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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