the outcomes of the
event, and evaluate the personal qualities of the people involved in the event.
Ans: True
Page: 86
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
40. According to attribution theory, the three factors that influence whether an event is attributed
to an internal cause or an external cause are distinctiveness, consensus, and aptitude.
Ans: False
Page: 86
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
41. In the context of attribution theory, distinctiveness considers how consistent a person’s
behavior is across different situations.
Ans: True
Page: 86
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
42. In the context of attribution theory, consistency takes into account how likely all those facing
a similar situation are to respond in the same way.
Ans: False
Page: 86
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
43. If everyone using the same equipment performs poorly, the tendency is to attribute any one
person’s poor performance to internal causes; but if other people using the equipment perform
well while one person performs poorly, the tendency is to attribute that individual’s poor
performance to external causes.
Ans: False
Page: 86
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
44. If a person performs poorly in many different situations, the tendency is to attribute the
person’s poor performance to external causes; but if the person performs poorly only
occasionally, the tendency is to attribute the person’s poor performance to internal causes.
Ans: False
Page: 86
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
45. The fundamental attribution error is the tendency to underestimate the influence of situational
factors and to overestimate the influence of personal factors in evaluating someone else’s
behavior.
Ans: True
Page: 87
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution Errors
46. In the context of attribution theory, we tend to attribute our own successes to our own
internal factors and to attribute our own failures to external factors.
Ans: True
Page: 87
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution Errors
47. According to the work of Albert Bandura, an individual uses modeling but not the vicarious
learning to acquire behavior by observing and imitating others.
Ans: False
Page: 87
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution and Social Learning
48. Classical conditioning is a form of learning through association that involves the
manipulation of stimuli to influence behavior.
Ans: True
Page: 89
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
49. In Pavlov’s classical conditioning research, the food for the dogs was the stimulus.
Ans: True
Page: 89
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
50. A conditioned stimulus refers to a once-neutral stimulus that is paired with an original
stimulus and becomes capable of affecting behavior in the same way as the initial stimulus.
Ans: True
Page: 89
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
51. Operant conditioning is the process of controlling behavior by manipulating its
consequences.
Ans: True
Page: 90
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
52. Classical and operant conditioning differ in two important ways. First, control in classical
conditioning is via manipulation of consequences. Second, classical conditioning calls for
examining antecedents, behavior, and consequences.
Ans: False
Page: 89-90
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
53. According to the law of effect, a supervisor who wants to increase the incidence of a specific
employee behavior should make sure that the behavior results in positive outcomes.
Ans: True
Page: 90
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
54. Sometimes rewards provided to employees may not necessarily be positive reinforcers.
Ans: True
Page: 91
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
55. The law of contingent reinforcement states that the reward must be given as soon as possible
after the occurrence of the desirable behavior.
Ans: False
Page: 92
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
56. Continuous reinforcement and intermittent reinforcement administer a reward each time a
desired behavior occurs.
Ans: False
Page: 93
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
57. Negative reinforcement (also known as avoidance) is the withdrawal of negative
consequences, which tends to increase the likelihood of repeating the behavior in similar
settings.
Ans: True
Page: 94
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Negative Reinforcement
58. Both punishment and extinction are used to discourage negative behavior.
Ans: True
Page: 94
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Punishment
59. OB Mod has been criticized for creating values dilemmas regarding the use of reinforcement
to influence human behavior at work.
Ans: True
Page: 95
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Reinforcement Pros and Cons
Multiple Choice
60. Which of the following statements about perception is NOT accurate?
a) Although important, perceptions have only a minor impact on the way people respond to
various situations.
b) Through perception, people process information inputs into responses involving feelings.
c) Perception is a way of forming impressions about oneself, other people, and daily life
experiences.
d) Perceptions serve as a screen or filter through which information passes before it has an effect
on people.
e) Through perception, people process information inputs into responses involving action.
Ans: a
Pages: 76-78
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: The Perception Process
61. The factors that influence the perceptual process include characteristics regarding the
__________.
a) inputs, throughputs, and outputs
b) information, facts, and data
c) perceiver, setting, and perceived
d) perceiver, intention, and consequence
e) intention, meaning, and result
Ans: c
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
62. Which of the following sets of items relate to the perceiver as a factor influencing of the
perceptual process?
a) Physical, social, and organizational contexts
b) Past experiences, needs or motives, personality, values, and attitudes
c) Contrast, intensity, figure-ground separation, size, motion, and repetition/novelty
d) Attitudes, physical characteristics, contrast, and size
e) Values, organizational norms, motion, and repetition/novelty
Ans: b
Page: 77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Factors Influencing Perception
63. The stages involved in processing the information that determines a person’s perceptions and
reactions include all of the following EXCEPT:
a) information attention and selection.
b) information organization.
c) information interpretation.
d) information sending.
e) information retrieval.
Ans: d
Page: 78
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
64. Which of the following statements reflect the correct order of the stages of the perceptual
process?
a) Organization, attention/selection, retrieval, and interpretation.
b) Attention/selection, interpretation, organization, and retrieval.
c) Attention/selection, organization, interpretation, and retrieval.
d) Interpretation, retrieval, organization, and attention/selection.
e) Interpretation, attention/selection, retrieval, and organization.
Ans: c
Page: 78-79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
65. Selective screening __________.
a) lets in only a tiny proportion of all of the information available
b) should only be used sparingly because it is rarely effective
c) is typically used in the “information retrieval” step of information processing
d) is typically used in the “information interpretation” step of information processing
e) is typically used in the “information organization” step of information processing
Ans: a
Page: 78
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
66. William Walker works in a very busy and noisy environment. As a result, he frequently has
to consciously decide what information to pay attention to and what information to ignore.
Walker is using __________ as a mechanism for information attention and selection.
a) judicious screening
b) selective sorting
c) controlled processing
d) discriminate screening
e) discerning processing
Ans: c
Page: 78
Level: Hard
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
67. A(n) __________ contains information about a person’s own appearance, behavior, and
personality.
a) script schema
b) self schema
c) domestic schema
d) person-in-situation schema
e) indigenous schema
Ans: b
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
68. __________ schemas refer to the way individuals sort others into categories (or stereotypes)
in terms of similar perceived features.
a) Ordered
b) Person
c) Self
d) Person-in situation
e) Indigenous
Ans: b
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
69. A __________ schema is used when an experienced manager thinks about the appropriate
steps involved in facilitating a meeting.
a) person-in-situation
b) script
c) person
d) self
e) prototype
Ans: a
Page: 79
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
70. Impression management is influenced by all of the following activities EXCEPT:
a) associating with the “right people.”
b) doing favors to gain approval.
c) flattering others to favorably impress them.
d) taking credit for a favorable event.
e) making new job assignments.
Ans: e
Page: 80
Level: Hard
Learning Objective 1: Describe perception and why it is important.
Section Reference: Perception, Impression Management, and Social Media
71. Which of the following is true regarding impression management in social networks?
a) You should ask yourself, “How do I want to be viewed?”
b) You should choose a respectable username.
c) You should profile yourself only as you really would like to be known to others.
d) You should post and participate in an online forum only in ways that meet your goals for your
personal brand.
e) All of the above are true
Ans: e
Page: 80
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Perception, Impression Management, and Social Media
72. All of the following can cause distortion throughout the entire perceptual process EXCEPT:
a) stereotypes.
b) halo effects.
c) selective perception.
d) projection.
e) equity effects.
Ans: e
Page: 81
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Common Perceptual Distortions
73. Which of the following statements is NOT true with regard to stereotypes?
a) Stereotyping is a useful way of combining information in order to deal with information
overload.
b) Stereotypes can cause inaccuracies in retrieving information.
c) Stereotypes sharpen individual differences between people.
d) Stereotypes can prevent managers from getting to know people as individuals.
e) Stereotypes can prevent managers from accurately assessing the needs, preferences, and
abilities of employees.
Ans: c
Page: 82-86
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Common Perceptual Distortions
74. The director of engineering at a local company was very impressed that Jerry, a production
engineer, had not missed a single day of work in the past 12-month period. Based on this one
item, the director of engineering rated Jerry very high on all dimensions of his performance
appraisal. This error in the performance appraisal process is known as a__________.
a) halo effect
b) projection error
c) contrast error
d) leniency error
e) statutory effect
Ans: a
Page: 83
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Halo Effects
75. Which of the following statements best defines selective perception?
a) Selective perception is the assignment of personal attributes to other individuals.
b) Selective perception occurs when an individual’s characteristics are contrasted with those of
others who have been recently encountered and who rank higher or lower on the same
characteristics.
c) Selective perception is the tendency to create or find in another situation or individual that
which one expects to find.
d) Selective perception occurs when one attribute of a person or situation is used to develop an
overall impression of the person or situation.
e) Selective perception is the tendency to single out those aspects of a situation, person, or object
that are consistent with one’s own needs, values, or attitudes.
Ans: e
Page: 83
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Selective Perception
76. The strongest impact of selective perception occurs in the __________ stage of the
perceptual process.
a) retrieval
b) attention
c) organization
d) sorting
e) interpretation
Ans: b
Page: 83
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Selective Perception
77. Adam is considered to be an excellent production manager. However, he tends to give
attention only to those aspects of the organization that affect his production operation and to not
notice the concerns of other departments. From a perceptual perspective, Adam is guilty of
which perceptual distortion?
a) Halo effect
b) Statutory effect.
c) Selective perception
d) Discernment error
e) Contrast error
Ans: c
Page: 83
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Selective Perception
78. When a mentally challenged candidate is overlooked by a recruiter even though he possesses
skills that are perfect for the job, which perceptual distortion is likely to be experienced by the
recruiter?
a) Halo effect
b) Selective perception
c) Ability stereotypes
d) Projection
e) Self-fulfilling prophecy
Ans: c
Page: 82
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Stereotypes
79. Halo effects are particularly important in which managerial process?
a) Recruitment
b) Performance appraisals
c) Selection
d) Orientation
e) Training
Ans: b
Page: 83
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Halo Effects
80. Which perceptual distortion occurs when an individual’s characteristics are compared with
those of others recently encountered who rank higher or lower on the same characteristic?
a) Halo effect
b) Selective perception
c) Stereotypes
d) Contrast effects
e) Self-fulfilling prophecy
Ans: d
Page: 84
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Contrast Effects
81. The label __________ Class is often used to describe hi-tech young professionals. They face
lots of stress in struggles to balance work, family, and leisure.
a) Balance
b) Elsewhere
c) Generation Y
d) Multi-tasking
e) 24/7
Ans: b
Page: 84
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Welcome to the Elsewhere Class…and to Stress
82. Which perceptual distortion is also known as the Pygmalion effect?
a) Halo effect
b) Selective perception
c) Stereotypes
d) Contrast effects
e) Self-fulfilling prophecy
Ans: e
Page: 85
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Self-Fulfilling Prophecies
83. The perceptual distortion of projection can be controlled through a high degree of
__________.
a) emotional discernment
b) self-awareness and empathy
c) ethical behavior
d) cognitive consistency
e) communication
Ans: b
Page: 84
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Projection
84. If you are a manager and have one extremely exceptional employee, you need to guard
against __________ when evaluating the work of your other employees, because you may have
the tendency to compare the characteristics of your other employees with those of the
exceptional employee.
a) contrast effects
b) halo effects
c) selective perception
d) self-fulfilling prophecy
e) project errors
Ans: a
Page: 84
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Contrast Effects
85. Projection is especially likely to occur in the __________ stage of perception.
a) attention
b) organization
c) interpretation
d) selection
e) retrieval
Ans: c
Page: 84
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Projection
86. Which of the following statements best describes the self-fulfilling prophecy?
a) It occurs when an individual’s characteristics are compared with those of others who have
been recently encountered and who rank higher or lower on the same characteristics.
b) It is the assignment of personal attributes to other individuals.
c) It occurs when one attribute of a person or situation is used to develop an overall impression
of the person or situation.
d) It is the tendency to create or find in another situation or individual that which one expects to
find.
e) It is the tendency to single out for attention those aspects of a situation or person that are
consistent with one’s own needs, values, or attitudes.
Ans: d
Page: 85
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Self-Fulfilling Prophecies
87. Which of the following statements does NOT accurately describe the self-fulfilling
prophecy?
a) The self-fulfilling prophecy can cause a person to perceive what he/she expected to find in the
first place.
b) The self-fulfilling prophecy can have negative results.
c) The self-fulfilling prophecy can have positive results.
d) The effects of the self-fulfilling prophecy argue strongly for managers to adopt positive and
optimistic approaches to people at work.
e) The effects of the self-fulfilling prophecy argue strongly for managers to adopt negative and
pessimistic approaches to people at work.
Ans: e
Pages: 85-86
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Self-Fulfilling Prophecies
88. What percentage of workers surveyed for Deloitte & Touche USA said that the behavior of
their managers was a major influence on an ethical workplace?
a) 12%
b) 22%
c) 42%
d) 62%
e) 72%
Ans: c
Page: 85
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Ethics in OB
89. The application of attribution theory is particularly concerned with whether one’s behavior
has been __________.
a) voluntary or coerced
b) internally or externally caused
c) proactive or reactive in nature
d) positive or negative
e) restrained or forward
Ans: b
Page: 86
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
90. According to attribution theory, three factors influence whether internal or external
attributions are made. These three factors are __________.
a) distinctiveness, consensus, and consistency
b) individuality, consent, and harmony
c) disposition, concurrence, and cohesion
d) distinctiveness, accord, and congruity
e) individuality, accord, and cohesion
Ans: a
Page: 86
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
91. According to attribution theory, which types of causes are operating to the detriment of obese
workers?
a) Fundamental attribution errors
b) Internal causes
c) External causes
d) Self-serving biases
e) Projection
Ans: b
Page: 86
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Perception and Attribution
92. If everyone using the same equipment performs poorly, the tendency is to attribute any one
person’s poor performance to __________ causes; but if other people using the equipment
perform well while one person performs poorly, the tendency is to attribute that individual’s poor
performance to __________ causes.
a) external; internal
b) internal; external
c) external; external
d) outside; inside
e) inside; outside
Ans: a
Page: 86
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
93. If a person performs poorly in many different situations, the tendency is to attribute the
person’s poor performance to __________ causes; but if the person performs poorly only
occasionally, the tendency is to attribute the person’s poor performance to __________ causes.
a) external; internal
b) internal; external
c) external; external
d) outside; inside
e) inside; outside
Ans: b
Page: 86
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
94. The __________ is the tendency to deny personal responsibility for performance problems
but to accept personal responsibility for performance success.
a) fundamental attribution error
b) central attribution error
c) indigenous bias
d) inward attribution error
e) self-serving bias
Ans: e
Page: 87
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution Errors
95. In assessing the causes of other people’s behavior, we tend to __________ their internal
personal factors and to __________ the external factors. However, in assessing the causes of our
own behavior, we tend to attribute our own success to __________ and our failure to
__________.
a) overemphasize; underemphasize; external factors; our own internal factors
b) underemphasize; overemphasize; external factors; our own internal factors
c) overemphasize; overemphasize; external factors; our own internal factors
d) underemphasize; overemphasize; our own internal factors; external factors
e) overemphasize; underemphasize; our own internal factors; external factors
Ans: e
Page: 87
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution Errors
96. Social learning theory emphasizes __________.
a) operant conditioning
b) objective consequences
c) the existence of observational learning
d) the lack of reciprocal interactions among people
e) the unimportance of environment
Ans: c
Page: 87
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution and Social Learning
97. A person’s belief that he or she can perform adequately in a situation is known as
__________.
a) self-efficacy
b) social learning
c) OB modification.
d) the self-serving bias
e) the self-fulfilling prophesy
Ans: a
Page: 88
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution and Social Learning
98. All of the following are proposed as ways of building or enhancing self-efficacy EXCEPT:
a) gaining confidence through positive experience.
b) gaining confidence by observing others.
c) gaining confidence from hearing others praise our efforts.
d) gaining confidence when we are highly energized to perform well in a situation.
e) gaining confidence by giving criticism to those not performing well.
Ans: e
Page: 88
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Perception and Attribution
99. Of the following ways of building self-efficacy, which refers to gaining confidence when we
are highly stimulated or energized to perform well?
a) Enactive mastery
b) Vicarious modeling
c) Verbal persuasion
d) Emotional arousal
e) None of the above
Ans: d
Page: 88
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Perception and Attribution
100. Sir Richard Branson, founder of Virgin Group, is known for his use of which reinforcement
strategy?
a) Negative
b) Positive
c) Avoidance
d) Punishment
e) Extinction
Ans: b
Page: 91
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Finding the Leader in You
101. __________ is the administration of a consequence as a result of behavior.
a) Motivation
b) Fortification
c) Reinforcement
d) Augmentation
e) Mentoring
Ans: c
Page: 89
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Learning by Reinforcement
102. Managing __________ properly can change the direction, level, and persistence of an
individual’s behavior.
a) values
b) reinforcement
c) norms
d) augmentation
e) mentoring
Ans: b
Page: 89
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Learning by Reinforcement
103. __________ conditioning is a form of learning through association that involves the
manipulation of stimuli to influence behavior.
a) Extrinsic
b) Operant
c) Cognitive
d) Intrinsic
e) Classical
Ans: e
Page: 89
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
104. Which of the following statements is correct concerning conditioning?
a) Classical conditioning is an extension of operant conditioning.
b) In operant conditioning, dogs “learned” to salivate at the ringing of a bell.
c) Control in operant conditioning is through the manipulation of consequences.
d) Operant conditioning was popularized by Ivan Pavlov.
e) In classical conditioning, the antecedent cues behavior.
Ans: a
Pages: 89-90
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
105. The law of __________ states that behavior that results in a pleasant outcome is likely to be
repeated while behavior that results in an unpleasant outcome is not likely to be repeated.
a) motivational content
b) effect
c) reaction
d) outcome management
e) motivational process
Ans: b
Page: 90
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
106. Contrived extrinsic rewards include all of the following EXCEPT:
a) cash bonuses.
b) sports tickets.
c) office parties.
d) feedback.
e) promotions.
Ans: d
Page: 90
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
107. Natural extrinsic rewards include all of the following EXCEPT:
a) compliments.
b) special jobs.
c) merit pay increases.
d) recognition.
e) asking advice.
Ans: c
Page: 90
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
108. Contrived extrinsic rewards include all of the following EXCEPT:
a) gifts.
b) stock options.
c) a company car.
d) profit sharing.
e) smiles.
Ans: e
Page: 90
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
109. The systematic reinforcement of desirable work behavior and the non-reinforcement or
punishment of unwanted work behavior is known as organizational behavior __________.
a) modification
b) simplification
c) alignment
d transformation
e) alteration
Ans: a
Page: 90
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
110. A manager nodding to express approval to a subordinate who is making a useful comment
during a staff meeting is an example of __________.
a) equity exchange
b) expectancy development
c) positive reinforcement
d) progression
e) executive conditioning
Ans: c
Page: 90
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
111. According to the law of contingent reinforcement, to have maximum reinforcement value, a
reward must be delivered only __________.
a) by an employee’s superior
b) if it is coupled with public recognition
c) if the employee receiving the reward is in the presence of other coworkers
d) if it has a monetary value
e) if the desired behavior is exhibited
Ans: e
Page: 92
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
112. If your manager understands that your reward must be given as soon as possible after the
occurrence of a desired behavior, he/she is aware of the law of ___________.
a) immediate reinforcement
b) temporal reinforcement
c) permanent reinforcement
d) “value added” reinforcement
e) credible reinforcement
Ans: a
Page: 92
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
113. The creation of a new behavior by the positive reinforcement of successive approximations
to the desired behavior is called __________.
a) imitation
b) portrayal
c) modeling
d) shaping
e) representation
Ans: d
Page: 92
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
114. Which of the following is NOT a correct statement about reinforcement schedules?
a) Fixed reinforcement schedules typically result in more consistent patterns of desired behavior
than do variable schedules.
b) Fixed interval schedules provide rewards at the first appearance of a behavior after a given
time has elapsed.
c) Fixed ratio schedules result in a reward each time a certain number of the behaviors have
occurred.
d) A variable interval schedule rewards behavior at random times.
e) A variable ratio schedule rewards behavior after a random number of occurrences.
Ans: a
Page: 93
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
115. A teacher who gives an unspecified number of pop quizzes to students is using a
__________.
a) fixed interval schedule
b) fixed ratio schedule
c) variable interval schedule
d) variable ration schedule
e) continuous reinforcement schedule.
Ans: c
Page: 93
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
116. __________ is the withdrawal of negative consequences, which tends to increase the
likelihood of repeating the desirable behavior in similar settings.
a) Positive reinforcement
b) Extinction
c) Negative reinforcement
d) Punishment
e) Parallel reinforcement
Ans: c
Page: 94
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Negative Reinforcement
117. Suppose you assign the least desirable tasks to a worker until he performs well and only
then assign him the desired assignments he wants. This OB Mod strategy is known as
__________.
a) positive reinforcement
b) extinction
c) punishment
d) negative reinforcement
e) parallel reinforcement
Ans: d
Page: 94
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Negative Reinforcement
118. __________ is the administration of negative consequences or the withdrawal of positive
consequences that tend to reduce the likelihood of repeating the behavior in similar settings.
a) Punishment
b) Negative reinforcement
c) Extinction
d) Positive reinforcement
e) Parallel reinforcement
Ans: a
Page: 94
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Punishment
119. If a manager docks an employee’s pay every time he or she is late, the OB Mod
reinforcement strategy of __________ is being used.
a) extinction
b) statutory reinforcement
c) positive reinforcement
d) punishment
e) negative reinforcement
Ans: d
Page: 94
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Punishment
120. Of the following, which is (are) a way(s) for managers to improve the chances that
punishment will discourage negative behavior in employees?
a) Tell the employee what is being done wrong.
b) Tell the employee what is being done right.
c) Make sure the punishment matches the behavior.
d) Administer the punishment in private.
e) All of the above.
Ans: e
Page: 94
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: How to Make Positive Reinforcement and Punishment Work for You
121. Which one of the following is NOT one of the ethical issues raised by either the opponents
or proponents of OB Mod?
a) The systematic use of reinforcement strategies leads to a demeaning and dehumanizing view
of people that stunts human growth and development.
b) Managers abuse the power of their position and knowledge by exerting external control over
individual behavior.
c) Behavior control is an irrevocable part of every manager’s job.
d) The use of OB Mod fails to recognize the impact of cultural differences.
e) The real ethical issue is how to ensure that any manipulation of consequences is done in a
positive and constructive fashion.
Ans: d
Page: 95
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Reinforcement Pros and Cons
Fill in the blank
122. __________ is the process through which people select, organize, interpret, retrieve, and
respond to information from their environment.
Ans: Perception
Page: 76
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: The Perception Process
123. __________ allows only a portion of available information to enter our perceptions.
Ans: Selective screening
Page: 78
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
124. __________ are cognitive frameworks that represent organized knowledge about a given
concept or stimulus that is developed through experience.
Ans: Schemas
Page: 78
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
125. An impressive job title is particularly important to someone who actively engages in
__________ management.
Ans: impression
Page: 80
Level: Hard
Learning Objective 1: Describe perception and why it is important.
Section Reference: Perception, Impression Management, and Social Media
126. At the __________ stage of information processing, managers should be sensitive to the
fallibility of memory in order to control distortions.
Ans: retrieval
Page: 79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
127. A(n) __________ assigns attributes commonly associated with a group to an individual.
Ans: stereotype
Page: 82
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Stereotypes
128. A(n) __________ occurs when an employee with good attendance is viewed as responsible
and then positively evaluated in a performance appraisal.
Ans: halo effect
Page: 83
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Halo Effects
129. __________ is the tendency to single out those aspects of a situation, person, or object that
are consistent with one’s own needs, values, or attitudes.
Ans: Selective perception
Page: 83
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Selective Perception
130. A(n) __________ occurs when a new manager designed a subordinate’s job with his own
likes and dislikes in mind (instead of the employee’s).
Ans: projection
Page: 84
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Projection
131. A(n) __________ occurs when an individual’s characteristics are compared with those of
others who have been recently encountered and who rank higher or lower on the same
characteristics.
Ans: contrast effect
Page: 84
Level: Medium
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Contrast Effects
132. When teachers score students introduced as intellectually gifted higher than average
students, they are demonstrating the perceptual error of the __________.
Ans: self-fulfilling prophecy
Page: 85
Level: Easy
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Self-Fulfilling Prophecies
133. __________ focuses on how people attempt to understand the causes of an event, assess
responsibility for outcomes of the event, and evaluate the personal qualities of the people
involved.
Ans: Attribution theory
Page: 86
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
134. If a person’s performance is poor regardless of the equipment he/she is using, the tendency
is to attribute the person’s poor performance to __________ causes; but if the person performs
poorly only when using a specific piece of equipment, the tendency is to attribute the person’s
poor performance to__________ causes.
Ans: internal; external
Page: 86
Level: Medium
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
135. In the attribution theory framework, __________ takes into account how likely it is for all
those facing a similar situation to respond in the same way.
Ans: consensus
Page: 86
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions
136. __________ is the process of creating explanations for events.
Ans: Attribution
Page: 86
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Perception, Attribution, and Social Learning
137. The __________ is the tendency to underestimate the influence of situational factors and to
overestimate the influence of personal factors in evaluating someone else’s behavior.
Ans: fundamental attribution error
Page: 87
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution Errors
138. Alice blamed unfriendly co-workers and a difficult job assignment for her performance
problems during the first quarter of the year. Then during the second quarter, Alice’s
performance improved dramatically. Alice claimed that the improved performance was due to
her extraordinary effort and hard work. From an attribution theory perspective, it may be argued
that Alice is prone to a(n) __________.
Ans: self-serving bias
Page: 87
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution Errors
139. __________ describes how learning occurs through interactions among people, behavior,
and environment.
Ans: Social learning theory
Page: 87
Level: Easy
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Attribution and Social Learning
140. In classical conditioning, a(n) __________ is something that incites action and draws forth a
response.
Ans: stimulus
Page: 89
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
141. A neutral stimulus becomes a(n) __________ when it affects behavior in the same way as
the initial stimulus.
Ans: conditioned stimulus
Page: 89
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
142. __________ is the process of controlling behavior by manipulating its consequences.
Ans: Operant conditioning
Page: 90
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
143. Suppose that a supervisor wants more of a particular behavior from his/her employees and
that he/she establishes positive behavioral consequences for each individual in order get the
desired behavior. The supervisor is applying __________.
Ans: the law of effect
Page: 90
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect
144. The administration of positive consequences that tend to increase the likelihood of repeating
the behavior in similar settings is known as __________.
Ans: positive reinforcement
Page: 90
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
145. __________ are positively valued work outcomes that are given to the individual by some
other person.
Ans: Extrinsic rewards
Page: 90
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
146. __________ is a reinforcement schedule that administers a reward each time a desired
behavior occurs.
Ans: continuous reinforcement
Page: 93
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
147. In general, __________ reinforcement elicits a desired behavior more quickly than does
__________ reinforcement.
Ans: continuous; intermittent
Page: 93
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
148. A weekly or monthly paycheck is an example of a(n) __________ reinforcement schedule.
Ans: fixed interval
Page: 93
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
149. Piece rate pay is an example of a(n) __________ reinforcement schedule.
Ans: fixed ratio
Page: 93
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Positive Reinforcement
150. Avoidance is another name for __________.
Ans: negative reinforcement
Page: 94
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Negative Reinforcement
151. A manager who advises someone’s co-workers to ignore that person’s disruptive behaviors
during meetings is using __________.
Ans: extinction
Page: 94
Level: Difficult
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Punishment
152. __________ discourages a behavior by making an unpleasant consequent contingent on its
occurrence.
Ans: Punishment
Page: 94
Level: Easy
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Punishment
Essay
153. What is the perception process? Why is it important?
Suggested Answer: Perception is the process by which people select, organize, interpret, retrieve,
and respond to information from the world around them. Perception is a way of forming
impressions about oneself, other people, and daily life experiences. It also serves as a screen or
filter through which information passes before it has an effect on attitudes and behavior. The
nature and accuracy of a person’s perceptions, therefore, has a major impact on his or her
responses to a given situation.
Pages: 76-77
Level: Easy
Learning Objective 1: Describe perception and why it is important.
Section Reference: The Perception Process and Factors Influencing Perception
154. Identify and briefly describe each of the stages in the perceptual process.
Suggested Answer: There are four stages in the perceptual process: information attention and
selection, organization of information, information interpretation, and information retrieval.
Information attention and selection involves the screening of the vast amount of information
bombarding a person to determine the information on which he/she will actually focus.
Organization of information involves the use of schemas –– person, script, and person-insituation –– to efficiently organize the information that is perceived. Information interpretation
involves giving meaning to the information that is perceived. Information retrieval involves
accessing information that is stored in memory. Information attention and selection, organization
of information, and information interpretation form part of a person’s memory and contribute to
the information stored there.
Pages: 78-79
Level: Medium
Learning Objective 1: Describe perception and why it is important.
Section Reference: Information Processing and the Perception Process
155. Briefly describe the common types of distortions that occur within the perceptual process.
Suggested Answer: The common distortions found in the perceptual process are: (1) stereotypes
or prototypes –– the tendency to assign abstract features of a category to individual members of
that category; (2) the halo effect –– the tendency to use one attribute of a person or situation to
develop an overall impression of the individual or situation; (3) selective perception –– the
tendency to single out those aspects of a situation, person, or object that are consistent with one’s
needs, values, or attitudes; (4) projection –– the tendency to assign one’s personal attributes to
other individuals; (5) contrast effects –– the tendency to distort perceptions of a person when that
individual’s characteristics are viewed in relation to others who have been recently encountered
and who rank higher or lower on the same characteristics; and (6) the self-fulfilling prophecy ––
the tendency to create or find in another situation or individual that which one expects to find.
Pages: 81-86
Level: Difficult
Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo
effects, selective perception, projection, contrast effects and self-fulfilling prophecies.
Section Reference: Common Perceptual Distortions
156. Using an attribution theory perspective, explain the nature of internal and external
attributions. What is the fundamental attribution error? What is the self-serving bias? Why is
knowledge of these attribution errors important to managers?
Suggested Answer: Attributions of internal causes focus on an individual’s personal
responsibility for the outcomes of an event. Attributions of external causes focus on forces
outside the individual in assessing responsibility for the outcome of an event. The fundamental
attribution error refers to the tendency to underestimate the influence of situational factors and to
overestimate the influence of personal factors in evaluating someone else’s behavior. The selfserving bias is the tendency to deny personal responsibility for performance problems but to
accept personal responsibility for performance success. Managers should be sensitive to these
attribution errors because the errors could contribute to significantly biased performance
evaluations of subordinates, as well as unrealistic assessments of the managers’ own worth and
contributions.
Pages: 86-87
Level: Difficult
Learning Objective 3: Analyze the link between perception, attribution and social learning.
Section Reference: Importance of Attributions and Attribution Errors
157. What is the law of effect, and how is it related to the four basic OB Mod strategies of
positive reinforcement, negative reinforcement, punishment, and extinction?
Suggested Answer: The law of effect states that behavior that results in a pleasant outcome is
likely to be repeated and behavior that results in an unpleasant outcome is not likely to be
repeated. Positive reinforcement and negative reinforcement create pleasant outcomes for people.
With positive reinforcement, a positive consequence is administered contingent on the exhibition
of a specified behavior. With negative reinforcement, a negative consequence is withdrawn
contingent on the exhibition of a specified behavior. Punishment and extinction create unpleasant
outcomes for people. With punishment, a negative consequence is administered contingent on
the exhibition of a specified behavior. With extinction, the positively reinforcing consequences
already associated with a given behavior are withdrawn.
Pages: 90-95
Level: Medium
Learning Objective 4: Recognize what is involved in learning by reinforcement.
Section Reference: Operant Conditioning and the Law of Effect, Positive Reinforcement,
Negative Reinforcement, Punishment, and Extinction
File: ch05
True/False
Motivation refers to the individual forces that account for the direction, level, and persistence of
a person's efforts expended at work.
Ans: True
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
When discussing motivation, direction refers to an individual's choice when presented with a
number of possible alternatives.
Ans: True
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
Content theories of motivation mainly focus on the physiological and psychological deficiencies
that people feel a compulsion to reduce or eliminate.
Ans: True
Page: 102
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Content theories of motivation focus on the thought or cognitive processes within people's minds
that influence their behavior.
Ans: False
Page: 102
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Probably the best example of a process theory is Maslow's hierarchy of needs theory.
Ans: False
Page: 102
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Both equity theory and expectancy theory are classified as process theories.
Ans: True
Page: 103
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Content theories suggest that motivation results from the individual's attempts to satisfy needs.
Ans: True
Pages: 102-103
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Abraham Maslow, Clayton Alderfer, David McClelland, and Frederick Herzberg have developed
four of the better-known content theories of motivation.
Ans: True
Page: 102
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Maslow's hierarchy of needs theory identifies five levels of individual needs, ranging
from physiological needs at the lowest level, through safety, social, and esteem needs, and
finally to self-actualization needs at the highest level.
Ans: True
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Maslow's model is easy to understand, quite popular, and the best research evidence supports the
existence of a precise five-step hierarchy of needs.
Ans: False
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
In Maslow's needs hierarchy, the self-actualization need refers to the need to fulfill oneself as
well as to grow and use abilities to the fullest and most creative extent.
Ans: True
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
A person who likes praise and recognition from his or her supervisor is seeking the satisfaction
of the social needs in Maslow's hierarchy.
Ans: False
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Maslow's hierarchy of needs theory holds that a need at one level does not become activated
until the next higher-level need is fully satisfied.
Ans: False
Pages: 103-104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
According to Maslow's needs hierarchy, the higher-order needs are esteem and self-actualization.
Ans: True
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
According to Maslow's needs hierarchy, the lower-order needs are esteem and self-actualization.
Ans: False
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Research evidence suggests that the needs in Maslow's hierarchy are more likely to operate in a
flexible rather than rigid order.
Ans: True
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Some research indicates that psychological, safety and social needs become more important than
esteem and self-actualization needs as individuals move up the corporate ladder.
Ans: False
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
The five need levels in Maslow's hierarchy may vary according to a person's career stage, the
size of the organization, or geographical location.
Ans: True
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Maslow's social needs tend to be more important in more collectivist societies like Mexico,
thereby challenging the structured approach to the pyramid across cultures.
Ans: True
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
ERG theory collapses Alderfer's five need levels into three need categories.
Ans: False
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
Alderfer's ERG theory focuses on the need for achievement, the need for affiliation, and the need
for power.
Ans: False
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
According to Alderfer's theory, growth needs refer to the desire for continued business growth
and development.
Ans: False
Page: 104
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
In ERG theory, frustration-regression refers to the idea that an already satisfied lower-level need
can be activated when a higher-level need cannot be satisfied.
Ans: True
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
ERG theory contends that more than one need may not be activated at a particular point in
time, whereas Maslow's theory does not.
Ans: True
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
In McClelland's motivation theory, the needs for achievement, affiliation, and power are
developed over time, as a result of life experiences.
Ans: True
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
The Thematic Apperception Test is a projective technique that asks people to view pictures and
write stories about what they see.
Ans: True
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to acquired needs theory, people with a high need for achievement prefer group
responsibilities, weak goals, and infrequent performance feedback.
Ans: False
Page: 105
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
McClelland's research suggested that a moderate to high need for power that is stronger than a
need for affiliation is linked with success as a senior executive.
Ans: True
Pages: 105-106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
McClelland's acquired needs theory is also referred to as motivator-hygiene theory.
Ans: False
Page: 106
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
Acquired needs theory suggests that people with a high need for power are drawn to
interpersonal relationships and opportunities for communication.
Ans: False
Page: 105
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to McClelland, it is not possible to teach people to develop need profiles required for
success in various types of jobs.
Ans: False
Page: 105
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to Herzberg, hygiene factors are sources of job satisfaction and motivator factors are
sources of job dissatisfaction.
Ans: False
Page: 106
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
Herzberg's two-factor theory identifies job context as the source of job dissatisfaction and job
content as the source of job satisfaction.
Ans: True
Page: 106
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
Examples of Herzberg's hygiene factors include organizational policies, quality of supervision,
working conditions, base wage or salary, relationship with peers and subordinates, status, and
security.
Ans: True
Page: 106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
In the two-factor theory of motivation, a motivator factor is found in job context, such as
working conditions, interpersonal relations, organizational policies, and salary.
Ans: False
Page: 106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
Herzberg suggests that job enrichment is a way of building more motivator factors into job
content.
Ans: True
Page: 107
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
Critics charge that Herzberg's two-factor theory may be method bound and that it cannot be
scientifically verified with alternative methods.
Ans: True
Page: 107
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
According to equity theory, when perceived inequity exists, people will be motivated to act in
ways that remove the discomfort and restore a sense of felt equity.
Ans: True
Page: 107
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory of Motivation
Felt positive equity exists when an individual feels that she or he has received relatively less than
others in proportion to work inputs.
Ans: False
Page: 109
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
Per Stacy Adams, equity theory predicts that people who perceive inequity, as compared to
others, may change work inputs by putting less effort into their jobs, change the rewards received
by asking for better treatment, change the comparison points by finding ways to make things
appear better, change the situation by leaving the job, or take actions to change the inputs or
outputs of the comparison person.
Ans: True
Page: 109
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
In collectivist cultures, people seem to be more concerned about equity than equality.
Ans: False
Page: 109
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
An example of procedural justice occurs when a sexual harassment complaint filed against a man
by a woman receives the same consideration as one filed against a woman by a man.
Ans: False
Pages: 109-110
Level: Easy
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity and Organizational Justice
An example of commutative justice occurs when all parties in a sexual harassment complaint
perceive themselves as having full access to all the available facts and information.
Ans: True
Page: 110
Level: Easy
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity and Organizational Justice
Interactional justice is the degree to which people affected by a decision are treated with dignity
and respect.
Ans: True
Page: 110
Level: Easy
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity and Organizational Justice
Vroom's expectancy theory argues that work motivation is determined by an individual's beliefs
regarding the linkage between effort and performance, the linkage between performance and
work outcomes, and the value placed on those work outcomes.
Ans: True
Page: 111
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Terms and Concepts
In expectancy theory, instrumentality is the probability that work effort will be followed by a
given level of performance accomplishment.
Ans: False
Page: 111
Level: Easy
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Terms and Concepts
According to expectancy theory, expectancy is the probability that work effort will be followed
by a given level of performance accomplishment.
Ans: True
Page: 111
Level: Easy
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Terms and Concepts
In expectancy theory, instrumentality is the probability assigned by the individual that a given
level of performance will lead to various work outcomes.
Ans: True
Page: 111
Level: Easy
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Terms and Concepts
In expectancy theory, valence refers to the value attached by the individual to various work
outcomes.
Ans: True
Page: 111
Level: Easy
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Terms and Concepts
According to the expectancy theory, work motivation will be high when expectancy and
instrumentality are high, and valence is highly positive.
Ans: True
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Theory Predictions
According to the expectancy theory, motivation is low when any one of the three components -expectancy, instrumentality, or valence -- approaches zero.
Ans: True
Page: 112
Level: Medium
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Theory Predictions
According to expectancy theory, managers can influence workers' instrumentalities by selecting
capable workers, training them, supporting them, and setting clear goals.
Ans: False
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
According to expectancy theory, managers can influence workers' expectancies by identifying
the needs that are important to each individual and then trying to adjust available rewards to
match those needs.
Ans: False
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
Even with a great deal of support for the research on expectancy theory, there are still questions
remaining on the multiplier effect.
Ans: True
Page: 112
Level: Easy
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
Unfortunately, expectancy theory has not received any research follow-up and hence, it is not
practical.
Ans: True
Page: 112
Level: Medium
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
Goal-setting is the process of developing, negotiating, and formalizing the targets or objectives
that an individual is responsible for achieving.
Ans: True
Page: 113
Level: Easy
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Motivational Properties of Goals
Locke and Latham's research confirmed that “easy” and “do your best” goals result in the highest
performance levels.
Ans: False
Page: 113
Level: Difficult
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Motivational Properties of Goals
Research indicates that specific goals are much more motivational than general goals.
Ans: True
Page: 113
Level: Easy
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-setting Guidelines
Task feedback, or knowledge of results, overwhelms employees with information and reduces
employee motivation toward higher performance.
Ans: False
Page: 113
Level: Difficult
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-setting Guidelines
Goals are better motivators when employees accept them and show commitment to their goals.
Ans: True
Page: 115
Level: Easy
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-setting Guidelines
Participation in goal-setting helps create goal acceptance and commitment by employees.
Ans: True
Page: 115
Level: Easy
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-setting Guidelines
In a management by objectives approach, the supervisor and subordinate jointly establish
performance goals, individually act, and jointly evaluate results and recycle the MBO process.
Ans: True
Page: 115
Level: Medium
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-setting and the Management Process
Management by objectives is criticized for placing too much emphasis on goal-oriented rewards
and punishments, top-down goals, goals that are easily stated in objective terms, and individual
instead of group goals.
Ans: True
Page: 115
Level: Medium
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-setting and the Management Process
Multiple Choice
In the context of motivation, direction refers to __________.
a) the length of time a person sticks with a given action
b) the amount of effort a person puts forth
c) an individual's choice when presented with a number of possible alternatives
d) the different needs that an individual is trying to satisfy
e) the consequences of an individual's behavior
Ans: c
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
In the context of motivation, level refers to __________.
a) the length of time a person sticks with a given action
b) the amount of effort a person puts forth
c) an individual's choice when presented with a number of possible alternatives
d) the different needs that an individual is trying to satisfy
e) the consequences of an individual's behavior
Ans: b
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
In the context of motivation, persistence refers to __________.
a) the length of time a person sticks with a given action
b) the amount of effort a person puts forth
c) an individual's choice when presented with a number of possible alternatives
d) the different needs that an individual is trying to satisfy
e) the consequences of an individual's behavior
Ans: a
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
Content theories attempt to explain work behaviors based on __________.
a) the relationship between values and attitudes
b) the impact of individual ethics on business decisions
c) personality-linked relationships
d) perceptions on-the-job
e) pathways to need satisfaction and the influence of blocked needs
Ans: e
Page: 102
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Content theories include all of the following theories EXCEPT:
a) Maslow's hierarchy of needs theory.
b) Alderfer's ERG theory.
c) McClelland's acquired needs theory.
d) Herzberg's two-factor theory.
e) Locke and Latham's goal setting theory.
Ans: e
Page: 102
Level: Medium
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Which of the following is classified as a content theory?
a) ERG theory
b) Expectancy theory
c) Goal-setting theory
d) Equity theory
e) All of the above
Ans: a
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Process theories of motivation focus on __________.
a) how a person will respond to types of leadership direction
b) how cognitive processes as thoughts and decisions within the minds of people influence their
behavior
c) when a person will react to specific management styles
d) who will be a more appropriate manager for an employee
e) what work environment will suit an employee's personality better
Ans: b
Page: 102
Level: Difficult
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Which of the following is classified as a process theory?
a) Acquired needs theory
b) Equity theory
c) Herzberg's two-factor theory
d) Hierarchy of needs theory
e) ERG theory
Ans: b
Page: 103
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Since content theories suggest that motivation results from individual needs, managers should
__________.
a) apply motivation techniques that apply to most employees
b) use the same motivation techniques for every situation
c) change their motivational techniques annually to stay abreast of employee needs
d) understand individual employee needs and create work environments that respond to them
e) test motivation techniques in a few work situations for general use
Ans: d
Page: 103
Level: Difficult
Learning Objective 1: Describe motivation and the types of motivation theories.
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Need Theories of Motivation
Section Reference: Types of Motivation Theories
In Maslow's needs hierarchy, __________ needs must be satisfied before __________ needs are
activated, and __________ needs must be satisfied before __________ needs are activated, and
so on.
a) Physiological; esteem; social; safety
b) Physiological; social; esteem; safety
c) Physiological; safety; social, esteem
d) Esteem; safety; esteem; social
e) Self-actualization; esteem; safety; social
Ans: c
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Which of the following is the correct order of Maslow's needs from the lowest (lower-order
need) to the highest (higher-order need)?
a) Safety, social, physiological, esteem, and self-actualization
b) Esteem, safety, social, physiological, and self-actualization
c) Social, esteem, self-actualization, physiological, and safety
d) Physiological, safety, social, esteem, and self-actualization
e) Physiological, social, safety, self-actualization, and esteem
Ans: d
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Which of the following needs did Maslow describe as higher-order needs?
a) Esteem, social, and safety
b) Self-actualization and esteem
c) Safety, self-actualization, and social
d) Social and esteem
e) Self-actualization and physiological
Ans: b
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Which of the following needs did Maslow describe as lower-order needs?
a) Social, esteem, and self-actualization
b) Esteem, social, and safety
c) Physiological, safety, and social
d) Esteem and physiological
e) Safety and self-actualization
Ans: c
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
All of the following descriptions of Maslow's needs hierarchy are correct EXCEPT:
a) research evidence suggests that the needs in Maslow's hierarchy exist in a flexible rather than
rigid order.
b) the five need levels may vary according to a person's career stage, the size of the organization,
or geographical location.
c) the satisfaction of a need at one level will always decrease its importance and increase the
importance of the next lower need.
d) the order of needs in the hierarchy may differ across cultures.
e) social needs tend to be dominant in more collectivist societies.
Ans: c
Pages: 103-104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Research on Maslow's needs hierarchy suggests which of the following statements to be true?
a) Lower-order needs become more important as individuals move up the corporate ladder.
b) Higher-order needs become less important as individuals move up the corporate ladder.
c) Higher-order needs become more important as individuals move up the corporate ladder.
d) Higher and lower-order needs become equally important as individuals move up the corporate
ladder.
e) Higher and lower-order needs become less important as individuals move up the corporate
ladder.
Ans: c
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
As a manager at Icon International, Nicole is driven by a personal sense of competence, respect
from others, and recognition through various awards. According to Maslow, Nicole is driven by
which of these needs?
a) Safety
b) Physiological
c) Self-actualization
d) Social
e) Esteem
Ans: e
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Needs Theory of Motivation
Section Reference: Hierarchy of Needs Theory
Leslie strives to maintain strong interpersonal relationships. She is a member of a book club, a
sewing club, and a tennis club because she enjoys feeling a sense of belonging. According to
Maslow, Leslie is driven by which these needs?
a) Self-actualization
b) Social
c) Esteem
d) Safety
e) Physiological
Ans: b
Page: 103
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Needs Theory of Motivation
Section Reference: Hierarchy of Needs Theory
Use of Maslow's needs hierarchy __________.
a) is not pertinent for cultures outside of the United States
b) should be consistent across different cultures
c) can vary across cultures
d) is more effective in non-United States cultures
e) is not commonly used outside of the United States
Ans: c
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Social needs tend to take on higher importance in __________.
a) individualistic societies
b) collectivist societies
c) protective societies
d) large-size societies
e) wealthy societies
Ans: b
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
Which of the following needs are addressed in ERG theory?
a) Expectations, relationships, and goals
b) Equity, reinforcers, and goals
c) Existence, relatedness, and growth
d) Existence, relatedness, and goals
e) Esteem, relationships, and growth
Ans: c
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
Which of the following comparisons of Alderfer's ERG theory and Maslow's needs hierarchy is
correct?
a) ERG theory collapses Maslow's five need levels into two need categories.
b) ERG theory includes a frustration-digression component, but Maslow's theory does not.
c) ERG theory contends that more than one need may be activated at a particular point in time,
whereas Maslow's theory does not.
d) ERG theory provides a timeline for action, but Maslow's theory does not.
e) ERG theory focuses on the consequences of an individual's behavior, whereas Maslow's
theory does not.
Ans: c
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
According to Alderfer's ERG theory, which needs reflect a desire for satisfying interpersonal
relationships?
a) Existence
b) Esteem
c) Relatedness
d) Self-actualization
e) Growth
Ans: c
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
According to Alderfer, which needs reflect a desire for continued personal development?
a) Existence
b) Esteem
c) Relatedness
d) Self-actualization
e) Growth
Ans: e
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
The ERG theory contends that __________.
a) only one need may be activated at the same time
b) only two needs may be activated at the same time
c) more than one need may be activated at the same time
d) all three needs may not be activated at the same time
e) less than two needs must be activated at the same time
Ans: c
Page: 104
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
Which of the following content theories of motivation is associated with the needs for
achievement, affiliation, and power?
a) Acquired needs theory
b) Hierarchy of needs theory
c) Two-factor theory
d) Motivation-hygiene theory
e) ERG theory
Ans: a
Pages: 104-105
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
Mike has always been driven by the need to work more efficiently, solve problems, and master
complex tasks. According to McClelland, Mike is classified as driven by a need for:
a) power.
b) safety.
c) achievement.
d) affiliation.
d) none of the above.
Ans: c
Pages: 104-105
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
Which statement about acquired needs theory is correct?
a) People with a high need for achievement prefer individual responsibilities, challenging goals,
and performance feedback.
b) People with a high need for power are drawn to interpersonal relationships and opportunities
for communication.
c) People with a high need for affiliation like attention and recognition.
d) People with a high need for achievement will also have a high need for affiliation.
e) People with a low need for achievement will also have a low need for affiliation.
Ans: a
Page: 105
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to McClelland, someone who seeks influence over others and likes attention has a
high need for __________.
a) achievement
b) self esteem
c) affiliation
d) power
e) relatedness
Ans: d
Page: 105
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to McClelland, someone who is drawn to interpersonal relationships and opportunities
for communication has a high need for __________.
a) achievement
b) self esteem
c) affiliation
d) power
e) relatedness
Ans: c
Page: 105
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to McClelland, it is __________.
a) not possible to teach people to develop need profiles required for success in different jobs
b) possible to teach people to develop need profiles required for success in different jobs
c) an employee's responsibility to teach their managers of personal need profiles required for
success in different jobs
d) an employee's responsibility to request that their managers develop need profiles required for
success in different jobs
e) an employee's responsibility to develop need profiles required for success in their respective
manager's jobs
Ans: b
Page: 105
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
All of the following statements describe hygiene factors in the two-factor theory EXCEPT:
a) hygiene factors are associated with the job context or work setting.
b) hygiene factors are sources of job dissatisfaction.
c) hygiene factors involve the work setting or the environment in which people work.
d) improving hygiene factors will prevent people from being dissatisfied.
e) improving hygiene factors will make people satisfied with their work.
Ans: e
Pages: 106-107
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
In the two-factor theory of motivation, __________ are associated with the job context, such as
working conditions, interpersonal relations, organizational policies, and salary.
a) existence factors
b) satisfier factors
c) hygiene factors
d) affiliation factors
e) relatedness factors
Ans: c
Page: 106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
According to the two-factor theory of motivation, all of the following are sources of job
dissatisfaction EXCEPT:
a) work itself.
b) organizational policies and administration.
c) supervision.
d) working conditions.
e) base wage or salary.
Ans: a
Page: 106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
According to the two-factor theory of motivation, all of the following are sources of job
satisfaction EXCEPT:
a) opportunity for advancement.
b) sense of achievement.
c) sense of responsibility.
d) working conditions.
e) feeling of personal growth.
Ans: d
Page: 106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
Which of the following statements accurately describes Herzberg's hygiene factors?
a) Hygiene factors include achievement and recognition.
b) Hygiene factors refer to job content.
c) Hygiene factors do not prevent job dissatisfaction from occurring.
d) Hygiene factors contribute to job satisfaction.
e) Hygiene factors include working conditions, interpersonal relations, organizational policies,
and salary.
Ans: e
Page: 106
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
According to Herzberg's two-factor theory, __________ factors are the sources of job
satisfaction.
a) subsistence
b) hygiene
c) teachable
d) motivator
e) inducement
Ans: d
Page: 106
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
Which of the following statements does NOT accurately describe motivator factors in the twofactor theory?
a) Motivator factors are related to job content.
b) Motivator factors include a sense of achievement, recognition, and responsibility.
c) Motivator factors involve what people actually do in their jobs.
d) The presence of motivator factors in a job contributes to a person's job performance.
e) The absence of motivator factors causes job dissatisfaction.
Ans: e
Pages: 106-107
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
Herzberg recommends building motivators into job content by using __________.
a) pay
b) improved working conditions
c) job enrichment
d) hygiene factors
e) Maslow's hierarchy of needs
Ans: c
Page: 107
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
Which of the following is a limitation of Herzberg's two-factor theory?
a) The theory may be method bound.
b) The theory has been scientifically verified with methods other than the original.
c) The theory does not account for regression.
d) The theory links motivation and needs to both satisfaction and performance.
e) The theory fails and does not clearly categorize salary.
Ans: a
Page: 107
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two-Factor Theory
Which theory is based on the phenomenon of social comparison which states that people will act
to eliminate any perceived inequity in the rewards they receive for their work in comparison with
the rewards that others receive?
a) Acquired needs
b) ERG
c) Expectancy
d) Equity
e) Reinforcement
Ans: d
Page: 107
Level: Medium
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory of Motivation
All of the following statements about the equity theory of motivation are correct EXCEPT:
a) It is a content theory of motivation.
b) It is best known through the work of J. Stacy Adams.
c) Its essence is that perceived inequity is a motivating state.
d) It holds that people try to resolve the inequities they perceive they are experiencing.
e) It holds that people who feel underpaid will reduce their work efforts to compensate for
missing rewards.
Ans: a
Pages: 103; 107-109
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory of Motivation
The basic foundation of equity theory is __________.
a) reinforcement
b) social comparison
c) valence
d) goal setting
e) jointly setting goals
Ans: b
Page: 107
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity and Social Comparison
According to equity theory, __________ exists when an individual feels that he or she has
received relatively less than others have received in proportion to work inputs.
a) felt negative inequity
b) perceived positive inequity
c) internalized negative inequity
d) tacit negative inequity
e) assumed negative inequity
Ans: a
Page: 109
Level: Medium
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
According to equity theory, __________ exists when an individual feels that he or she has
received relatively more than others have received.
a) positive inequity
b) equity
c) assumed positive inequity
d) felt positive inequity
e) interactional justice
Ans: d
Page: 109
Level: Medium
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
A person can resolve perceived negative inequity by doing all of the following EXCEPT:
a) reducing work inputs.
b) changing the outcomes received.
c) leaving the situation.
d) psychologically distorting the comparisons.
e) working longer hours.
Ans: e
Page: 109
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
Which one of the following statements about the application and/or implications of equity theory
is NOT accurate?
a) What may seem fair and equitable to a team leader might be perceived as unfair and
inequitable by a team member after comparisons are made with other team members.
b) Feelings of inequity are determined solely by the individual's interpretation of the situation.
c) People who feel they are overpaid tend to decrease the quantity or quality of their work,
whereas people who feel they are underpaid tend to increase the quantity or quality of their work.
d) People are less comfortable when they are under-rewarded than when they are over-rewarded.
e) In collectivist cultures, people seem to be more concerned about equality than equity.
Ans: c
Page: 109
Level: Difficult
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory Predictions and Findings
The degree to which the rules and procedures specified by policies are properly followed in all
cases to which they are applied is known as __________.
a) distributive justice
b) instrumentality
c) procedural justice
d) interactional justice
e) organizational justice
Ans: c
Page: 109
Level: Medium
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity and Organizational Justice
The degree to which all people are treated the same under a policy is known as __________.
a) distributive justice
b) instrumentality
c) procedural justice
d) interactional justice
e) organizational justice
Ans: a
Page: 110
Level: Medium
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity and Organizational Justice
According to expectancy theory, the value the individual attaches to various work outcomes is
known as __________.
a) expectancy
b) valence
c) instrumentality
d) interactional justice
e) equity
Ans: b
Page: 111
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Terms and Concepts
Which equation correctly reflects Vroom's expectancy theory of motivation?
a) Motivation = expectancy X instrumentality X valence
b) Motivation = expectancy X equity X rewards
c) Motivation = expectancy + equity + rewards
d) Motivation = expectancy X rewards X valence
e) Motivation = expectancy + rewards + valence
Ans: a
Page: 111
Level: Medium
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Theory Predictions
The expectancy theory of motivation predicts that a person will be motivated to work hard when
__________.
a) expectancy is high and instrumentality and valence are low
b) instrumentality is high and expectancy and valence are low
c) valence is high and expectancy and instrumentality are low
d) expectancy, instrumentality, and valence are all high
e) expectancy or instrumentality or valence equals zero
Ans: d
Pages: 111-112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Theory Predictions
According to expectancy theory, motivation to work hard will be low when __________.
a) expectancy is low
b) valence is low
c) instrumentality is low
d) instrumentality or expectancy is low
e) either expectancy, instrumentality, or valence is low
Ans: e
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Theory Predictions
According to expectancy theory, managers can influence workers' __________ by clarifying
performance-reward relationships and confirming these relationships when rewards are actually
given for performance accomplishments.
a) expectancies
b) instrumentalities
c) reinforcers
d) valences
e) inducements
Ans: b
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
According to expectancy theory, managers can influence workers' __________ by selecting
people with proper abilities, training them well, providing them the needed resources, and
identifying clear performance goals.
a) expectancies
b) instrumentalities
c) reinforcers
d) valences
e) inducements
Ans: a
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
Which of the following reflects concerns with expectancy theory?
a) The multiplier effect is still in question.
b) It fails to help explain any cross-cultural management situations.
c) Little research has been conducted.
d) The research can only be replicated with the original method.
e) It is too culture bound.
Ans: a
Page: 112
Level: Difficult
Learning Objective 4: Define expectancy terms and concepts, predictions, implications and
research.
Section Reference: Expectancy Implications and Research
The process of developing, negotiating, and formalizing the targets or objectives that a person is
responsible for accomplishing is known as __________.
a) MBO
b) equity
c) expectancy
d) goal setting
e) motivation
Ans: d
Page: 113
Level: Difficult
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Motivational Properties of Goals
If the average worker can produce 15 widgets an hour, which goal is likely to lead to the best
performance?
a) 10
b) 15
c) Do your best
d) 18
e) 30
Ans: d
Page: 113
Level: Difficult
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-Setting Guidelines
A key finding of the Locke and Latham goal-setting research is that __________.
a) difficult goals lead to higher performance than “do your best” or easy goals
b) difficult goals frustrate workers
c) performance is higher with easy goals
d) specific goals lead to lower performance
e) subconscious goals and conscious goals are not linked
Ans: a
Page: 113
Level: Medium
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-Setting Guidelines
Research on subconscious goal motivation was conducted by __________.
a) Abraham Maslow
b) Stajkovic, Locke, and Blair
c) David McClelland
d) Clayton Alderfer
e) Frederick Herzberg
Ans: b
Page: 114
Level: Medium
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-Setting Guidelines
Which of the following statements about goal setting is INCORRECT?
a) Specific goals are more likely to lead to higher performance than are no goals or vague or very
general ones.
b) Task feedback, or knowledge of results, is likely to motivate people toward higher
performance by encouraging the setting of higher performance goals.
c) Goals are most likely to lead to higher performance when people have the abilities and the
feelings of self-efficacy required to accomplish them.
d) Goals are most likely to motivate people toward higher performance when they are accepted
and there is commitment to them.
e) Less difficult goals are more likely to lead to higher performance than are more difficult goals.
Ans: e
Pages: 113-115
Level: Difficult
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-Setting Guidelines
MBO is __________.
a) management by objectives
b) a process of joint goal setting between a supervisor and a subordinate
c) a process that helps clarify the hierarchy of objectives
d) a process that extends participation of establishing goals to jointly evaluating them
e) all of the above
Ans: e
Page: 115
Level: Medium
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-Setting and the Management Process
Management by objectives is criticized for placing too much emphasis on all of the following
EXECPT:
a) goal-oriented rewards.
b) goal-oriented punishments.
c) top-down goals.
d) goals that are easily stated in objective terms.
e) group instead of individual goals.
Ans: e
Page: 115
Level: Difficult
Learning Objective 5: Analyze how goal setting influences motivation.
Section Reference: Goal-Setting and the Management Process
Fill in the blank
__________ refers to forces within an individual that account for the direction, level, and
persistence of a person's effort expended at work.
Ans: Motivation
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
__________ refers to the length of time a person sticks with a given action.
Ans: Persistence
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Motivation Defined
__________ theories of motivation focus on the physiological or psychological deficiencies that
people seek to reduce or eliminate.
Ans: Content
Page: 102
Level: Easy
Learning Objective 1: Describe motivation and the types of motivation theories.
Section Reference: Types of Motivation Theories
Maslow's __________ theory identifies five levels of individual needs.
Ans: hierarchy of needs
Page: 103
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
In Maslow's needs hierarchy, __________ needs refer to the needs to fulfill oneself as well
as to grow and use abilities to the fullest and most creative extent.
Ans: self-actualization
Page: 103
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
In Maslow's needs hierarchy, __________ needs refer to the needs for respect, prestige,
recognition, mastery, and a personal sense of competence.
Ans: esteem
Page: 103
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
In Maslow's needs hierarchy, __________ needs refer to the needs for security, protection, and
stability in the physical and interpersonal events of day-to-day life.
Ans: safety
Page: 103
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Hierarchy of Needs Theory
In the context of Alderfer's ERG theory, existence needs are __________.
Ans: desires for physiological and material well-being
Page: 104
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
The __________ of ERG theory holds that an already satisfied, lower-level need becomes
reactivated and can influence behavior when a higher-level need cannot be satisfied.
Ans: frustration-regression component
Page: 104
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: ERG Theory
According to McClelland, __________ is the desire to do something better or more efficiently, to
solve problems, or to master complex tasks.
Ans: need for achievement
Pages: 104-105
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
According to McClelland, the needs for achievement, affiliation and power can be linked with
__________.
Ans: a person's work preferences
Page: 105
Level: Difficult
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Acquired Needs Theory
Herzberg's __________ identifies job context as the source of job dissatisfaction and job content
as the source of job satisfaction.
Ans: two-factor theory
Page: 106
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
According to Herzberg's two-factor theory, __________ factors are the sources of job
dissatisfaction.
Ans: hygiene
Page: 106
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
In the two-factor theory of motivation, job content, such as a sense of achievement, recognition,
responsibility, advancement, or personal growth are examples of __________.
Ans: motivator factors
Page: 106
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
In Herzberg's two-factor theory, hygiene factors involve __________ and affect __________.
Ans: job context; job dissatisfaction
Page: 106
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
In the two-factor theory of motivation, motivator factors involve __________ and affect
__________.
Ans: job content; job satisfaction
Page: 106
Level: Medium
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
__________ tries to build more motivator factors into job content.
Ans: Job enrichment
Page: 107
Level: Easy
Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG
Theory, Acquired Needs Theory, and Two-Factor Theory.
Section Reference: Two Factor Theory
The basic foundation of __________ theory is social comparison.
Ans: equity
Page: 107
Level: Medium
Learning Objective 3: Explain what the equity theory of motivation is and why it is important.
Section Reference: Equity Theory of Motivation
Kathy notices that most of her coworkers take extended lunch breaks. Kathy doesn't do this, but
feels she is therefore justified in working a little less hard during the day. Kathy's decision to
work “less hard” is best explained by the __________ theory of motivation.
Ans: equity
Page: 107
Level: Difficult
Learning Objective 3: Explain
File: ch06
True/False
1. According to the integrated model of individual work motivation, a person’s job performance
is influenced most directly by individual attributes such as ability and experience, organizational
support such as resources and technology, and effort or the willingness of someone to work hard
at what they are doing.
Ans: True
Page: 122
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Integrated Model of Motivation
2. Content theories are useful in the integrated model of motivation as guides to understanding
individual beliefs and career aspirations.
Ans: False
Page: 122
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Integrated Model of Motivation
3. Motivation is a property of the organization; it is the organization’s responsibility to guarantee
that employees are motivated.
Ans: False
Page: 122
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Integrated Model of Motivation
4. The typical reward systems of organizations emphasize only intrinsic rewards.
Ans: False
Page: 123
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
5. Intrinsic rewards are positively valued work outcomes that are given to an individual or group
by some other person or source in the work setting.
Ans: False
Page: 123
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
6. Extrinsic rewards are positively valued work outcomes that an individual receives directly as a
result of task performance.
Ans: False
Page: 123
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
7. To work well, a merit pay plan should create a belief among employees that the way to
achieve high pay is to perform at high levels.
Ans: True
Page: 125
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
8. Merit pay should clearly differentiate between high and low performers in the amount of pay
received.
Ans: True
Page: 125
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
9. A “merit” pay increase is the same as a “cost-of-living” adjustment.
Ans: False
Page: 125
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
10. Going to work sick is known as presenteeism.
Ans: True
Page: 125
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
11. Some people argue that merit pay plans are not consistent with the demands of today’s
organizations because they fail to recognize the high degree of task interdependence among
employees.
Ans: True
Page: 125
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
12. An emerging trend is the attempt to extend the awarding of cash bonuses to employees at
lower levels in organization and in both managerial and non managerial jobs.
Ans: True
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
13. Gain sharing increases work motivation because of pay-for-performance incentives and a
greater sense of personal responsibility for making performance contributions to the
organization.
Ans: True
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
14. Profit sharing links pay and performance by giving workers the opportunity to share in
productivity gains through enhanced earnings.
Ans: False
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
15. Profit-sharing plans reward employees based on the entire organization’s performance.
Ans: True
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
16. The incentive value of ESOP stock awards or purchases is based on the idea that the
“employee owners” will be motivated to work hard so that the organization will perform well
and its stock price will rise.
Ans: True
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
17. Skill-based pay compensates people for the mix and depth of skills they possess.
Ans: True
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
18. Skill-based pay plans pay people for the particular job assignment they hold rather than the
mix and depth of skills they possess.
Ans: False
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
19. Potential advantages of skill-based pay include flexibility and employee cross-training while
a potential disadvantage is higher training costs.
Ans: True
Pages: 126-127
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
20. From an evaluative perspective, performance measurement lets people know where their
actual performance stands relative to objectives and standards.
Ans: True
Page: 127
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
21. Procter & Gamble uses the effort  performance  reward relationship in their management
approach.
Ans: True
Page: 127
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
22. Activity measures of performance assess actual work results.
Ans: False
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
23. All companies consistently use one type of performance appraisal system.
Ans: False
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
24. Comparative methods of performance appraisal identify one employee’s standing relative to
others.
Ans: True
Page: 128
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
25. Four comparative performance appraisal methods are (1) ranking, (2) paired comparison, (3)
forced distribution and (4) graphic rating scales.
Ans: False
Page: 128
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
26. Graphic rating scales, critical incident diaries, and behaviorally anchored rating scales are
different types of comparative performance appraisal methods.
Ans: False
Pages: 128-129
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
27. Ranking is the most complex of all the comparative methods of performance appraisal.
Ans: False
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
28. A forced distribution is a performance appraisal method whereby each person is directly
compared with every other person being rated.
Ans: False
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
29. Ranking is a method of performance appraisal that uses a small number of performance
categories, such as “very good,” “good,” “adequate,” and “very poor,” and slots a certain
proportion of people into each category.
Ans: False
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
30. A forced distribution method of performance appraisal can be problematic if most of the
employees are truly superior performers or if most of them perform at about the same level.
Ans: True
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
31. A graphic rating scale lists a variety of dimensions thought to be related to high performance
outcomes in a given job and that the individual is expected to exhibit.
Ans: True
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
32. A critical incident diary is not particularly well suited for employee development and
feedback.
Ans: False
Page: 130
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
33. A behaviorally anchored rating scale is a method of performance appraisal that records
incidents of each subordinate’s behavior that led to either unusual success or failure in a given
performance aspect.
Ans: False
Page: 129
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
34. An advantage of the behaviorally anchored rating scale approach is that it is straightforward
and relatively simple.
Ans: False
Page: 129
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
35. In a study conducted by Stauffer and Buckley, white supervisors gave significantly higher
ratings to white workers than they did to black workers, while black supervisors also tended to
favor white workers in their ratings.
Ans: True
Page: 130
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
36. In today’s work environment, it is becoming more common to include peer evaluations in a
performance appraisal process, where the persons in a work team or doing similar jobs rate an
employee as a co-worker.
Ans: True
Pages: 130-131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
37. A 360 degree evaluation is a comprehensive approach to performance appraisal that uses the
evaluations of bosses, peers, and subordinates as well as self-ratings, customer ratings, and
ratings of others outside the immediate work unit.
Ans: True
Pages: 130-131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
38. To be meaningful, a performance appraisal system must be reliable and valid.
Ans: True
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
39. A halo error results when one person rates another person on several different dimensions
and gives a similar rating for each dimension.
Ans: True
Page: 131
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
40. The strictness error is the tendency to give relatively high ratings to virtually everyone.
Ans: False
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
41. Central tendency occurs when managers lump everyone together around the average, or
middle, category.
Ans: True
Page: 131
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
42. Job design is the process of planning and specifying job tasks and the work arrangements
through which they are accomplished.
Ans: True
Page: 131
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Motivation and Job Design
43. The “best” job design is always the one that meets organizational requirements for high
performance, offers a good fit with individual skills and needs, and provides opportunities for job
satisfaction.
Ans: True
Page: 132
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Motivation and Job Design
44. Frederick Taylor and his contemporaries were primarily interested in job enlargement and
job enrichment.
Ans: False
Page: 132
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
45. The machine-paced automobile assembly line is a classic example of job rotation.
Ans: False
Page: 132
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
46. Implementing a job-design strategy of job simplification usually increases operating
efficiency by reducing the number of skills required to do a job, and thereby keeps the needs for
job training to a minimum and emphasizing the accomplishment of repetitive tasks.
Ans: True
Pages: 132-133
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
47. Implementing a job-design strategy of job simplification typically leads to lower rates of
absenteeism and turnover.
Ans: False
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
48. Job enlargement occurs when task variety is increased by combining into one job, two or
more tasks that were previously assigned to separate workers.
Ans: True
Page: 133
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
49. Job enlargement is designed to increase job breadth by having the worker perform more and
different tasks, but all at the same level of responsibility and challenge.
Ans: True
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
50. Job rotation increases task variety by periodically shifting workers among jobs involving
tasks of similar difficulty and responsibility.
Ans: True
Page: 133
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
51. Frederick Herzberg is a proponent of job enrichment, which is the practice of enhancing job
content by building into the job more motivating factors such as responsibility, achievement,
recognition, and personal growth.
Ans: True
Page: 133
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enrichment
52. Job enrichment increases job breadth by having the worker perform more and different tasks,
but all at the same level of responsibility and challenge.
Ans: False
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enrichment
53. Changes in a job that are designed to increase job depth are sometimes called vertical
loading.
Ans: True
Page: 134
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enrichment
54. The job characteristics model identifies eight core job characteristics that are particularly
important to job design.
Ans: False
Page: 134
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
55. According to the job characteristics model, task significance is the degree to which the job
requires completion of a “whole” and identifiable piece of work, one that involves doing a job
from beginning to end with a visible outcome.
Ans: False
Page: 134
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
56. In the core job characteristics model, the motivating potential score describes the extent to
which the core characteristics of a job are capable of motivating people.
Ans: True
Page: 134
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
57. The moderators in the job characteristics model include growth-need strength, knowledge
and skill, and context satisfaction.
Ans: True
Page: 135
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
58. Research results on the job characteristics model indicate that positive job characteristics
impact performance more strongly for low-growth need individuals than for high-growth need
individuals.
Ans: False
Page: 136
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
59. A compressed workweek allows a full-time job to be completed in fewer than five standard
workdays.
Ans: True
Page: 137
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Compressed Workweeks
60. Flexible working hours (also called flextime) give employees a daily choice in the timing of
their work commitments.
Ans: True
Page: 137
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Flexible Working Hours
61. Organizations benefit from job sharing when they can attract talented people who would
otherwise be unable to work.
Ans: True
Page: 138
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Job Sharing
62. In today’s economy, more and more employers are requiring their employees to be at work to
ensure productivity; therefore, telecommuting is on the decline.
Ans: False
Page: 138
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Telecommuting
63. In permanent part-time work, a person works less than the standard 40-hour workweek but is
considered to be a permanent member of the organization’s workforce.
Ans: True
Page: 139
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Part-Time Work
Multiple Choice
64. According to the integrated model of individual work motivation, a person’s job performance
is influenced most directly by all of the following EXCEPT:
a) ability.
b) experience.
c) work effort.
d) organization support such as resources and technology.
e) supervision
Ans: e
Page: 122
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Integrated Model of Motivation
65. According to the integrated model of individual work motivation, whether or not a work
setting proves motivational for an individual depends on the __________.
a) support given by the individual’s team members
b) level of pay the person receives
c) availability of rewards and their perceived value
d) amount of camaraderie the individual believes exist in the workplace
e) quality of supervision and direction the individual receives
Ans: c
Page: 122
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Integrated Model of Motivation
66. The typical reward systems of organizations emphasize __________.
a) a mix of intrinsic and extrinsic rewards
b) only intrinsic rewards
c) only extrinsic rewards
d) only intrinsic rewards for high-level positions
e) only extrinsic rewards for high-level positions
Ans: a
Page: 123
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
67. Intrinsic rewards __________.
a) such as pay and benefits are important to employees
b) are exemplified by symbolic tokens of accomplishment such as posted award certificates
c) are positively valued work outcomes that are given to an individual or group
d) do not require the participation of another person or source in the work setting
e) are given to an individual or group by some other person or source in the work setting
Ans: d
Page: 123
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
68. __________ are positively valued work outcomes that are given to an individual or group by
some other person or source in the work setting.
a) Expected rewards
b) Implied rewards
c) Valence rewards
d) Extrinsic rewards
e) Intrinsic rewards
Ans: d
Page: 123
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
69. Jason works as a social worker at a local hospital. He loves his job and derives great
satisfaction from feeling as though he has helped others and made a difference in the community.
Jason is motivated by __________ rewards.
a) unexpected
b) implied
c) outside
d) extrinsic
e) intrinsic
Ans: e
Page: 123
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
70. Bill is an employee at Burgers-Are-Us. He works hard each and every day so that his picture
may be displayed in the restaurant lobby and that he might earn the title “Employee-of-theMonth.” Bill is motivated by __________ rewards.
a) expected
b) implied
c) valence
d) extrinsic
e) intrinsic
Ans: d
Page: 123
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
71. The research of Lawler generally concludes that __________.
a) Americans believe that they are paid more fairly than workers in other countries
b) pay must be combined with fringe benefits to create a significant total compensation package
for employees
c) for pay to serve as a motivator, high levels of job performance must be viewed as the path
through which high pay can be achieved
d) managers do not believe that they pay their workers enough money
e) workers do not feel that they are paid fairly
Ans: c
Page: 124
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
72. Although research supports the logic and theoretical benefits of merit pay, it also indicates
that __________.
a) human resources specialists are necessary to administer merit pay plans
b) employees are overpaid for the jobs they perform
c) employees like merit pay plans
d) the implementation of merit pay plans is not easy
e) managers believe that merit pay plans properly reflect employee productivity
Ans: d
Page: 125
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
73. Merit pay is an attempt to make pay contingent upon __________.
a) tenure in the organization
b) specific competencies
c) a willingness to acquire and develop job related skills
d) performance
e) years of experience in the industry
Ans: d
Page: 125
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
74. Which of the following statements does NOT accurately describe what is needed to make a
merit pay plan work well?
a) Merit pay should be based on realistic and accurate measures of individual work performance.
b) Merit pay should create a belief among employees that they must perform at high levels to
achieve high pay.
c) Merit pay should be higher for those employees whom the manager personally favors.
d) Merit pay should clearly differentiate between high and low performers in the amount of pay
received.
e) Managers should avoid confusing “merit” aspects of a pay increase with “cost-of-living”
adjustments.
Ans: c
Page: 125
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
75. Some people argue that __________ are not consistent with the demands of today’s
organizations because they fail to recognize the high degree of task interdependence among
employees.
a) gain-sharing plans
b) merit pay plans
c) skill-based pay plans
d) profit sharing plans
e) fringe benefit plans
Ans: b
Page: 125
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
76. __________ is a pay system that links pay and performance by giving the workers the
opportunity to share in productivity gains through increased earnings.
a) Skill-based pay
b) Sanctioned pay
c) Performance pay
d) Gain sharing
e) Statutory pay
Ans: d
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
77. All of the following statements about gain sharing are true EXCEPT:
a) gain sharing plans decrease personal responsibility.
b) gain-sharing plans involve a specific measurement of productivity combined with a
calculation of a bonus designed to offer workers a share of any increase in total organizational
productivity.
c) gain sharing increases work motivation because of pay-for-performance incentives.
d) with gain sharing, employees have a greater sense of personal responsibility for making
performance contributions to the organization.
e) gain sharing encourages workplace cooperation and teamwork.
Ans: a
Page: 126
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
78.__________ rewards employees based on the entire organization’s performance.
a) A merit pay plan
b) A skill-based pay
c) A gain-sharing plan
d) A profit-sharing plan
e) A flexible benefits plan
Ans: d
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
79. The awarding of cash bonuses is especially common in the __________ of organizations.
a) lower ranks
b) non-exempt levels
c) union members
d) senior executive ranks
e) contingency workforce
Ans: d
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
80. A current trend in business today is __________.
a) an attempt to give bonus opportunities to both managerial and non-managerial jobs.
b) to eliminate global opportunities for advancement.
c) only give fixed pay to employees.
d) phase out the use of cash bonuses for management levels.
e) to only give cash bonuses to employees based in the United States.
Ans: a
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
81. All of the following statements about profit-sharing are true EXCEPT:
a) profit sharing is somewhat similar to gain sharing.
b) profit sharing rewards individuals according to some measure of organizational performance.
c) profit sharing plans do not reward employees for specific productivity gains.
d) profit sharing plans reward employees based on overall organizational profits.
e) profit sharing plans have no criticisms.
Ans: e
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
82. In a(n) __________, employees are rewarded by being given company stock or by being
allowed to purchase it at a price below market value.
a) single payoff
b) ESOP
c) gain-sharing plan
d) individualized payoff
e) lump-sum increase
Ans: b
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
83. Since stock prices can fall as well as rise, there is a risk associated with respect to
__________ and that risk must be considered in respect to the motivational value of such pay
systems.
a) merit pay systems
b) ESOPS
c) lump-sum increases
d) lump-sum payments
e) fringe benefit systems
Ans: b
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
84. __________ is a system that rewards people for acquiring and developing job-relevant skills.
a) Entitlement pay
b) Gain-sharing pay
c) Merit pay
d) Skill-based pay
e) Expert pay
Ans: d
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
85. Which of the following statements is NOT correct with regard to skill-based pay?
a) Although it has popular appeal, it is a fairly slow-growing pay innovation.
b) Skill-based pay compensates people for the mix and depth of skills they possess.
c) A potential advantage of skill-based pay is flexibility.
d) A potential disadvantage of skill-based pay is higher training costs.
e) A potential advantage of skill-based pay is employee cross-training.
Ans: a
Pages: 126-127
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
86. Skill-based pay plans reward people __________.
a) based on their knowledge and education
b) based on their experience
c) for the mix and depth of skills they possess
d) for the particular job assignment they hold
e) at the same level of other people with the same job title
Ans: c
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
87. Which of the following are considered advantages of skill-based pay?
a) Flexibility
b) Employee cross-training
c) Fewer supervisors
d) More individual control over compensation
e) A reduction in compensation costs
Ans: e
Page: 126
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
88. One disadvantage of skill-based pay is __________.
a) the possible higher pay and training costs that are not offset by greater productivity
b) managers do not like working with a skill-based pay program
c) the program can be implemented quickly
d) that workers learn to do one another’s jobs
e) workers know in advance what is required to receive a pay rate
Ans: a
Page: 127
Level: Difficult
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
89. The __________, __________, __________ relationship underlies the logic of any
performance-based pay system.
a) performance; consistency; growth
b) hiring; work; performance
c) selection; performance; growth
c) promotion; merit; reward
d) effort; performance; reward
e) assignment; performance; increase
Ans: d
Page: 127
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Motivation and Performance Management
90. All of the following are steps in a typical sequence of performance management EXCEPT:
a) identifying and set clear and measurable performance goals.
b) assigning people into the roles required to perform job responsibilities.
c) taking performance measurements to monitor goal progress.
d) providing feedback and coaching on performance results.
d) using performance assessment for human resource management decisions.
Ans: b
Page: 127
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
91. __________ performance appraisal information is useful for making selection and placement
decisions.
a) Involvement
b) Feedback
c) Elaboration
d) Evaluative
e) Development
Ans: d
Page: 127
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
92. From a __________ perspective, performance measure facilitates decisions relating to
planning for and gaining commitment to the continued training and personal development of
workers.
a) growth
b) developmental
c) retention
d) turnover
e) promotional
Ans: b
Page: 128
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
93. When measuring employee performance, managers should make sure that measurements are:
a) based on clear job performance criteria.
b) accurate in assessing performance.
c) providing a defensible basis for differentiating between high and low performance.
d) useful as feedback that can help future performance.
e) all of the above.
Ans: e
Page: 128
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
94. In the context of performance appraisal dimensions and standards, the goal of meeting
product specification standards is an example of a(n) __________.
a) activity measure
b) differential measure
c) input measure
d) output measure
e) sustainability measure
Ans: d
Page: 128
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
95. In the context of performance appraisal dimensions and standards, __________ measures are
typically obtained from the evaluator’s observation and rating.
a) output
b) input
c) activity
d) sustainability
e) engagement
Ans: c
Page: 128
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Management Process
96. Which statement about comparative methods of performance appraisal is false?
a) It is a method that seeks to identify one’s relative standing among those being rated.
b) This method indicates that one person is better than another on a given dimension.
c) This method explains how much better one person is on a given dimension when compared to
another person.
d) Ranking is one method of comparative performance appraisal.
e) Critical incident diaries are not a comparative method of performance appraisal.
Ans: b
Page: 128
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
97. Rankings, paired comparisons, and forced distributions are types of __________
performance appraisal methods.
a) absolute
b) definitive
c) comparative
d) discretionary
e) conclusive
Ans: c
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
98. __________ is a technique of performance appraisal that involves ordering each individual
from best to worst on each performance dimension being considered.
a) Paired comparison
b) Critical incident diary
c) Forced distribution
d) Ranking
e) Management by objectives
Ans: d
Page: 128
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
99. __________ is a method of performance appraisal whereby each person is directly compared
with every other person being rated.
a) Paired comparison
b) Behaviorally anchored rating scales
c) Forced distribution
d) Ranking
e) Graphic rating scale
Ans: a
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
100. __________ is a method of performance appraisal that uses a small number of performance
categories, such as “very good,” “good,” “adequate,” and “very poor,” and slots a certain
proportion of people into each category.
a) Paired comparison
b) Critical incident diary
c) Forced distribution
d) Ranking
e) Management by objectives
Ans: c
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
101. The primary appeal of graphic rating scales is their __________.
a) limited use
b) ease of use
c) close link with job analysis
d) application to a narrow range of jobs
e) use for employment development
Ans: b
Page: 129
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
102. All of the following are correct statements regarding the behaviorally anchored rating scales
EXCEPT:
a) it is known by the acronym BARS.
b) the procedure for developing a behaviorally anchored rating scale approach starts with the
employee documenting job requirements.
c) behavioral descriptions include both superior and inferior performance.
d) once a large sample of behavioral descriptions is collected, each behavior is evaluated to
determine the extent to which it describes good versus bad performance.
e) the final step of the process is to develop a rating scales in which the anchors are specific
critical behaviors, each reflecting a different degree of performance effectiveness.
Ans: b
Page: 129
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
103. __________ is a comprehensive approach to performance appraisal that uses the
evaluations of bosses, peers, and subordinates as well as self-ratings, customer ratings, and
ratings of others outside the work unit.
a) Total evaluation
b) 360 degree evaluation
c) Worldwide evaluation
d) Inside and outside evaluation
e) Bottom-up/top-down evaluation
Ans: b
Pages: 130-131
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
104. For a performance appraisal system to be reliable, it must __________.
a) provide consistent results each time it is used.
b) be used in a wide cross-section of industries.
c) be statistically robust.
d) be used across hierarchical levels in an organization.
e) actually measure people on relevant job characteristics.
Ans: a
Page: 131
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
105. For a performance appraisal system to be valid, it must __________.
a) provide consistent results each time it is used
b) be statistically robust
c) be used in a wide cross-section of industries
d) be used across hierarchical levels in an organization
e) actually measure people on relevant job content
Ans: e
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
106. A __________ results when one person rates another person on several different dimensions
and gives a similar rating for each dimension.
a) personal bias error
b) recency error
c) halo error
d) leniency error
e) central tendency error
Ans: c
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
107. A __________ occurs when managers lump everyone together around the average, or
middle, category; this gives the impression that there are no very good or very poor performers
on the dimensions being rates.
a) personal bias error
b) recency error
c) halo error
d) leniency error
e) central tendency error
Ans: e
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
108. Which of the following is a defining characteristic of the “best” job design?
a) A job design that meets organizational requirements for high performance.
b) A job design that offers an occasional fit with individual skills and needs.
c) A job design that does not provide opportunities for job satisfaction.
d) A job design that randomly meets organizational requirements for high performance.
e) A job design that does not meet individual or organizational requirements for high
performance.
Ans: a
Page: 132
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Motivation and Job Design
109. Frederick Taylor’s principles of scientific management include all of the following
EXCEPT:
a) developing a science for each job that covers rules of motion, standard work tools, and
supportive work conditions.
b) hiring workers with the right abilities for the job.
c) increasing job content by giving workers more responsibility.
d) training and motivating workers to do their jobs according to the science.
e) supporting workers by planning and assisting their work using the job science.
Ans: c
Page: 132
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
110. Job simplification is a job design approach that __________.
a) identifies the best job-fits between job applicants and job requirement
b) ensures that jobs do not become too difficult to perform over time
c) standardizes work procedures and employs people in clearly defined and highly specialized
tasks
d) uses simple checklists to monitor high job performance
e) creates many opportunities for promotions into more complex jobs
Ans: c
Page: 132
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
111. The potential advantages of job simplification include all of the following EXCEPT:
a) increasing operating efficiency by reducing the number of skills required to do a job.
b) being able to hire low-cost labor.
c) keeping the needs for job training to a minimum.
d) emphasizing the accomplishment of repetitive tasks.
e) increased employee turnover.
Ans: e
Pages: 132-133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
112. The potential disadvantages of job simplification include all of the following EXCEPT:
a) loss of efficiency in the face of lower quality.
b) reduction in the skills required to perform a job.
c) higher turnover rates.
d) higher absenteeism rates.
e) demand for higher wages to compensate for unappealing jobs.
Ans: b
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
113. Sometimes called horizontal loading, __________ increases job breadth by having the
worker perform more and different tasks, but all at the same level of responsibility and
challenge.
a) job enrichment
b) job reengineering
c) job embellishment
d) job enlargement
e) job simplification
Ans: d
Page: 133
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
114. Which of the following statements about job rotation is correct? Job rotation:
a) standardizes job tasks and employs people in very routine jobs.
b) increases job content by giving workers more responsibility for planning and evaluating
duties.
c) increases job variety by adding new tasks of similar difficulty to a job.
d) increases task variety by shifting workers among jobs involving tasks of similar difficulty.
e) defines job tasks and the work arrangements to accomplish them.
Ans: d
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
115. When your manager increases your job content by giving you more responsibility for
planning and evaluating duties, which job design approach is being used?
a) Job simplification
b) Job enlargement
c) Job enrichment
d) Job rotation
e) Process reengineering
Ans: c
Page: 133
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enrichment
116. Regarding job enrichment, OB scholars __________.
a) believe that job enrichment is relevant for some cultures, but not for most cultures
b) have been reluctant to recommend job enrichment as a universal solution to all job
performance and satisfaction problems
c) view job enrichment as “the answer” to the majority of performance and satisfaction problems
in business today
d) believe that job enrichment is for everyone
e) believe that job enrichment is pertinent to some industries but not to most industries
Ans: b
Page: 134
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enrichment
117. All of the following are core job characteristics as identified by Hackman and Oldham
EXCEPT:
a) skill variety.
b) task significance.
c) autonomy.
d) motivating potential.
e) task identity.
Ans: d
Page: 134
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
118. The degree to which the job gives the employee substantial freedom, independence, and
discretion in scheduling the work and determining the procedures used in carrying it out is
referred to as:
a) skill variety.
b) task identity.
c) autonomy.
d) job feedback.
e) task significance.
Ans: c
Page: 134
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
119. A job’s motivating potential score can be raised through all of the following methods
EXCEPT:
a) reducing tasks to create smaller jobs.
b) opening feedback channels to enable workers to know how well they are doing.
c) establishing client relationships to enable employees to experience feedback directly from
customers.
d) employing vertical loading to create more planning opportunities.
e) employing vertical loading to create more controlling responsibilities.
Ans: a
Page: 134
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
120. Alternative work arrangements commonly used today include all of the following EXCEPT:
a) job sharing.
b) telecommuting.
c) flexible working hours.
d) compressed workweek.
e) job enrichment.
Ans: e
Page: 136
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Alternative Work Schedules
121. The most common form of __________ is a “4-40” schedule––that is, 40 hours of work is
accomplished in four 10-hour days.
a) the compressed workweek
b) job sharing
c) flexible working hours
d) job simplification
e) telecommuting
Ans: a
Page: 137
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Compressed Workweeks
122. A company that requires employees to be at work between 9:30 a.m. and 3:30 p.m. but
allows them to schedule their remaining work day to fit personal needs is using __________.
a) the compressed workweek
b) job sharing
c) flexible working hours
d) elastic scheduling
e) telecommuting
Ans: c
Page: 137
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Flexible Working Hours
123. Accenture and Booz Allen Hamilton offer suggestions for attracting and retaining talented
working mothers. These include all of the following EXCEPT:
a) offering increased pay and extended time for maternity leave.
b) requiring employees to take challenging jobs requiring travel.
c) setting up mentoring and networking systems.
d) making sure new mother feel they are wanted back at work.
e) keeping in contact with employees who are on maternity leave.
Ans: b
Page: 137
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Alternative Work Schedules
124. An organization that is able to employ two persons as one by having one person work
mornings and the other person work afternoons on the same job is reaping the benefits of:
a) a compressed work week.
b) flextime.
c) flexible working hours.
d) job sharing.
e) telecommuting.
Ans: d
Page: 138
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Job Sharing
125. All of the following are negatives about telecommuting EXCEPT:
a) isolation from co-workers.
b) decreased identification with the work team.
c) management of telecommuters.
d) technical difficulties with the computer linkages.
e) lower employee satisfaction.
Ans: e
Page: 138
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Telecommuting
Fill in the blank
126. The feeling of achievement after completing a particularly challenging task in a job
designed with a good person-job fit is an example of an __________.
Ans: intrinsic reward
Page: 123
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
127. __________ might include things like sincere praise for a job well done or symbolic tokens
of accomplishment such as “employee-of-the-month” awards.
Ans: Extrinsic rewards
Page: 123
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
128. __________ is a compensation system that bases an individual’s salary or wage increase on
a measure of the person’s performance accomplishments during a specified time period.
Ans: Merit pay
Page: 124
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
129. __________ rewards employees based on the entire organization’s performance.
Ans: Profit-sharing
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
130. The incentive value of __________ is based on the notion that “employee owners” will be
motivated to work hard so that the organization will perform well and its stock price will rise.
Ans: Employee Stock Ownership Programs (ESOPS)
Page: 126
Level: Medium
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
131. With __________, workers are paid for the breadth of capability and their willingness to
use any skills needed by the company.
Ans: skill-based pay
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
132. __________ give the right to purchase shares at a fixed price in the future.
Ans: Stock options
Page: 126
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Pay for Performance
133. __________ methods of performance appraisal seek to identify one’s relative standing
among those being rated.
Ans: Comparative
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
134. A(n) __________ lists a variety of dimensions thought to be related to high-performance
outcomes in a given job and that the individual is accordingly expected to exhibit.
Ans: graphics rating scale
Page: 128
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
135. __________ in performance appraisal compares each person with every other.
Ans: Paired comparison
Page: 128
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
136. A(n) __________ is a method of performance appraisal that records incidents of each
subordinate’s behavior that led to either unusual success or failure in a given performance aspect.
Ans: critical incidents diary
Pages: 129-130
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
137. The evaluations of bosses, peers, subordinates, customers, and employees themselves are
included in the __________ evaluation.
Ans: 360 degree
Pages: 130-131
Level: Easy
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Methods
138. When a rater fails to discriminate between an employee’s strong and weak points and
allows these to carry over from one dimension to the next, the leader is likely to be experiencing
the __________ performance appraisal measurement error.
Ans: halo
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
139. When an employee is rated low on punctuality because the one incident of tardiness the day
before the evaluation overshadows his usual promptness, the evaluator is experiencing the
__________ in performance appraisal measurement.
Ans: recency error
Page: 131
Level: Medium
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
140. The history of scholarly interest in job design can be traced in part to the work of
__________ with scientific management in the early 20th century.
Ans: Frederick Taylor
Page: 132
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
141. The classic automobile assembly line is an example of the job design strategy of
__________.
Ans: job simplification
Page: 132
Level: Easy
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Scientific Management
142. __________ increases task variety by adding new tasks of similar difficulty to a job.
Ans: Job enlargement
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
143. Changes in a job that are designed to increase job breadth are sometimes called
__________.
Ans: horizontal loading
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
144. __________ increases job content by giving workers more responsibility for planning and
evaluating duties.
Ans: Job enrichment
Page: 133
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enrichment
145. The job characteristics model identifies five core job characteristics that are especially
important to job design. The five core job characteristics are __________.
Ans: skill variety, task identity, task significance, autonomy, and job feedback
Page: 134
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
146. Individual difference moderators that can influence individual preferences in how jobs are
designed are __________, __________, and __________ moderators.
Ans: growth-need strength; knowledge and skill; context satisfaction
Page: 135
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
147. Any work schedule that allows a full-time job to be completed in less than the standard five
days is known as the __________.
Ans: compressed workweek
Page: 137
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Compressed Workweeks
148. An organization that is able to employ two persons as one by having one person work
mornings and the other person work afternoons on the same job is reaping the benefits of
__________.
Ans: job sharing
Page: 138
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Job Sharing
149. __________ describes work done at home or in a remote location via use of computers and
advanced telecommunication linkages with a central or other employment locations.
Ans: Telecommuting
Page: 138
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Telecommuting
150. Employees who work less than the standard 40-hour workweek but are considered to be
permanent members of the organization’s workforce are called __________.
Ans: permanent part-time workers
Page: 139
Level: Easy
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Part-Time Work
Essay
151. Define intrinsic rewards and extrinsic rewards. Give an example of an intrinsic reward and
an extrinsic reward.
Suggested Answer: Intrinsic rewards are positively valued work outcomes that an individual
receives directly as a result of task performance. A feeling of achievement after completing a
particularly challenging task in a job designed with a good person-job fit is an example of an
intrinsic reward. Extrinsic rewards are positively valued work outcomes that are given to an
individual or group by some other person or source in the work setting. Sincere praise for a job
well done is an example of an extrinsic reward.
Pages: 123-124
Level: Easy
Learning Objective 1: Discuss the link between motivation, rewards, and performance.
Section Reference: Intrinsic and Extrinsic Rewards
152. Identify and define five measurement errors in performance appraisal.
Suggested Answer: Five measurement errors in performance appraisal are: (1) halo error; (2)
leniency/strictness error; (3) central tendency error; (4) recency error; and (5) personal bias error.
A halo error results when one person rates another person on several different dimensions and
gives a similar rating for each dimension. Leniency errors occur when managers give relatively
high ratings to virtually everyone under their supervision. Strictness errors occur when managers
give everyone low ratings. Central tendency errors occur when managers lump everyone together
around the average, or middle performance category. Recency error occurs when a rater allows
recent events to influence a performance rating over earlier events. A personal bias occurs when
managers display expectations and prejudices that fail to give the job-holder complete respect.
Page: 131
Level: Difficult
Learning Objective 2: Describe the essentials of performance management including the process,
methods, and errors.
Section Reference: Performance Measurement Errors
153. Describe the concept of job enrichment. How does job enrichment differ from other job
design strategies of job enlargement or job rotation?
Suggested Answer: Job enrichment is the practice of enhancing job content by building into it
more motivating factors such as responsibility, achievement, recognition, and personal growth.
This job design strategy differs markedly from job enlargement and job rotation in that it
enhances job content by adding duties –– such as planning and evaluating –– that would
otherwise be reserved for managers. In contrast, job enlargement and job rotation focus on
expanding the number of tasks a person performs, but all the tasks are at the same level of
responsibility.
Pages: 133-134
Level: Medium
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Enlargement and Job Rotation
Section Reference: Job Enrichment
154. Describe the core characteristics model of job enrichment. Explain how this model can
provide guidance to practicing managers. Should everyone’s job be enriched? Why or why not?
Suggested Answer: According to the core characteristics model of job enrichment an enriched
job will be high on the following core job characteristics: Skill variety  the degree to which a
job requires a variety of different activities to carry out the work and involves the use of a
number of different skills and talents of the individual. Task identity  the degree to which the
job requires the completion of a “whole” and identifiable piece of work; that is, one that involves
doing a job from beginning to end with a visible outcome. Task significance  the degree to
which the job has a substantial impact on the lives or work of other people elsewhere in the
organization or in the external environment. Autonomy  the degree to which the job gives the
individual substantial freedom, independence, and discretion in scheduling the work and in
determining the procedures to be used in carrying it out. Feedback from the job itself  the
degree to which carrying out the work activities required by the job results in the individual
obtaining direct and clear information on the results of his or her performance. The core job
characteristics directly impact three critical psychological states. Skill variety, task identity, and
task significance affect experienced meaningfulness of work; autonomy influences experienced
responsibility for the outcomes of the work; and feedback affects knowledge of actual results of
work activities. The critical psychological states, in turn, influence the following job outcomes:
high internal work motivation, high growth satisfaction, high general job satisfaction, and high
work effectiveness. The core job characteristics will not affect everyone in the same way.
Employees who have high growth-need strength and the requisite knowledge and skills, and are
satisfied with the work context will respond more favorably to enriched jobs. For those
employees who will likely respond favorably to job enrichment, managers can improve core job
characteristics. Managers can do this in the following ways: Form natural units of work  make
sure that the tasks people perform are logically related to one another and provide a clear and
meaningful task identity.
Combine tasks  expand job responsibilities by pulling together into one larger job a number of
smaller tasks previously done by others. Establish client relationships  put people in contact
with others who, as clients inside and/or outside the organization, use the results of their work.
Open feedback channels  provide opportunities for people to receive performance feedback as
they work and to learn how performance changes over time. Practice vertical loading  give
people more control over their work by increasing their authority for planning and controlling
activities previously done by supervisors.
Everyone’s job should not be enriched. The logic of individual differences suggests that not
everyone will want an enriched job. The people most likely to have positive reactions to job
enrichment are those who need achievement, who hold middle-class working values, or who are
seeking higher-order growth-need satisfaction at work. Job enrichment also appears to be most
advantageous when the job context is positive and when workers have the abilities needed to do
the enriched job. Moreover, costs, technological constraints, and work group or union opposition
may make it difficult to enrich some jobs.
Pages: 134-136
Level: Difficult
Learning Objective 3: Explain how job designs influence motivation and performance.
Section Reference: Job Characteristics Model
155. Describe each of the major alternative work arrangements. What are the advantages to the
individual and/or organization in using these options?
Suggested Answer: The five major categories of alternative work arrangements are the
following: compressed workweek, flexible working hours, job sharing, telecommuting, and parttime work. Each of these categories, along with their respective advantages is described below.
A compressed workweek is any work schedule that allows a full-time job to be completed in less
than the standard five days of eight-hour shifts. The benefits of the compressed workweek for the
individual are more leisure time and lower commuting costs. The benefits for the organization
are lower absenteeism and potentially improved performance. Flexible working hours describe
any work schedule that gives employees some choice in the pattern of their daily work hours.
The potential benefits of flexible working hours include giving people greater autonomy in work
scheduling while ensuring that they maintain work responsibilities, thereby enabling
organizations to attract and retain employees who have special non-work responsibilities.
Flexible working hours also can boost worker morale. Job sharing involves a work schedule
whereby one full-time job is split between two or more persons. Job sharing can benefit
organizations by enabling them to employ talented people who would otherwise be unable to
work. Telecommuting is a work arrangement that allows at least a portion of scheduled work
hours to be completed outside of the office. The potential individual advantages of
telecommuting include being one’s own boss and having more personal time. Part-time work is
work done on any schedule less than the standard 40-hour workweek and does not qualify the
individual as a full-time employee. Increasingly, employers are relying on part-time or
contingency workers to supplement the full-time workforce, often on a long-term basis. Because
contingency workers can be easily hired, contracted, and terminated in response to changing
needs, many employers like the flexibility they offer in controlling labor costs and dealing with
cyclical labor demand.
Pages: 136-139
Level: Medium
Learning Objective 4: Analyze the motivational effect of alternative work arrangements.
Section Reference: Alternative Work Schedules