Test Bank For Principles of Business & Management Practicing Ethics, Responsibility, Sustainability,Third Edition Oliver Laasch Chapter 1-21
Multiple choice questions bank Contents Chapter 1: Management in context Chapter 2: Management in practice Chapter 3: Ethical management Chapter 4: Responsible management Chapter 5: Sustainable management Chapter 6: Organizing Chapter 7: Behaving Chapter 8: Folleading Chapter 9: Deciding Chapter 10: Communicating Chapter 11: Digitalizing Chapter 12: Glocalizing Chapter 13: Strategizing Chapter 14: Innovating Chapter 15: Entrepreneuring Chapter 16: Supply management Chapter 17: Operations management Chapter 18: Marketing management Chapter 19: People management Chapter 20: Accounting and controlling Chapter 21: Financial management
Instructions and overview Below are a number of multiple-choice questions relevant to this book. The questions are based on Bloom‟s taxonomy. The classification was developed to provide a common language for teachers to discuss and exchange learning and assessment methods. Using Bloom‟s taxonomy, the goal of the teacher is to encourage higher-order thought in their students by building up from lower-level cognitive skills. The six levels of Bloom‟s taxonomy, in order (lowest to highest), are remembering, understanding, application, analysis, evaluating and creating. All of these stages slot into the cognitive domain, which relates to how the brain processes information and thoughts. Multiple choice tests can help to examine student ability with regard to a specific content area and are used for Levels 1–4 of Bloom‟s taxonomy. Note that four questions are presented for each of these levels. Levels 5 and 6 are excluded from the multiple-choice questions. This is because students must be able to make judgements and justify decisions in Level 5. In Level 6 students should be able to put elements together to create a point of view. Therefore, to develop student skills for these levels, essay questions are more applicable. They provide a complex prompt that requires written responses, which can vary in length. They provide students with an opportunity to explain their understanding and demonstrate creativity. Each multiple-choice question has four options; the correct answer is listed below the options. Level 1 questions (remembering) are very simple, progressing to Level 4 questions (analysing) which are more difficult; this should be considered when setting quizzes or exams. A description of each level is now outlined in the table below. Level
Description
Level 1 (remembering)
Recall facts without understanding. Students exhibit previously learnt material by recalling facts, terms, basic concepts and answers.
Level 2 (understanding)
To show understanding, finding information from the text. Demonstrating basic understanding of facts and ideas also if they are not presented in the form, sequence or context in which they were originally introduced.
Level 3 (applying)
To use in a new situation. Solving problems by applying acquired knowledge, facts, techniques and rules in a different way. We particularly focus on students‟ ability to spot concepts in practical examples and content and transfer concepts to practice.
Level 4 (analysis)
To examine in detail. Examining and breaking information down into parts by identifying motives or causes; making inferences and finding evidence to support generalizations. Questions are mostly more complex and richer in detail than Level 3 questions, and typically apply book knowledge to develop recommendations for practice or to recommend courses of action based on particular concepts.
For each chapter, there is a full set of 20 core questions (Arabic numbers 1, 2, 3, …), five questions per level. Most chapters also have additional questions for instructors to choose from (marked with small letters a, b, c…). The core questions are deemed to cover each chapter‟s main concepts and are likely to apply for a wide variety of courses. The additional questions are either more specific questions, more tuned in to specialized courses, covering contents from each chapter‟s back end, or they are questions that closely resemble (but are slightly different) to some of the core questions. The latter might prove useful for instructors who want to make sure that students don‟t simply learn all answers by heart, but are instead able to catch why a slightly different questions implies a different answer.
Example of possible instruction to students: For each of the following questions, read each question carefully and then choose the answer you believe is most correct.
Questions by chapter Chapter 1: Management in context Level 1 (remembering) 1. Which one is the closest match to the definition of a profession put forward in the chapter? a. An occupation that serves society and the world b. A specialized occupation in service of the world and society c. A specialist who serves society and the world d. Doctors, lawyers and fire(wo)men Ans: B 2. Which term does the following definition match? „Innovations in professional management practices addressing the world‟s pressing issues, often in conflict with oldworld management practices‟. a. Old world management b. New world management c. Transition world management d. None of these Ans: C
3. Dimensions of professional management are ethics, sustainability and which other? a. Prosperity b. Responsibility c. Professionalism d. None of these Ans: B
4. Can you name the term which best describes the actions that are not conducted in the service of society and without professional conduct? a. Unprofessional management practice b. Unethical management practice
c. Irresponsible management practice d. None of these Ans: A
5. Planetary boundaries most strongly relate to: a. Economical thresholds b. Ecological thresholds c. Ethological thresholds d. Societal thresholds Ans: B
Level 2 (understanding) 6. Use the definitions of ethics, responsibility and sustainability to identify which one out of the following issues is most related to ethics, and less to responsibility and sustainability? a. Corruption b. Labour standards c. Community wellbeing d. Global warming Ans: A
7. Which one of the following Sustainable Development Goals cannot be addressed through managerial practice? a. Decent work and economic growth b. Gender equality c. Peace, justice and strong institutions d. All of them can be addressed through managerial practice Ans: A
8. Which one of the following economic models understands humanity‟s economic activity as belonging to a subsystem of the world‟s natural ecosystem? a. Heterodox economics