Managing human resources 17th edition snell test bank

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1. Managers need to constantly engage in a dialogue with their subordinates. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 2. Most performance appraisals focus on long-term improvement, rather than short-term achievements. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 3. The two most common purposes of performance management programs are administrative and developmental. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 4. The federal government began evaluating employees in 1842. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 5. Developmental purposes for performance appraisal include identifying strengths and weaknesses and improving communication.

a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 6. Developmental purposes for performance appraisal include evaluating goal achievement and validating selection criteria. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 7. Developmental purposes for performance appraisal include evaluating training programs and determining promotion candidates. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 8. Studies have shown that employees who earn performance-based pay are more satisfied. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 9. Performance management programs can be used for many purposes, including promotions, transfers, layoffs, and pay

decisions. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 10. Performance evaluations are simply a logical extension of the day-to-day performance management process. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 11. Managers may deflate performance ratings to make themselves look good as managers. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 12. Criterion deficiency occurs when performance standards focus on a single criterion and exclude other important but less quantifiable performance dimensions. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 13. Criterion deficiency occurs when performance standards have not been properly established and communicated to the

employee. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 14.

Criterion contamination occurs when different supervisors have different and inconsistent ratings of an employee’s performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 15. Criterion contamination occurs when factors outside an employee's control influence his or her performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom's: Knowledge 16. According to a Supreme Court ruling, performance appraisals are subject to the same validity criteria as selection procedures. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge

17. The HR department rarely has the primary responsibility for overseeing and coordinating a firm’s performance management system. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 18. Employees should be given a written copy of their job standards in advance of their performance evaluations. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 19. An appeals process is only necessary for administrative appraisals. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 20. In most instances, one person can easily observe and evaluate an employee's performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 21. Criterion deficiency refers to the extent to which the standards of an appraisal relate to the strategic objectives of the

organization in which they are applied. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 22. Self-evaluations are often best used for developmental purposes rather than for administrative decisions. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 23. Self-evaluations should be used primarily for administrative purposes. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 24. Subordinate evaluations are useful for rating on dimensions such as leadership ability, ability to delegate, and employee supportiveness. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom's: Knowledge 25. Subordinate evaluations should be used primarily for developmental purposes.

a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 26. One disadvantage of peer evaluations is the belief that they contain more biases and furnish less valid information than appraisals by superiors. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 27. Team evaluations are conceptually just a collection of the individual appraisals of a work unit. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 28. Internal customers can provide extremely useful feedback for both developmental and administrative purposes. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 29. Reliability refers to the stability or consistency of a standard. a. True

b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 30. A distributional rating error occurs when a single rating is skewed toward an entire group of employees. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 31. An error of central tendency is a performance-rating error in which all employees are more or less rated as average. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom's: Knowledge 32. Requiring raters to use a forced distribution reduces the chance of leniency or strictness errors. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 33. Having appraisals reviewed by a supervisor’s supervisor creates unnecessary redundancy and may actually result in greater legal liability. a. True b. False

ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 34. A recency error is an error in which the appraisal is based largely upon the employee's most recent behavior as opposed to their behavior throughout the entire appraisal period. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 35. Contrast errors are most likely when raters are required to rank employees in order from the best to the poorest. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 36. A similar-to-me error occurs when appraisers inflate the evaluations of people with whom they have something in common. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 37. A similar-to-me error, like contrast, results in less than accurate performance ratings, but would not be considered discriminatory. a. True

b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 38. Feedback training for raters should include communicating effectively, diagnosing causes of performance problems, and setting goals. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 39. It is unrealistic to presume that one person can fully observe and evaluate an employee’s performance. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 40. Results-oriented approaches have become more popular because they focus on the measurable contributions that employees make to an organization. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 41. One of the potential drawbacks of a trait-oriented performance appraisal is that traits can be biased and subjective. a. True

b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 42. Graphic rating scales include sets of statements between which the rater must choose, such as "works hard" vs. "works quickly." a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 43. The mixed-standard scale method evaluates traits according to a single scale. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 44. One of the benefits of the forced-choice method is the relatively small cost of establishing and maintaining its validity. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 45. The forced-choice method of appraisal is less effective as a tool for developing employees. a. True b. False

ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 46. A major drawback of the essay method is that composing an essay that attempts to cover all of an employee's essential characteristics is very time-consuming. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 47. The effectiveness of the essay method is affected by the rater's writing skills. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 48. Behavioral methods specifically describe which actions should (or should not) be exhibited on the job. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 49. One major advantage of a behaviorally anchored rating scale is that it is possible to use a scale developed for one job to appraise individuals in another, unrelated job. a. True b. False

ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 50. Results evaluations often give employees responsibility for their outcomes and discretion over the way they accomplish them. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 51. Behavior observation scales have rater check statements that they believe are characteristic of the employee. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 52. Measurable and quantifiable performance objectives are requirements for a successful MBO program. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 53. The Balanced Scorecard approach integrates four categories: financial, customer, process, and learning measures. a. True b. False ANSWER: False

POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 54. The Balanced Scorecard evaluation method translates broad corporate goals into divisional, departmental, team, and individual goals in a cascading way. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 55. The choice of performance evaluation method to use depends upon the purpose of the evaluation. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 56. Dividing the performance evaluation meeting into two sessions, one for the performance review and the other for the employee's growth plans, is a good strategy to improve communication between the parties. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 57. The three basic types of formats for providing feedback during a performance evaluation meeting are tell-and-sell, tell-and-listen, and problem-solving. a. True b. False

ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 58. The problem-solving format seeks to obtain an employee’s buy-in for a mutually agreed-upon way to overcome obstacles and improve the person’s actual performance. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 59. A self-evaluation ensures that an employee knows against what criteria he or she is being evaluated, eliminating any potential surprises. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 60. Because the appraisal interview is for developmental purposes, the interviewer rather than the employee should spend the majority of the time talking. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 61. Since praise is a powerful motivator, appraisers should alternate positive and negative statements during a performance appraisal interview. a. True

b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 62. Expressing appreciation for the work an employee has done well is likely to make the person more defensive about aspects of the job that are not going so well. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 63. Performance discussions should focus on the employee rather than on his or her behaviors. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 64. If an employee is doing something wrong, waiting for a formal evaluation later in the year to communicate that information is an example of a balanced approach to effective communication. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 65. A person's performance is a function of ability, environment, and motivation. a. True

b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 66. A diagnosis of poor employee performance should focus on the three interactive elements of ability, motivation, and external conditions. a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 67. Self-evaluations are often best used for administrative decisions rather than developmental purposes. a. True b. False ANSWER: False POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 68. The “horn error” is the opposite of the “halo effect.” a. True b. False ANSWER: True POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 69. The federal government began evaluating employees in 1842, when Congress passed a law mandating yearly performance review for: a. departmental clerks.

b. military personnel. c. postal employees. d. all federal employees.

ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 70. A problem with performance appraisal is that it: a. tends to be objective and consistent. b. identifies weaknesses of employees as well as strengths. c. tends to focus on short-term objectives rather than long-term learning. d. tends to be a bottom-up process.

ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 71. One study showed that organizations with strong performance management systems are ____ more likely to outperform their competitors in the areas of revenue growth, productivity, profitability, and market value a. 10-15 percent b. 20-30 percent c. 40-50 percent d. 80-90 percent ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 72. The two primary purposes of performance appraisals are: a. informative and developmental. b. managerial and administrative. c. managerial and informative. d. administrative and developmental.

ANSWER: d POINTS: 1 DIFFICULTY: Easy

LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 73. Administrative purposes of performance appraisal include all of the following EXCEPT: a. determining promotion candidates. b. evaluating training programs. c. documenting personnel decisions. d. providing performance feedback.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 74. Developmental purposes of performance appraisal include all of the following EXCEPT: a. recognizing individual performance. b. validating selection procedures. c. improving communication. d. identifying strengths and weaknesses.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 75. Which of the following is NOT a reason for the failure of appraisal programs? a. They discourage teamwork by focusing on workers’ individual achievements. b. They lay more focus on employee input into the development of the appraisal program. c. They are not useful for the majority of employees in the middle in terms of performance. d. They often focus on short-term achievements rather than long-term improvement and learning.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 76. In _____, the U.S. Supreme Court found that employees had been ranked against a vague standard, open to each supervisor’s own interpretation.

a. California Board of Regents v. Bakke b. Griggs v. Duke Power Co. c. Albemarle Paper Co. v. Moody d. Brito v. Zia ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 77. If a manager rates an employee higher than he or she deserves in order to look good as a manager in the eyes of his or her own superiors, this is an example of: a. criterion deficiency. b. organizational politics. c. criterion contamination. d. administrative appraisal purpose.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 78. Which of the following is NOT an advantage of the trait method of appraisals? a. Inexpensive to develop b. Uses meaningful dimensions c. Low potential for rating errors d. Easy to use ANSWER: c POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 79. The strategic relevance of performance appraisals refers to the extent to which: a. standards relate to the overall objectives of the organization. b. standards capture the entire range of an employee's responsibilities. c. individuals tend to maintain a certain level of performance over time. d. factors outside the employee's control can influence performance.

ANSWER: a POINTS: 1

DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 80. Freedom from criterion deficiency of performance appraisals refers to the extent to which: a. standards relate to the overall objectives of the organization. b. standards capture the entire range of an employee's responsibilities. c. individuals tend to maintain a certain level of performance over time. d. factors outside the employee's control can influence performance.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 81. If the performance evaluations that salespeople receive are based solely on sales revenue to the exclusion of other important factors, the performance management system suffers from: a. criterion contamination. b. lack of reliability. c. criterion deficiency. d. organizational politics.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 82. If a performance standard is found to be stable or consistent over time, it is said to be: a. free from contamination. b. relevant. c. reliable. d. valid.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension

83. Reliability in performance appraisal is measured by: a. correlating two sets of ratings made by a single rater or by two different raters. b. correlating the ratings of an employee at two different points in time. c. linking performance standards to organizational goals. d. quantifiable performance standards.

ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 84. The Supreme Court ruling states that: a. vague performance standards can be acceptable when clearly written. b. organizations should have carefully defined and measurable performance standards. c. while performance standards should be somewhat specific, there should be room for individual interpretation. d. descriptions of traits such as attitude and cooperation are acceptable performance standards.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 85. In light of recent court rulings, HR managers suggest that performance evaluations should meet all of the following legal guidelines EXCEPT: a. performance ratings must be job-related. b. employees must be provided with clear, written job standards in advance of their evaluations. c. performance evaluation should rarely be tied to compensation decisions. d. supervisors should be trained to use the evaluation form correctly.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 86. In most instances, who is in the best position to perform the function of evaluating an employee's performance? a. The HR personnel b. The employee's supervisor c. The employee d. Co-workers ANSWER: b

POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 87. Performance-related behaviors such as leadership ability, ability to delegate, and employee supportiveness may best be appraised by: a. the manager/supervisor. b. peers. c. subordinates. d. the management team.

ANSWER: c POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 88. Self-appraisals are best for: a. administrative purposes. b. developmental purposes. c. promotional purposes. d. regulatory purposes.

ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 89. One advantage of peer evaluations is that: a. peers are less politically motivated than supervisors. b. peers may furnish more accurate and valid information than supervisors. c. peers may work harder to help other employees improve performance. d. peers are often partially responsible for the performance of other co-workers.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension

90. A performance rating error in which the rater is reluctant to give employees either extremely high or extremely low ratings is referred to as a(n): a. recency error. b. error of central tendency. c. leniency or strictness error. d. halo error.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 91. A performance rating error in which the rater tends to give employees either extremely high or extremely low ratings is referred to as a(n): a. recency error. b. error of central tendency. c. leniency or strictness error. d. halo error.

ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 92. Which method of performance appraisal requires managers to place a certain percentage of employees into various performance categories? a. Forced distribution method b. Checklist method c. Percent method d. Forced-choice method ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 93. If one rates an employee's performance largely on the basis of the employee’s recent behavior, one commits a: a. leniency error. b. contrast error.

c. recency error. d. central tendency error.

ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 94. If one rates an average employee's performance high because they compared the employee to poor performers, one commits a: a. leniency error. b. contrast error. c. recency error. d. central tendency error.

ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 95. If one inflates the evaluation of people with whom they have something in common, one commits a: a. leniency error. b. similar-to-me error. c. recency error. d. central tendency error.

ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 96. A feedback training program for performance appraisal raters should cover at least all of the following areas EXCEPT: a. effective communication techniques. b. diagnosing the root causes of performance problems. c. setting goals and objectives. d. developing independent learning objectives.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate

LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 97. Performance appraisal methods can be broadly classified as either ____, ____, or ____ approaches. a. trait, behavioral, judgmental b. trait, behavioral, results c. behavioral, judgmental, results d. behavioral, judgmental, attitudinal ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 98. In the ____ method, each trait or characteristic to be rated is represented by a scale on which a rater indicates the degree to which an employee possesses that trait or characteristic. a. mixed-standard scale b. graphic rating scale c. behaviorally anchored rating scale d. behavior observation scale ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 99. Which rating format uses three specific behavioral descriptions relevant to each trait and then asks supervisors to evaluate whether an employee's behavior is better than, equal to, or worse than the standard for each behavior? a. Mixed-standard scale b. Forced-choice method c. Behaviorally anchored rating scale d. Behavior observation scale ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge

100. A method of rating performance in which the rater chooses from statements that appear equally favorable or equally unfavorable is known as the: a. forced-distribution method. b. graphic rating scales. c. behaviorally anchored rating scale d. forced-choice method.

ANSWER: d POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 101. Which of the following is NOT a disadvantage of the essay method? a. It is very time-consuming. b. It must follow a job-specific format. c. It's appraisal quality could be influenced by the supervisor's writing skills. d. It is highly subjective and could be biased.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 102. If the primary objective of a performance appraisal is to give employees developmental feedback, which of the following appraisal methods is most ideal? a. Trait b. Results c. Behavioral d. Attitudinal ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 103. What is the first step in the management by objectives (MBO) process? a. Develop organization goals and metrics b. Develop department goals and metrics c. Review performance d. Add new inputs

ANSWER: a POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 104. The type of scale that uses critical incidents as examples of different points along the scale is known as: a. the mixed-standard scale. b. the global rating. c. the behaviorally anchored rating scale. d. the dimensional rating.

ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 105. One major advantage of a behaviorally anchored rating scale is that: a. it requires a great deal of employee participation which leads to greater acceptance. b. the same rating scale can be used across all the departments of an organization. c. it takes a relatively short time to develop. d. the rating scale can be developed with little expertise.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 106. The procedures followed to develop a behaviorally anchored rating scale typically result in scales that: a. have a high degree of construct validity. b. have a high degree of content validity. c. can be used to rate employees across different jobs. d. cost the least to develop.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension

107. Which of the following is a performance appraisal approach designed to measure how frequently employees exhibit certain behaviors? a. Management by objectives b. Behaviorally anchored rating scale c. Behavior observation scale d. Trait scale ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 108. Which of the following is NOT a component of the Balanced Scorecard approach? a. Competitor b. Learning c. Customer d. Financial ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 109. If an appraisal focuses on a narrow set of results criteria to the exclusion of other important but less quantifiable performance dimensions, the performance management system may suffer from: a. criterion deficiency. b. rater bias. c. lack of reliability. d. criterion contamination.

ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 110. Requirements for a successful management by objectives (MBO) program include all of the following EXCEPT that: a. the results must be under the control of the employee. b. timeframes for when the goals are to be reviewed and evaluated need to be established. c. goal statements must be accompanied by descriptions of how they will be accomplished.

d. both trait and critical incident objectives must be set.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 111. An appraisal system that allows each individual to see clearly how his or her performance ties into the overall performance of the firm is: a. the balanced scorecard approach. b. the 360-degree evaluation. c. the customer-oriented approach. d. management by objectives.

ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 112. An appraisal system that takes into account financial, customer, processes, and learning categories is called: a. the balanced scorecard approach. b. the 360-degree evaluation. c. the customer-oriented approach. d. management by objectives.

ANSWER: a POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 113. The choice of an appraisal method should be largely based on: a. the preferred technique of the personnel department. b. the purpose of the appraisal. c. the reaction of employees. d. what skills the developer of the system possesses.

ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills

STATE STANDARDS: KEYWORDS:

United States - OH - DISC: HRM Bloom’s: Knowledge

114. The appraisal interview should be divided into two sessions, one each for: a. positive comments and negative comments. b. performance review and employee's growth plans. c. performance review and compensation discussion. d. establishing performance standards and reviewing performance.

ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 115. The appraisal interview: a. should take place in one session in order to give the employee a complete view of his or her performance. b. can be divided into two sessions, though this is not advisable. c. is most suitable for the supervisor to give feedback on past performance and should not be used for developmental purposes. d. should be held in two segments because the rater must perform the role of both evaluator and counselor.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 116. The three basic types of formats for providing feedback during a performance evaluation meeting or feedback session are: a. tell-and-sell, tell-and-train, and developmental. b. tell-and-sell, tell-and listen, and problem-solving. c. tell-and-train, problem-solving, and developmental. d. tell-and-listen, tell-and-train, and problem-solving.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 117. The appraisal interview that requires interviewers to possess the ability to persuade an employee to change his or her behavior in a certain way is:

a. tell-and-develop. b. tell-and-listen. c. tell-and-sell. d. problem-solving.

ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 118. Which of the following type of formats gives both managers and employees an opportunity to release and iron out any frustrating feelings they might have? a. Tell-and-develop b. Tell-and-listen c. Tell-and-sell d. Problem-solving ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 119. In which type of appraisal interview does the interviewer communicate the strong and weak points of an employee's performance during the first part of the interview and then explore the employee's feelings about the appraisal in the second part? a. Problem-solving b. Tell-and-develop c. Tell-and-sell d. Tell-and-listen ANSWER: d POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 120. Listening, accepting, and responding to feelings are essential elements of the _____ performance evaluation format. a. tell-and-develop b. tell-and-listen c. tell-and-sell d. problem-solving

ANSWER: d POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 121. As an appraiser, one should try to do all of the following EXCEPT: a. minimizing criticism. b. changing the person, not the behavior. c. identifying the source of ineffective performance. d. being supportive and demonstrating that one cares.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 122. As a rule of thumb, a supervisor should spend approximately ____ percent of the time talking during an appraisal interview. a. 10 to 15 b. 20 to 25 c. 30 to 35 d. 40 to 45 ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 123. An inappropriate interview technique in which praise serves to cushion criticism by alternating positive statements with negative statements is known as: a. the sandwich technique. b. the cushioning technique. c. the rollercoaster technique. d. sympathetic interviewing.

ANSWER: a POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills

STATE STANDARDS: KEYWORDS:

United States - OH - DISC: HRM Bloom’s: Comprehension

124. Tips for using criticism constructively includes all of the following EXCEPT: a. considering whether it is really necessary. b. not exaggerating. c. watching one's timing. d. using the “sandwich technique.”

ANSWER: d POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 125. It is recommended that a diagnosis of poor employee performance focus on all of the following EXCEPT: a. skill. b. personality. c. effort. d. external conditions.

ANSWER: b POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 126. Research suggests that when it comes to our own performance, most of us first attribute our bad performance to: a. inadequate training. b. poor motivation. c. external constraints. d. lack of ability.

ANSWER: c POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 127. Managers often first assume poor performance of subordinates to: a. inadequate training. b. poor motivation. c. external constraints.

d. lack of ability.

ANSWER: d POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 128. Some organizations believe that appraisals are useful : a. as a warning to inexperienced employees. b. only for highly effective or ineffective employees. c. only for veteran employees. d. for employees nearing retirement.

ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 129. Employees who earn performance-based pay are more _____. a. mobile b. satisfied c. educated d. cynical ANSWER: b POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Knowledge 130. A process whereby managers meet to discuss the performance of individual employees to ensure that their employee evaluations are in line with one another is referred to as _____. a. cross-referencing b. authentication c. mentoring d. calibration ANSWER: d POINTS: 1 DIFFICULTY: Easy LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills

STATE STANDARDS: KEYWORDS:

United States - OH - DISC: HRM Bloom’s: Knowledge

131. The main disadvantage of a behaviorally anchored rating scale (BARS) is that it: a. requires considerable legal “vetting” by a skilled attorney. b. has a negative reputation among HR professionals. c. is useful only for manual jobs. d. requires considerable time and effort to develop.

ANSWER: d POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 132. Explain the two main purposes of performance management programs and why performance management systems sometimes fail.

ANSWER: Performance management programs serve many purposes, but in general those purposes can be clustered into two categories: administrative and developmental. The administrative purposes include decisions about who will be promoted, transferred, or laid off. They can also include compensation decisions and the like. Developmental decisions include those related to improving and enhancing an individual's capabilities. These include identifying a person's strengths and weaknesses, eliminating external performance obstacles, establishing training needs, and so on. The combination of administrative and developmental purposes of performance appraisal reflect, in a specific way, human resources management's larger role of integrating the individual with the organization.

Formal evaluations fail due to the following reasons: • Inadequate preparation on the part of the manager.

• The employee is not given clear objectives at the beginning of performance period.

• The manager may not be able to observe performance or have all the information.

• The performance standards may not be clear.

• Inconsistent ratings among supervisors or other raters.

• Manager rates employee’s personality rather than performance.

• The halo effect, contrast effect, or some other perceptual bias.

• Inappropriate time span for evaluation (either too short or too long).

• Overemphasis on uncharacteristic performance.

• Inflated ratings because managers do not want to deal with “bad news.”

• Subjective or vague language in written evaluations.

• Organizational politics or personal relationships cloud judgments.

• No thorough discussion of causes of performance problems.

• Manager may not be trained at evaluation or giving feedback.

• No follow up and coaching after the evaluation.

POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-1 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension

133. What are the four basic considerations for establishing performance standards?

ANSWER: Before any appraisal is conducted, the standards by which performance is to be evaluated should be clearly defined and communicated to the employee. These standards should be based on job-related requirements derived from job analysis and reflected in the job descriptions and job specifications. In establishing performance standards, there are four basic considerations: strategic relevance, criterion deficiency, criterion contamination, and reliability.

First, performance standards should have strategic relevance. Strategic relevance refers to the extent to which performance standards are related to the strategic objectives of the organization. A second consideration in establishing performance standards is the extent to which the standards capture the entire range of an employee's responsibilities. When performance standards focus on a single criterion to the exclusion of other important performance dimensions, then the appraisal system is said to suffer from criterion deficiency.

In addition to criterion deficiency, performance standards can also be contaminated. When performance standards include factors outside an employee's control that can influence his or her performance, then the appraisal system is said to suffer from criterion contamination.

Fourth, performance standards should be reliable. Reliability refers to the stability or consistency of a performance standard, or the extent to which individuals tend to maintain a certain level of performance over time.

POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 134. Discuss the various types of rating errors that may exist in performance evaluation.

ANSWER: 1. Errors of central tendency - A performance rating error in which all employees are rated about average; 2. Leniency or strictness errors - A performance rating error in which the appraiser tends to give employees either unusually high or unusually low ratings; 3. Recency errors - A performance rating error in which the appraisal is based largely on the employee’s most recent behavior rather than on behavior throughout the appraisal period; 4. Contrast errors - A performance rating error in which an employee’s evaluation is biased either upward or downward because of comparison with another employee just previously evaluated; 5. Similar-to-me errors - A performance rating error in which an appraiser inflates the evaluation of an employee because of a mutual personal connection.

POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-2 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 135. Discuss the requirements for a successful management by objectives (MBO) program.

ANSWER: The following guidelines can help an MBO program succeed: 1. The objectives should be quantifiable and measurable and accompanied by a description of how they will be accomplished.

2. The results that are expected must be under the employee’s control. Managers must be

willing to empower employees to accomplish their goals on their own, giving them discretion over the methods they use (but holding them accountable for the outcomes).

3. The firm’s goals and objectives must be consistent, or aligned, with the goals of employees at all levels, including a firm’s top managers.

4. Timeframes for when the goals are to be reviewed and evaluated need to be established.

POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-3 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 136. Explain the different types of performance evaluation meetings and feedback sessions.

ANSWER: There are three basic types of formats for providing feedback during a performance evaluation meeting or feedback session: tell-and-sell, tell-and-listen, and problem-solving.

1. Tell-and-Sell. The skills required in the tell-and-sell format include the ability to persuade an employee to change his or her behavior in a certain way. This may require the development of new behaviors on the part of the employee and skillful use of motivational incentives on the part of the appraiser/supervisor. But because there is less communication on the part of the employee, this format is less than ideal. However, it may be used if other formats haven’t worked, the employee is resistant to change, or the employee is reluctant to participate in the discussion.

2. Tell-and-Listen. In the tell-and-listen format, the appraiser or supervisor communicates the strong and weak points of an employee’s job performance during the first part of the session.

During the second part of the session, the employee’s feelings about the evaluation are thoroughly explored. The tell-and-listen method gives both managers and employees the opportunity to release and iron out any frustrating feelings they might have.

3. Problem-Solving. This format is the most proactive. Listening, accepting, and responding to feelings are essential elements of it. However, the format goes beyond an interest in the employee’s feelings. It seeks to obtain the employees’ buy-in for a mutually agreed-upon way to overcome obstacles and actually improve the person’s actual performance.

Managers shouldn't assume that one format is best for every review session. Rather, they can use one or more of the formats depending on the purpose of the session, the topic being discussed, and the receptiveness of the employee.

POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension 137. What are some important guidelines for conducting a successful performance evaluation meeting?

ANSWER: There are probably no hard-and-fast rules for how to conduct an evaluation, but the guidelines that follow can increase an employee’s willingness to discuss his or her performance and improve it, accept feedback from his or her supervisors, and increase the person’s overall satisfaction with the feedback process.

1. Ask for a self-evaluation 2. Invite participation 3. Express appreciation 4. Be supportive and demonstrate that you care

5. Minimize criticism 6. Establish goals 7. Follow-up day-to-day 8. Change the behavior, not the person POINTS: 1 DIFFICULTY: Moderate LEARNING OBJECTIVES: MGHR.SNEL.17.8-4 NATIONAL STANDARDS: United States - BUSPROG - Analytic - Business knowledge and analytic skills STATE STANDARDS: United States - OH - DISC: HRM KEYWORDS: Bloom’s: Comprehension