TEST BANK& INSTRUCTOR’S MANUAL FOR Essentials of Organizational Behaviour Third Canadian Edition

TEST BANK& INSTRUCTOR’S MANUAL FOR Essentials of Organizational Behaviour Third Canadian Edition

TEST BANK& INSTRUCTOR’S MANUAL Umair Shah University of Waterloo

Essentials of Organizational Behaviour Third Canadian Edition Stephen P. Robbins San Diego State University Timothy A. Judge University of Notre Dame Katherine E. Breward University of Winnipeg

ISBN 978-0-13-7317813 Copyright © 2023 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Essentials of Organizational Behaviour by Robbins/Judge/Breward, to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

Contents Chapter 1

What Is Organizational Behaviour?

1-1

Chapter 2

Organizational Culture

2-1

Chapter 3

Diversity in Organizations

3-1

Chapter 4

Attitudes, Emotions, Moods, and Stress Management

4-1

Chapter 5

Personality and Values

5-1

Chapter 6

Perception and Individual Decision Making

6-1

Chapter 7

Motivation

7-1

Chapter 8

Foundations of Group Behaviour

8-1

Chapter 9

Understanding Work Teams

9-1

Chapter 10

Communication

10-1

Chapter 11

Leadership

11-1

Chapter 12

Power and Politics

12-1

Chapter 13

Conflict and Negotiation

13-1

Chapter 14

Organizational Change

14-1

Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 01: What Is Organizational Behaviour? Multiple Choice Questions 1. Until the late 1980s, business school curricula emphasized the A) ethical B) people C) technical D) human E) global

aspects of management.

Difficulty: 1 QuestionID: 01-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important Miscellaneous: Type—MC Answer: C) technical 2. Which of the following is a reason why business schools have begun to include classes on organizational behaviour? A) to increase manager effectiveness in organizations B) to help human resource departments layoff employees C) to undermine organizations' consulting needs D) to challenge workers E) to reduce organizations' profits Difficulty: 3 QuestionID: 01-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—MC Answer: A) to increase manager effectiveness in organizations 3. There is a connection between companies which have behaviour principles. A) high turnover rates B) specialized technical processes C) superior employee performance D) long-lasting CEOs E) all of the above

1

and the incorporation of organizational

Difficulty: 1 QuestionID: 01-1-03 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—MC Answer: C) superior employee performance 4. is the study of the impact that individuals, groups, and structures have on behaviour within organizations. A) Leadership B) Organizational strategy C) Performance management D) Employee relations E) Organizational behaviour Difficulty: 1 QuestionID: 01-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—MC Answer: E) Organizational behaviour 5. What are the three primary determinants of behaviour in organizations? A) profit structure, organizational complexity, and job satisfaction B) individuals, profit structure, and job satisfaction C) individuals, groups, and job satisfaction D) groups, structure, and profit structure E) individuals, groups, and structure Difficulty: 2 QuestionID: 01-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—MC Answer: E) individuals, groups, and structure 6. Which of the following is not a topic or concern related to OB? A) turnover B) leader behaviour C) productivity 2

D) management E) family behaviour Difficulty: 1 QuestionID: 01-1-06 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—MC Answer: E) family behaviour 7. Which of the following is not a core topic of organizational behaviour? A) motivation B) attitude development C) conflict D) resource allocation E) work design Difficulty: 2 QuestionID: 01-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—MC Answer: D) resource allocation 8. Betty believes that it is best to take the casual or common sense approach to reading others. She needs to remember that . A) the casual approach is nonsensical, and should be avoided as much as possible B) the systematic approach and the casual approach are one and the same C) laboratory experiments on human behaviour often result in unreliable findings D) the casual or common sense approach to reading others can often lead to erroneous predictions E) behaviour is unpredictable, hence there is no accurate way to analyze it Difficulty: 1 QuestionID: 01-1-08 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. Miscellaneous: Type—MC Answer: D) the casual or common sense approach to reading others can often lead to erroneous predictions 9. In order to predict human behaviour, it is best to supplement your intuitive opinions with information derived in what fashion? 3

A) common sense B) direct observation C) systematic study D) speculation E) organizational theory Difficulty: 1 QuestionID: 01-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. Miscellaneous: Type—MC Answer: C) systematic study 10. Which of the following explains the usefulness of the systematic approach to the study of organizational behaviour? A) Human behaviour does not vary a great deal between individuals and situations. B) Human behaviour is not random. C) Human behaviour is not consistent. D) Human behaviour is rarely predictable. E) Human behaviour is often not sensible. Difficulty: 2 QuestionID: 01-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. Miscellaneous: Type—MC Answer: B) Human behaviour is not random. 11. Which of the following problems would an OB study be least likely to focus on? A) an increase in absenteeism at a certain company B) a fall in productivity in one shift of a manufacturing plant C) a decrease in sales due to growing foreign competition D) an increase in theft by employees at a retail store E) excessive turnover among volunteer workers at a nonprofit organization Difficulty: 2 QuestionID: 01-1-11 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: C) a decrease in sales due to growing foreign competition 12. Analyzing relationships, determining causes and effects, and basing conclusions on scientific evidence 4

all constitute aspects of A) organizational B) intuitive C) theoretical D) systematic E) case-based

study.

Difficulty: 1 QuestionID: 01-1-12 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) systematic 13. Which of the following terms means looking at relationships, attempting to attribute causes and effects, and basing conclusions on scientific evidence? A) organizational behaviour B) scientific study C) evidence-based management D) big data E) social science Difficulty: 2 QuestionID: 01-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: B) scientific study 14. Janet needs to assign a very important advertising account to one of her writers. First she reviewed each writer's work load, then she studied the sales data of the products for the last three campaigns of each writer, then she reviewed each writer's annual review to familiarize herself with their goals. Finally, she gave the account to Paula, a very creative, efficient writer who has had high sales results with her last three clients' products. Janet's management style is based on . A) intuition or "gut feeling" B) organizational behavioural studies C) subjective assessments D) preconceived notions E) scientific study Difficulty: 2 QuestionID: 01-1-14 Skill: Application Notes: AACSB—Analytical Thinking 5

Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: E) scientific study 15. Basing managerial decisions on the best available scientific support is called A) intuition B) organizational process C) organizational behaviour D) evidence-based management E) conceptual management

.

Difficulty: 1 QuestionID: 01-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) evidence-based management 16. Which of the following argues that managers should search for the best available knowledge and apply the relevant information when answering a managerial question? A) scientific study B) systems approach C) conceptual management D) evidence-based management E) contingency theory Difficulty: 2 QuestionID: 01-1-16 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) evidence-based management 17. "Big data" has been recently applied to making effective decisions and A) managing human resources B) creation of surveys C) decreasing online sales D) marketing campaigns E) none of the above Difficulty: 1 QuestionID: 01-1-17 Skill: Concept Notes: AACSB—Analytical Thinking 6

.

Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) managing human resources 18. Which of the following involves the extensive use of statistical compilation and analysis for making effective decisions and managing human resources? A) "big data" B) evidence-based management C) social science D) political science E) neuroscience Difficulty: 2 QuestionID: 01-1-18 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) "big data" 19. Austin is a graduate student helping to organize a study on individual job satisfaction. The study focuses on the top five causes of satisfaction or dissatisfaction on a job. His department is surveying 200 individuals in 100 different types of organizations. Austin is most likely a graduate student in the department of . A) psychology B) anthropology C) political science D) social psychology E) archaeology Difficulty: 3 QuestionID: 01-1-19 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) psychology 20. Which behavioural science discipline is most focused on understanding individual behaviour? A) sociology B) social psychology C) psychology D) anthropology E) organizational behaviour Difficulty: 1 7

QuestionID: 01-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: C) psychology 21. Psychology's major contributions to the field of organizational behaviour have been primarily at what level of analysis? A) the level of the group B) the level of the individual C) the level of the organization D) the level of culture E) the level of interacting groups Difficulty: 3 QuestionID: 01-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: B) the level of the individual 22. is a science that seeks to measure, explain, and sometimes change the behaviour of humans and other animals. A) Psychiatry B) Psychology C) Sociology D) Political science E) Organizational behaviour Difficulty: 1 QuestionID: 01-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: B) Psychology 23. You are bringing together faculty from different behavioural disciplines to author a new textbook in organizational behaviour. Represented are professors from psychology, sociology, social psychology, anthropology, political science, and industrial engineering. Which faculty member should furnish information about personality, learning, and motivation? A) the sociologist B) the psychologist C) the anthropologist 8

D) the political scientist E) the industrial engineer Difficulty: 3 QuestionID: 01-1-23 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: B) the psychologist 24. The science of was developed by applying general concepts to a particular situation, person, or group. A) organizational behaviour B) anthropology C) psychology D) sociology E) social psychology Difficulty: 1 QuestionID: 01-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) organizational behaviour 25. You are bringing together faculty from different behavioural disciplines to author a new textbook in organizational behaviour. Represented are professors from psychology, sociology, social psychology, anthropology, political science, and industrial engineering. Which professor out of this group would you expect to address issues on communication? A) the psychologist B) the anthropologist C) the political scientist D) the social psychologist E) the industrial engineer Difficulty: 3 QuestionID: 01-1-25 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) the social psychologist 26. Group behaviour, power, and conflict are central areas of study for 9

.

A) archaeologists B) philanthropists C) anthropologists D) social psychologists E) operations analysts Difficulty: 1 QuestionID: 01-1-26 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) social psychologists 27. blends concepts from psychology and sociology and focuses on the influence people have on one another. A) Corporate strategy B) Anthropology C) Political science D) Social psychology E) Archaeology Difficulty: 1 QuestionID: 01-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) Social psychology 28. Jude is a social psychologist. He is working on a concept in social psychology, which is a major study area, and learning how to implement it and how to reduce barriers to its acceptance. Jude is studying the concept of . A) culture B) ethics C) power D) change E) fatigue Difficulty: 3 QuestionID: 01-1-28 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) change 10

29. You are bringing together faculty from different behavioural disciplines to author a new textbook in organizational behaviour. Represented are professors from psychology, sociology, social psychology, anthropology, political science, and industrial engineering. You should expect that the faculty member from will probably contribute information about large-scale group behaviour. A) sociology B) psychology C) social psychology D) anthropology E) industrial engineering Difficulty: 3 QuestionID: 01-1-29 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) sociology 30.

focuses on the study of people in relation to their social environment. A) Psychology B) Sociology C) Corporate strategy D) Political science E) Operations management

Difficulty: 3 QuestionID: 01-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: B) Sociology 31. Which field of study has contributed to OB through its research on organizational culture and formal organization theory and structure? A) psychology B) operations management C) corporate strategy D) political science E) sociology Difficulty: 1 QuestionID: 01-1-31 Skill: Concept Notes: AACSB—Analytical Thinking 11

Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: E) sociology 32. Which field of study has helped us understand differences in fundamental values, attitudes, and behaviour between people in different countries and within different organizations? A) anthropology B) corporate strategy C) political science D) operations research E) psycholinguistics Difficulty: 2 QuestionID: 01-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) anthropology 33. Myriam is analyzing the gender roles of men and women in management in Canada and comparing them to the gender roles in management in Japan. She is surveying fifty male and fifty female managers in each country to compare their daily behaviour. Myriam's study exemplifies how contributes to OB. A) anthropology B) psychology C) archaeology D) political science E) corporate strategy Difficulty: 2 QuestionID: 01-1-33 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) anthropology 34. The subject of organizational culture has been most influenced by which behavioural science discipline? A) anthropology B) psychology C) social psychology D) political science E) corporate strategy

12

Difficulty: 1 QuestionID: 01-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: A) anthropology 35. Which field of study provides insight into the distribution of power and resources, and how those distribution decisions are influenced? A) social psychology B) sociology C) anthropology D) political science E) psychology Difficulty: 1 QuestionID: 01-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: D) political science 36. Which group of researchers study the government regulation of industry, strategic mergers and acquisitions, and public relations? A) psychologists B) sociologists C) political scientists D) anthropologists E) behavioural scientists Difficulty: 1 QuestionID: 01-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: C) political scientists 37. Which field of study explores the structure and function of the human nervous system and brain? A) social psychology B) sociology C) anthropology D) political science E) neuroscience 13

Difficulty: 1 QuestionID: 01-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: E) neuroscience 38. Which field of study has recently begun contributing to OB by studying such topics as the impact of hormone levels on risk-taking in business contexts and the influence of pheromones on team behaviours? A) social psychology B) sociology C) anthropology D) political science E) neuroscience Difficulty: 2 QuestionID: 01-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: E) neuroscience 39. What is the major contribution of the Hawthorne studies that were conducted between 1924 and 1932 at Hawthorne Electrical Company? A) helping develop the concept of bounded rationality B) discovering the influence of the broader environment on management practice C) making understanding of culture and change more immediately relevant to management research D) offering new insights about optimizing the effectiveness of diversity management programs E) helping launch an entire area of study devoted to motivation and teams Difficulty: 2 QuestionID: 01-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—MC Answer: E) helping launch an entire area of study devoted to motivation and teams 40. Organizational behaviour is constructed from all of the following disciplines except A) physics B) psychology C) anthropology D) sociology 14

.

E) social psychology Difficulty: 3 QuestionID: 01-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—MC Answer: A) physics 41. OB concepts must reflect contingency conditions for all of the following reasons except A) human beings are complex B) our predictions and assumptions are almost accurate all the time C) one person's behaviour changes in different situations D) we are limited in our ability to make sweeping generalizations E) two people often act very differently in the same situation

.

Difficulty: 2 QuestionID: 01-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—MC Answer: B) our predictions and assumptions are almost accurate all the time 42. Human beings are complex, and few, if any, simple and universal principles explain organizational behaviour. Nevertheless, it does not mean that OB cannot offer reasonably accurate explanations of human behaviour or make valid predictions. It does mean that OB concepts must . A) focus on the reliability and validity of research data B) attempt to establish cause-and-effect relationships C) be consistently applicable across a wide range of situations D) reflect situational, or contingency, conditions E) avoid assumptions Difficulty: 1 QuestionID: 01-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—MC Answer: D) reflect situational, or contingency, conditions 43. Which of the following statements best describes contingency variables? A) They are scientific factors based on universal truths. B) They are factors that moderate the relationship between two or more events or situations. C) There is general consensus among OB researchers that they can be controlled. 15

D) They are the cause-and-effect principles that tend to apply to all situations that have been discovered. E) They are simple and universal principles that explain organizational behaviour. Difficulty: 2 QuestionID: 01-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—MC Answer: B) They are factors that moderate the relationship between two or more events or situations. 44. Raymond is completing a study on discrimination in which he has noted that saleswomen who wear skirt suits make more sales than saleswomen who only wear pant suits. However, Raymond determined that his findings only pertained to those industries in which the purchasing decision maker is traditionally masculine. For example, the sales results were the same for all women selling to medical office managers, a female-dominated field. Raymond used variables to more accurately explain his results. A) global B) general C) dependent D) non-reactive E) contingency Difficulty: 2 QuestionID: 01-1-44 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—MC Answer: E) contingency 45. Munwar and Jackson both work as logistics supervisors at a successful restaurant management company. Recently, the manager for District G retired and both Munwar and Jackson have been approached about filling the position. While Munwar was excited about the possible promotion, Jackson was not interested in the position because it would require relocation and travel as well as the supervision of over 200 employees. Jackson's behaviour can be explained by . A) sociology B) big data C) organizational behaviour D) contingency variables E) interpersonal skills Difficulty: 2 QuestionID: 01-1-45 Skill: Application Notes: AACSB—Analytical Thinking 16

Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—MC Answer: D) contingency variables 46. Which of the following has not contributed to blurring the lines between employees' work life and personal life? A) communication technology allowing employees to work any time and from any place B) organizations asking employees to put in longer hours C) creation of flexible teams D) the increase in employees with dependent parents E) the increase in single-parent households Difficulty: 2 QuestionID: 01-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: C) creation of flexible teams 47. Which of the following does not bring opportunities for managers to use OB concepts? A) The typical employee is getting older. B) The workforce is becoming increasingly diverse. C) Temporary workers are heavily used. D) Global competition requires employees to become more flexible. E) Employees are more educated. Difficulty: 3 QuestionID: 01-1-47 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) Employees are more educated. 48. Which of the following represents a typical organizational response to economic pressures? A) hire more people B) lay off employees C) extend employee work hours D) increase employee compensation E) enforce more strict work rules Difficulty: 1 QuestionID: 01-1-48 17

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: B) lay off employees 49. The difference between good and bad management can be the difference between . A) profit; loss B) employment; success C) development; deterioration D) collaboration; noncooperation E) productivity; unproductivity

_ and

Difficulty: 1 QuestionID: 01-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) profit; loss 50. Which of the following factors makes it imperative that managers be adaptive in their approaches? A) workforce diversity B) corporate excess C) truncated capacity D) advances in corporate strategy E) globalization Difficulty: 3 QuestionID: 01-1-50 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) globalization 51. Timothy works with people of various nationalities and faiths. How can he effectively manage people from different cultures? A) by adapting his management style to their differences B) by keeping a straightforward and open communication style C) by using his own motivations to guide others D) by treating everyone uniformly, regardless of their background 18

E) by guiding them to adapt to his management style Difficulty: 2 QuestionID: 01-1-51 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) by adapting his management style to their differences 52. Which one of the following is not an example of globalization? A) After years of lackluster performance, Boeing realized it needed to change its business model. B) McDonald's sells hamburgers in more than 100 countries in six continents. C) All major automobile makers now manufacture cars outside their borders. D) At Finland-based phone maker Nokia's renowned research centre in Helsinki, non-Finns now outnumber Finns. E) ExxonMobil, a so-called United States company, reported that less than 6 percent of their 2011 earnings were from gas and products sales in the United States. Difficulty: 3 QuestionID: 01-1-52 Skill: Concept Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) After years of lackluster performance, Boeing realized it needed to change its business model. 53.

is an effect of increasing globalization. A) More expensive consumer goods B) An increase in manufacturing jobs in developed nations C) An ever increasingly homogeneous workforce D) Shared economic values among all cultures E) Jobs moving to nations with low-cost labour

Difficulty: 3 QuestionID: 01-1-53 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) Jobs moving to nations with low-cost labour 54. Which of the following is not an issue that managers in global organizations are experiencing? 19

A) increased foreign assignments B) working with people from different cultures C) overseeing movement of jobs to countries with low-cost labour D) adapting to differing cultural and regulatory norms E) managing workforce diversity Difficulty: 1 QuestionID: 01-1-54 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) managing workforce diversity 55. As managers oversee the movement of jobs to countries with low-cost labour, A) they tend to ignore the home country needs B) they must deal with strong criticism from labour groups C) they manage less diverse workforces D) they avoid markets like China and other developing nations E) they work themselves out of a job

.

Difficulty: 2 QuestionID: 01-1-55 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: B) they must deal with strong criticism from labour groups 56. is a measure of how organizations are becoming more heterogeneous in terms of gender, race, and ethnicity. A) Globalization B) Workforce diversity C) Affirmative action D) Organizational culture E) Operational homogeneity Difficulty: 2 QuestionID: 01-1-56 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC 20

Answer: B) Workforce diversity 57. Whereas focuses on differences among people from different countries, differences among people within given countries. A) workforce diversity; globalization B) globalization; workforce diversity C) culture; diversity D) culturalization; workforce diversity E) psychology; social psychology

addresses

Difficulty: 3 QuestionID: 01-1-57 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: B) globalization; workforce diversity 58. Which of the following statements is not true about workforce diversity? A) Disability is a category of workforce diversity. B) Managing workforce diversity presents many challenges. C) Workforce diversity focuses on differences within a country. D) Sexual orientation is a part of workforce diversity. E) Workforce diversity is a concern only in Canada. Difficulty: 1 QuestionID: 01-1-58 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) Workforce diversity is a concern only in Canada. 59. Workforce diversity means that organizations are becoming more heterogeneous in terms of all of the following except . A) age B) gender C) race D) socioeconomic status E) sexual orientation Difficulty: 1 QuestionID: 01-1-59 Skill: Concept 21

Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: D) socioeconomic status 60. Which of the following would not be considered a service employee? A) fast food counter worker B) sales clerk C) police officer D) automobile repair technician E) financial planner Difficulty: 2 QuestionID: 01-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: C) police officer 61. The common characteristic of service jobs is that they require A) substantial interaction with an organization's customers B) low pay C) a focus on productivity D) little job knowledge E) little technical competence

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Difficulty: 2 QuestionID: 01-1-61 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) substantial interaction with an organization's customers 62. Which of the following is not considered a key quality of an employee in a customer-friendly culture? A) friendly and courteous B) accessible C) knowledgeable D) good computer skills E) willing to do what's necessary to please the customer Difficulty: 3 22

QuestionID: 01-1-62 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: D) good computer skills 63. Which of the following is the major challenge to managers in an organization that works fully remotely? A) eliminating the need for paper communication by relying entirely on e-mail, file transfers, and the like B) retaining team members who can easily move to another employer when demand for their services changes C) managing contract and temporary workers D) maintaining a "virtual office" through the use of computers, interoffice networks, and the Internet E) motivating and leading people and making collaborative decisions online Difficulty: 2 QuestionID: 01-1-63 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) motivating and leading people and making collaborative decisions online 64. allow(s) people to communicate and work together even though they may be thousands of miles apart. A) Flexible cubicles B) Stratified work environments C) Decentralized communication D) Evidence-based management E) Remote or virtual organizations Difficulty: 1 QuestionID: 01-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: E) Remote or virtual organizations 65. Which of the following is not an example of people who can work from home or other non-office locations? A) assembly line workers 23

B) systems analysts C) technical writers D) medical transcribers E) book and media editors Difficulty: 2 QuestionID: 01-1-65 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) assembly line workers 66. Raul is a financial analyst who oversees the daily financial expenditures for a major big box retailer. On a typical day, Raul does not interact with other employees and only meets with his team on Monday afternoons; however, he typically has to run a report at 7:30 am and then a final report at 7:30 pm. Raul and his wife Emily have a 6-month-old son and Emily will soon be returning to work, thus requiring the couple to engage childcare. To enhance Raul's well-being at work, his manager could . A) reassign Raul to a position which requires less time B) allow Raul to completely work from home C) allow Raul to work from home four days a week D) fire Raul E) None of these ideas would enhance Raul's well-being. Difficulty: 2 QuestionID: 01-1-66 Skill: Application Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: C) allow Raul to work from home four days a week 67. The blurring of the line between work and nonwork time has created A) personal conflicts B) a more stable workforce C) higher pay scales for more hours worked D) dual career households E) greater job satisfaction

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Difficulty: 1 QuestionID: 01-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their 24

workplaces. Miscellaneous: Type—MC Answer: A) personal conflicts 68. Which of the following has studied how organizations develop human strengths, foster vitality and resilience, and unlock potential? A) positive organizational behaviour B) psychology C) anthropology D) neuroscience E) sociology Difficulty: 2 QuestionID: 01-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) positive organizational behaviour 69. Which of the following variables is most likely to be studied by positive OB scholars? A) engagement B) absenteeism C) turnover D) stress E) conflict Difficulty: 2 QuestionID: 01-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) engagement 70. Situations where an individual is required to define right and wrong conduct are termed A) diversity issues B) human resource problems C) ethical dilemmas D) organizational complexities E) social puzzles Difficulty: 2 QuestionID: 01-1-70 25

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Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: C) ethical dilemmas 71. Employees today are . A) expressing increased confidence in management B) expressing increased trust in management C) increasingly certain about what constitutes appropriate ethical behaviour D) increasingly uncertain about what constitutes appropriate ethical behaviour E) less likely to engage in unethical practices Difficulty: 2 QuestionID: 01-1-71 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: D) increasingly uncertain about what constitutes appropriate ethical behaviour 72. Which of the following is not an example of an ethical dilemma? A) Do I allow some employees to work from home, and not others? B) Do I offer a bribe to land a contract? C) Do I play politics to advance my career? D) Do I follow orders with which I personally disagree? E) Do I fire a whistle blower for exposing the company's wrongdoing? Difficulty: 2 QuestionID: 01-1-72 Skill: Application Notes: AACSB—Ethical understanding and reasoning Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) Do I allow some employees to work from home, and not others? 73. Managers and their organizations are responding to the problem of unethical behaviour in all of the following ways except _ . A) by creating an ethically healthy climate B) by promoting a strong ethical mission C) by hiring people who can identify unethical employees and take action against them D) by encouraging employees to behave with integrity E) by providing strong leadership that can influence employee decisions to behave ethically 26

Difficulty: 2 QuestionID: 01-1-73 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: C) by hiring people who can identify unethical employees and take action against them 74. An ethically healthy climate . A) exists where employees confront a minimal degree of ambiguity regarding what constitutes right and wrong behaviours B) is non-existent in businesses C) seldom allows employees to do their work productively D) cannot be created by managers, but must be dictated by the organization's mission E) interferes with the actual performance of the organization Difficulty: 3 QuestionID: 01-1-74 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—MC Answer: A) exists where employees confront a minimal degree of ambiguity regarding what constitutes right and wrong behaviours 75. According to this text, organizational behaviour can be analyzed on all of the following levels except . A) outcome B) group C) organizational D) individual E) none of the above Difficulty: 1 QuestionID: 01-1-75 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.6 Compare the three levels of analysis in this text's OB model. Miscellaneous: Type—MC Answer: A) outcome True or False Questions

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1. Over the last three decades, business school curricula has focused more on the technical aspects of management such as economics, accounting, finance, and quantitative techniques, and less on subjects related to human behaviour and people skills. a True b False Difficulty: 1 QuestionID: 01-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.1 Define organizational behaviour [OB] and discuss why the interpersonal skills learned through its study are important. Miscellaneous: Type—TF Answer: b. False 2. Behaviour is generally unpredictable, and the systematic study of behaviour is a means to making reasonably accurate predictions. a True b False Difficulty: 1 QuestionID: 01-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. Miscellaneous: Type—TF Answer: b. False 3. Intuition comes from "gut feelings" about the state of some phenomenon of interest. a True b False Difficulty: 1 QuestionID: 01-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. Miscellaneous: Type—TF Answer: a. True 4. Organizational behaviour is a field of study that helps in measuring, understanding, and changing attitudes; identifying communication patterns; and building trust. It has made important contributions to the study of group behaviour, power, and conflict. a True b False

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Difficulty: 1 QuestionID: 01-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—TF Answer: b. False 5. Conflict and power have been major topics of concern for social psychologists. a True b False Difficulty: 1 QuestionID: 01-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—TF Answer: a. True 6. What psychology is to the group, sociology is to the individual. a True b False Difficulty: 2 QuestionID: 01-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—TF Answer: b. False 7. Anthropology has helped us understand differences in values and attitudes between people in different countries. a True b False Difficulty: 2 QuestionID: 01-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—TF Answer: a. True 8. OB researchers cannot offer reasonably accurate explanations of human behaviour since people act 29

very differently in similar situations. a True b False Difficulty: 2 QuestionID: 01-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—TF Answer: b. False 9. In good economic conditions, understanding how to reward, satisfy, and retain employees is at a premium, however, in bad times, issues like stress, decision making, and coping come to the fore. a True b False Difficulty: 2 QuestionID: 01-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—TF Answer: a. True 10. As the world has become more global, managers have to become capable of working with people from different cultures. a True b False Difficulty: 2 QuestionID: 01-2-85 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—TF Answer: a. True 11. Workforce diversity is a topic dealing with how organizations are becoming more homogeneous in terms of gender, race, and ethnicity. a True b False Difficulty: 2 30

QuestionID: 01-2-86 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—TF Answer: b. False 12. The common characteristic of manufacturing jobs is that they require substantial interaction with an organization's customers. a True b False Difficulty: 2 QuestionID: 01-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—TF Answer: b. False 13. Organizational behaviour principles are consistent between networked and non-networked organizations. a True b False Difficulty: 2 QuestionID: 01-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—TF Answer: b. False 14. There's an increasing blurring between work and nonwork time. a True b False Difficulty: 2 QuestionID: 01-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. 31

Miscellaneous: Type—TF Answer: a. True 15. Ethical dilemmas are situations in which employees are required to identify right and wrong conduct. a True b False Difficulty: 2 QuestionID: 01-2-90 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—TF Answer: a. True Essay Questions 1. Describe how one of the sciences that contributes to organizational behaviour could be used in EBM. Define the science, some of the science's contributions to OB, and describe a workplace example of how it could be used in EBM. Difficulty: 3 QuestionID: 01-3-91 Skill: Synthesis Notes: AACSB—Reflective thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. Miscellaneous: Type—ES Answer: Evidence-based management (EBM) complements systematic study by basing managerial decisions on the best available scientific evidence. Doctors need to make decisions about patient care based on the latest available evidence, and EBM argues that managers should do the same, becoming more scientific in how they think about management problems. For example, a manager that is struggling with high turnover in his company could look toward social psychology to help solve the problem. Social psychology, generally considered a branch of psychology, blends concepts from both psychology and sociology to focus on people's influence on one another. One major study area is change, how to implement it and how to reduce barriers to its acceptance. A manager could look at a social psychology study on job satisfaction to determine what changes he might make to be able to better retain employees. 2. Why is it important to complement intuition with systematic study in our attempts to understand behaviour within organizations? Difficulty: 3 QuestionID: 01-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.2 Assess the importance of using a scientific approach to OB. 32

Miscellaneous: Type—ES Answer: It is important to complement intuition with systematic study in our attempts to understand behaviour within organizations in order to help uncover important facts and relationships. This will provide a base from which more accurate predictions of behaviour can be made. That is, we can improve our predictive ability by complementing intuitive opinions with a more systematic approach. Systematic study involves looking at relationships, attempting to attribute causes and effects, and basing conclusions on scientific evidence. This process helps us to explain and predict behaviour. 3. How have the fields of psychology and sociology contributed to our understanding of organizational behaviour? Difficulty: 3 QuestionID: 01-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—ES Answer: Psychology seeks to measure, explain, and change the behaviour of humans. Contributions have been made by learning theorists, personality theorists, counselling psychologists, and industrial and organizational psychologists. Contributions have been made in learning, perception, personality, emotions, training, leadership effectiveness, needs and motivational forces, job satisfaction, decision-making processes, performance appraisals, attitude measurement, employee-selection techniques, work design, and job stress. Sociology studies people in relation to their social environment or culture. The greatest contributions by sociologists have been in the study of group behaviour in organizations, organizational culture, formal organization theory and structure, organizational technology, communications, power, and conflict. 4. Compare and contrast the fields of psychology, social psychology, and sociology. Difficulty: 3 QuestionID: 01-3-94 Skill: Synthesis Notes: AACSB—Reflective thinking Objective: 1.3 Identify the major behavioural science disciplines that contribute to OB. Miscellaneous: Type—ES Answer: These fields all deal with the human condition. While psychology focuses on the individual, sociology studies people in relation to their social environment or culture. Social psychology blends concepts from both psychology and sociology, though it is generally considered a branch of psychology. It focuses on people's influence on one another. Thus, it could be said that social psychology falls between the extremes of the individual focus of psychology and the large group focus of sociology. 5. Explain why there are few absolutes in organizational behaviour. Despite this, how are we able to make valid predictions? Difficulty: 3 QuestionID: 01-3-95 Skill: Concept 33

Notes: AACSB—Analytical Thinking Objective: 1.4 Explain why few absolutes apply to OB. Miscellaneous: Type—ES Answer: Human beings are complex, and few, if any, simple and universal principles explain organizational behaviour. Because we are not alike, our ability to make simple, accurate, and sweeping generalizations is limited. Two people often act very differently in the same situation, and the same person's behaviour changes in different situations. Not everyone is motivated by money, and people may behave differently at a religious service than they do at a party. However, we can offer reasonably accurate explanations of human behaviour or make valid predictions, provided OB concepts reflect situational, or contingency, conditions. We can say x leads to y, but only under conditions specified in z—the contingency variables. For example, OB scholars would avoid stating that everyone likes complex and challenging work (the general concept) because not everyone wants a challenging job. Some people prefer routine over varied, or simple over complex. A job attractive to one person may not be to another; its appeal is contingent on the person who holds it. 6. Explain "workforce diversity." Difficulty: 1 QuestionID: 01-3-96 Skill: Concept Notes: AACSB—Reflective thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—ES Answer: Workforce diversity is a term used to describe the way that organizations are becoming more heterogeneous in terms of gender, age, race, ethnicity, sexual orientation, ability, and inclusion of other diverse groups. Whereas globalization focuses on differences among people from different countries, workforce diversity addresses differences among people within a given country. 7. What are "virtual or remote organizations"? Describe the role of the manager in such organizations. Difficulty: 1 QuestionID: 01-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—ES Answer: Virtual or remoate organizations allow people to communicate and work together even though they may be thousands of miles apart. Independent contractors can telecommute via computer to workplaces around the globe and change employers as the demand for their services changes. Software programmers, graphic designers, systems analysts, technical writers, photo researchers, book and media editors, and medical transcribers are just a few examples of people who can work from home or other non-office locations. The manager's job is different in a networked organization. Motivating and leading people and making collaborative decisions online requires different techniques than when individuals are physically present in a single location. As more employees do their jobs by linking to others through networks, managers must develop new skills. OB can provide valuable insights to help with honing those skills. 34

8. Explain the scope of OB in service jobs and describe its role in improving customer service. Difficulty: 3 QuestionID: 01-3-98 Skill: Concept Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—ES Answer: Service employees include technical support representatives, fast-food counter workers, sales clerks, nurses, automobile repair technicians, consultants, financial planners, and flight attendants. The shared characteristic of their jobs is substantial interaction with an organization's customers. OB can help managers increase the success of these interactions by showing how employee attitudes and behaviour influence customer satisfaction. Many an organization has failed because its employees failed to please customers. OB can provide considerable guidance in helping managers create customer-friendly cultures in which employees are friendly and courteous, accessible, knowledgeable, prompt in responding to customer needs, and willing to do what is necessary to please the customer. 9. What conclusions can you draw about turnover if an employer strives to find balance in work-life conflicts? How can the employer find this balance and enhance employee well-being at work? Difficulty: 3 QuestionID: 01-3-99 Skill: Synthesis Notes: AACSB—Analytical Thinking Objective: 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. Miscellaneous: Type—ES Answer: Because work is constantly infringing on people's lives, some employers make efforts to find balance in the work-life conflict. For example, if a job requires a lot of travel time away from the family, when the travel assignment is done, the employer could allow the employee to work from home several days to be able to spend more time with the family. Allowing flexible schedules and complimentary time off for overtime worked gives an employee time to recuperate what was lost to work, thus increasing job satisfaction and most likely decreasing turnover. Turnover is the voluntary and involuntary permanent withdrawal from an organization. A high turnover rate results in increased recruiting, selection, and training costs—which are quite significant. Although it might appear that the employer is losing productivity by allowing flexible time and balance in work-life conflicts, he is actually increasing productivity because he isn't training new employees due to reduced turnover, and employees with high job satisfaction are more productive. 10. List and describe the three levels of analysis which comprise the OB model. Difficulty: 3 QuestionID: 01-3-100 Skill: Concept 35

Notes: AACSB—Analytical Thinking Objective: 1.6 Compare the three levels of analysis in this text's OB model. Miscellaneous: Type—ES Answer: Individual—the elements of study which explore OB on the personal level, including the topics of diversity, attitudes, job satisfaction, emotions, moods, personality, values, decision making, and motivation. Group—the elements which explore the organization from the perspective of how individuals interact with one another, including groups and teams, communication, leadership, power, politics, and conflict. Organization—the elements of OB which pertain to the ways in which multiple groups interact with one another, including organizational culture, change, and stress management.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 02: Organizational Culture Multiple Choice Questions 1. An organization's culture develops over time and is rooted in strongly committed. A) values B) tasks C) rewards D) ethics E) diversity

to which employees are

Difficulty: 1 QuestionID: 02-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: A) values 2. Alessio's boss doesn't care whether Alessio works at home, at the office, or from his beach house. All he cares about is that the project is completed on time, on budget, and with exemplary quality. Which characteristic of organizational culture best describes this aspect of Alessio's job? A) low risk taking B) high outcome orientation C) high attention to detail D) low aggressiveness E) high stability Difficulty: 2 QuestionID: 02-1-02 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: B) high outcome orientation 3. Which of the following is not a characteristic of organizational culture? A) attention to detail B) innovation and risk taking C) process orientation D) team orientation E) outcome orientation Difficulty: 2 1 .

QuestionID: 02-1-03 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: C) process orientation 4. Which of the following characteristics of an organization's culture indicates the degree to which management decisions take into consideration the effect of outcomes on employees within the organization? A) attention to detail B) outcome orientation C) team orientation D) people orientation E) stability Difficulty: 1 QuestionID: 02-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: D) people orientation 5. "Stability" is one of the seven primary characteristics that captures the essence of an organization's culture. It indicates the degree to which . A) employees are encouraged to be innovative and take risks B) management focuses on results or outcomes rather than on the techniques and processes used to achieve them C) management decisions take into consideration the effect of outcomes on people within the organization D) work activities are organized around teams rather than individuals E) organizational activities emphasize maintaining the status quo in contrast to growth Difficulty: 1 QuestionID: 02-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) organizational activities emphasize maintaining the status quo in contrast to growth 6. The key characteristic of organizational culture that addresses the degree to which management focuses on results rather than on the techniques and processes is termed . A) aggressiveness B) stability C) team orientation 2 .

D) people orientation E) outcome orientation Difficulty: 1 QuestionID: 02-1-06 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) outcome orientation 7. The key characteristic of organizational culture that addresses the degree to which people are competitive rather than easygoing is termed . A) assertiveness B) team orientation C) aversiveness D) risk taking E) aggressiveness Difficulty: 1 QuestionID: 02-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) aggressiveness 8. Which of the following statements distinguishes between organizational culture and job satisfaction? A) Job satisfaction is descriptive, whereas organizational culture is evaluative. B) Organizational culture is static, whereas job satisfaction is dynamic. C) Job satisfaction is immeasurable, whereas organizational culture is measurable. D) Organizational culture is descriptive, whereas job satisfaction is evaluative. E) Organizational culture measures how employees feel about an organization's expectations, whereas job satisfaction is concerned about how employees perceive the organization's culture. Difficulty: 1 QuestionID: 02-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: D) Organizational culture is descriptive, whereas job satisfaction is evaluative. 9. Which of the following statements is true regarding an organization's culture? A) Organizational culture is evaluative rather than descriptive. B) Large organizations rarely have subcultures. 3 .

C) A dominant culture expresses the core values shared by a majority of the organization's members. D) A strong culture increases employee turnover. E) Subcultures and dominant cultures must not share any common values. Difficulty: 1 QuestionID: 02-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: C) A dominant culture expresses the core values shared by a majority of the organization's members. 10. The values that convey an organization's culture and are widely shared by a majority of organizational members are known as . A) foundational values B) core values C) shared values D) institutional values E) unique values Difficulty: 1 QuestionID: 02-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: B) core values 11. Cultures that tend to develop in large organizations to reflect common problems, situations, or experiences faced by groups of members in the same department or location are often called A) micro-cultures B) subcultures C) divisional cultures D) microcosms E) countercultures Difficulty: 1 QuestionID: 02-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: B) subcultures 12. Which of the following statements is not true regarding subcultures? A) Subcultures include core values of the organization. 4 .

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B) Subcultures typically exist within a department. C) When we talk about an organization's culture, we are referring to its subculture. D) If organizations were composed only of numerous subcultures, organizational culture as an independent variable would be significantly less powerful. E) Subcultures influence members' behaviour. Difficulty: 2 QuestionID: 02-1-12 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: C) When we talk about an organization's culture, we are referring to its subculture. 13. In a(n) , the organization's core values are both intensely held and widely shared. A) dominant culture B) subculture C) organizational culture D) social culture E) strong culture Difficulty: 1 QuestionID: 02-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) strong culture 14. Which of the following is most likely to be an indicator of a strong organizational culture? A) high employee turnover B) narrow span of control C) employees' diverse views of the organization's mission D) presence of several subcultures E) widely shared values Difficulty: 2 QuestionID: 02-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) widely shared values 15. Trends Inc. is an apparel company. To keep up with the latest changes in the fashion industry, the company has to come up with innovative designs and follow strict timelines. The culture of the company 5 .

values aggressiveness, innovation, and risk taking. The members of the organization accept these cultural values. They know exactly what is expected of them and these expectations go a long way in shaping their behaviour. In addition to this, the culture of the marketing department is outcome oriented and the finance department emphasizes attention to detail. These characteristics express the company's . A) autocratic culture B) subculture C) highly formalized culture D) reflective culture E) dominant culture Difficulty: 2 QuestionID: 02-1-15 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) dominant culture 16. Trends Inc. is an apparel company. To keep up with the latest changes in the fashion industry, the company has to come up with innovative designs and follow strict timelines. The culture of the company values aggressiveness, innovation, and risk taking. Aggressiveness, innovation, and risk taking are the of the culture of Trends Inc. A) foundational values B) institutional traits C) core values D) significant traits E) unique values Difficulty: 2 QuestionID: 02-1-16 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: C) core values 17. Trends Inc. is an apparel company. To keep up with the latest changes in the fashion industry, the company has to come up with innovative designs and follow strict timelines. The culture of the company values aggressiveness, innovation, and risk taking. The members of the organization accept these cultural values. They know exactly what is expected of them and these expectations go a long way in shaping their behaviour. In addition to the organizational culture, the finance department emphasizes attention to detail. In this example, attention to detail is a part of the of the organization. A) core values B) significant traits C) dominant culture 6 .

D) foundational values E) subculture Difficulty: 2 QuestionID: 02-1-17 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: E) subculture 18. Trends Inc. is an apparel company. To keep up with the latest changes in the fashion industry, the company has to come up with innovative designs and follow strict timelines. The culture of the company values aggressiveness, innovation, and risk taking. The members of the organization accept these cultural values. They know exactly what is expected of them and these expectations go a long way in shaping their behaviour. In addition to this, the culture of the marketing department is outcome oriented and the finance department emphasizes attention to detail. Based on the information in the example, we can say that Trends Inc. . A) is a highly centralized organization B) is a virtual organization C) has a strong culture D) is a highly formalized organization E) is a matrix organization Difficulty: 2 QuestionID: 02-1-18 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: C) has a strong culture 19. Which of the following is most likely to result from a strong organizational culture? A) low employee turnover B) low employee satisfaction C) low organizational commitment D) low agreement about what the organization represents E) low behavioural control resulting from the climate within the organization Difficulty: 2 QuestionID: 02-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: A) low employee turnover 7 .

20. A strong culture should reduce employee turnover because it results in A) a highly centralized organization B) narrow spans of control C) cohesiveness and organizational commitment D) a highly formalized organization E) an outcome-oriented organization

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Difficulty: 2 QuestionID: 02-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: C) cohesiveness and organizational commitment 21. Both and strong culture achieve the same end result of predictability, orderliness, and consistency. A) high formalization B) low departmentalization C) wide span of control D) low work specialization E) people orientation Difficulty: 2 QuestionID: 02-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC Answer: A) high formalization 22. Which of the following refers to the shared perceptions organizational members have about their organization and work environment? A) organizational strategy B) organizational identity C) organizational structure D) organizational culture E) organizational climate Difficulty: 1 QuestionID: 02-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—MC 8 .

Answer: E) organizational climate 23. Which of the following statements is true regarding the functions of culture in an organization? A) It hinders the generation of commitment to something larger than individual self-interest. B) It conveys a sense of identity for organization members. C) It reduces the stability of the social system. D) It reduces distinctions between one organization and others. E) It does not affect employees' attitudes and behaviour. Difficulty: 2 QuestionID: 02-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: B) It conveys a sense of identity for organization members. 24. The lack of frequent face-to-face contact in of norms very difficult. A) highly formalized B) boundaryless C) virtual D) matrix E) highly centralized

organizations makes establishing a common set

Difficulty: 2 QuestionID: 02-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: C) virtual 25. Which of the following statements is true regarding the establishment of organizational culture and its effects on the organization? A) Today's trend toward decentralized organizations makes it easier to establish a strong culture. B) In a virtual organization, a strong culture can be established quickly and easily. C) Employees organized in teams always show greater allegiance to the values of the organization as a whole than to their team and its values. D) Culture acts as a control mechanism and guides the behaviour of employees. E) Cultures reduce the stability of the social system. Difficulty: 3 QuestionID: 02-1-25 9 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: D) Culture acts as a control mechanism and guides the behaviour of employees. 26. Janice works for a pet store where everyone is committed to the happiness of the animals. Often employees, bosses and hourly workers alike, come into the store "off the clock" and spend time training the animals. Everyone loves the store, the animals, and their jobs. This attitude of her coworkers inspires Janice to do her best. Based on this information, we can say that Janice is experiencing the effects of . A) centralization B) organizational climate C) high departmentalization D) high formalization E) high work specialization Difficulty: 1 QuestionID: 02-1-26 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: B) organizational climate 27. The current trend of decentralizing organizations makes culture A) impossible to sustain B) more important than ever C) uncivilized D) stable E) fall apart

.

Difficulty: 1 QuestionID: 02-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: B) more important than ever 28. A(n) organization is an organization that takes on a life of its own, apart from its founders or members and is valued for itself and not for the goods or services it produces. A) virtual 10 .

B) matrix C) boundaryless D) institutionalized E) centralized Difficulty: 2 QuestionID: 02-1-28 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: D) institutionalized 29. Culture is most likely to be a liability when . A) the employees of the organization are highly skilled B) the organization's environment is undergoing rapid change C) the organization's management is highly efficient D) the organization is highly centralized E) the organization scores low on the degree of formalization Difficulty: 2 QuestionID: 02-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: B) the organization's environment is undergoing rapid change 30. Consistency of behaviour is an asset to an organization when the organization A) has an aggressive culture B) encourages innovation and risk taking C) is highly departmentalized D) has an employee oriented culture E) operates in a stable environment

.

Difficulty: 2 QuestionID: 02-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: E) operates in a stable environment

11 .

31. In recent years, has become the primary concern in acquisitions and mergers. A) cultural compatibility B) employee diversity C) financial advantage D) product synergy E) legal complication Difficulty: 2 QuestionID: 02-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: A) cultural compatibility 32. The management wants to demonstrate support for the differences new employees bring to the workplace, but newcomers who wish to fit in must accept the organization's core culture. Which dysfunctional aspect of culture is indicated in the above dilemma? A) barriers to diversity B) barriers to change C) institutionalization D) barriers to acquisitions E) barriers to mergers Difficulty: 2 QuestionID: 02-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—MC Answer: A) barriers to diversity 33. The ultimate source of an organization's culture is A) its top management B) its environment C) the country in which the organization operates D) its founders E) the sociocultural backgrounds of its employees

.

Difficulty: 1 QuestionID: 02-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. 12 .

Miscellaneous: Type—MC Answer: D) its founders 34. Which of the following works to create culture? A) Founder hires the only employees who think as he/she does. B) Founder socializes employees to think in similar ways C) Founder acts in ways which allow employees to identify with his/her beliefs. D) Founder socializes employees to feel in similar ways. E) When an organization succeeds, the founder's personality becomes embedded Difficulty: 2 QuestionID: 02-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: E) When an organization succeeds, the founder's personality becomes embedded 35. The selection process helps sustain the organization's culture by A) encouraging discussion about norms B) hiring candidates who fit well within the organization C) selecting employees who deserve to be promoted D) developing performance evaluation criteria E) rewarding conformity of skills

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Difficulty: 2 QuestionID: 02-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: B) hiring candidates who fit well within the organization 36. The process helps candidates learn about the organization and if applicants perceive a conflict between their values and those of the organization, they can remove themselves from the applicant pool. A) orientation B) training C) performance evaluation D) selection E) institutionalization Difficulty: 2 QuestionID: 02-1-36 Skill: Concept Notes: AACSB—Analytical Thinking 13 .

Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: D) selection 37.

is a process that helps new employees adapt to the prevailing organizational culture. A) Satisficing B) Reciprocal interdependence C) Socialization D) Formalization E) Social loafing

Difficulty: 1 QuestionID: 02-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: C) Socialization 38. The process of socialization consists of three stages. Which of the following is one of these three stages? A) prearrival B) preencounter C) evaluation D) post-arrival E) post-encounter Difficulty: 1 QuestionID: 02-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: A) prearrival 39. Which of the following represents the correct order of the three socialization stages? A) encounter, metamorphosis, post-encounter B) prearrival, arrival, evaluation C) prearrival, arrival, post-arrival D) prearrival, encounter, metamorphosis E) metamorphosis, preencounter, arrival Difficulty: 1 QuestionID: 02-1-39 Skill: Concept Notes: AACSB—Analytical Thinking 14 .

Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: D) prearrival, encounter, metamorphosis 40. The stage of the socialization process explicitly recognizes that each individual that the organization comes across during the selection process has a set of values, attitudes, and expectations about both the work to be done and the organization. A) post-encounter B) prearrival C) metamorphosis D) preencounter E) post-arrival Difficulty: 2 QuestionID: 02-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: B) prearrival 41. You are new to an organization and do not really know what to expect about the socialization process. You are a recent M.B.A. and have an undergraduate degree in computer science. Your new firm is a software development company with an emphasis in the health care industry. Your hiring process includes campus interviews, a day-long trip for an interview at the company, an offer phone call and letter, and some promotional material sent via the mail. When you arrive for your first day at work, you spend half a day in an orientation session that is conducted by the human resources department, where you complete paperwork and receive a company handbook. Then you spend the rest of the day with your supervisor, who gives you a tour, introduces you to your coworkers, and explains your first project. After that, you begin working and getting to know the others in the company. You find that in most respects, your experience fits your expectations, but in some ways you are surprised by realities that you hadn't expected. None of these surprises is too difficult to accept, so you eventually begin to feel at home and happy with your new job. The information that you receive during the interviewing and hiring process is a part of the stage of employee socialization. A) preencounter B) prearrival C) encounter D) metamorphosis E) post-encounter Difficulty: 2 QuestionID: 02-1-41 Skill: Application Notes: AACSB—Reflective thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC 15 .

Answer: B) prearrival 42. Your first day at work is part of the A) orientation B) prearrival C) encounter D) metamorphosis E) post-encounter

stage of socialization.

Difficulty: 2 QuestionID: 02-1-42 Skill: Application Notes: AACSB—Reflective thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: C) encounter 43. When you begin to notice things that are not as per your expectation, you are in the socialization. A) orientation B) prearrival C) encounter D) metamorphosis E) post-arrival

stage of

Difficulty: 1 QuestionID: 02-1-43 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: C) encounter 44. During the organization. A) prearrival B) encounter C) metamorphosis D) post-arrival E) post-encounter

stage, a new employee compares her expectations with the realities in the

Difficulty: 1 QuestionID: 02-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. 16 .

Miscellaneous: Type—MC Answer: B) encounter 45. If there is a basic conflict between the individual's expectations and the reality of working in an organization, the employee is most likely to be disillusioned and quit during the stage of socialization. A) prearrival B) post-arrival C) encounter D) metamorphosis E) post-encounter Difficulty: 2 QuestionID: 02-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: C) encounter 46. Elsa joined her new law firm expecting to participate in exciting environmental law cases and cutting edge research. After one month at the firm she still hasn't been assigned a case and spends most of her time filing standardized appeals for title disputes with insurance companies. In which stage of the socialization process is Elsa? A) prearrival B) encounter C) metamorphosis D) post-encounter E) post-arrival Difficulty: 2 QuestionID: 02-1-46 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: B) encounter 47. Which of the following steps could your supervisor take to best help you develop a commitment to your new company? A) encourage you to work independently at first to learn the ropes B) explain the rules and policies of the organization to you C) discourage you from putting too much emphasis on your perception of the organization D) encourage you to look carefully at your own assumptions, which may be biased E) encourage you to develop friendship ties within the organization

17 .

Difficulty: 3 QuestionID: 02-1-47 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: E) encourage you to develop friendship ties within the organization 48. When you start to accept the differences between your expectations and the reality of the organization, you move into the stage of socialization. A) prearrival B) post-arrival C) acceptance D) metamorphosis E) post-encounter Difficulty: 2 QuestionID: 02-1-48 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: D) metamorphosis 49. During the socialization process, to work out any problems discovered during the encounter stage, the new member changes or goes through the stage. A) post-arrival B) metamorphosis C) post-encounter D) analysis E) evaluation Difficulty: 1 QuestionID: 02-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: B) metamorphosis 50. New employees are usually comfortable with their organizations by the end of the socialization. A) encounter B) post-arrival C) establishment D) metamorphosis 18 .

_ stage of

E) adaptation Difficulty: 1 QuestionID: 02-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—MC Answer: D) metamorphosis 51. typically contain(s) a narrative of events about the organization's founders, rule breaking, or reactions to past mistakes. A) Stories B) Material symbols C) Rituals D) Language E) Corporate chants Difficulty: 1 QuestionID: 02-1-51 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: A) Stories 52. Nunya is a computer software company that employs highly intelligent, but somewhat unusual people. Every Friday, free lollipops, toys, or other treats are given out to encourage employees to remember how creative they were when they were children. All the new members of the organization are told about the founders who were three young people who "got lucky" and sold a video game that they invented. The employees are allowed to dress informally and can set their own working hours. Informing employees about the founders is an example of which technique for transmitting culture? A) stories B) material symbols C) language D) rituals E) corporate chants Difficulty: 3 QuestionID: 02-1-52 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: A) stories

19 .

53. help employees understand the history and past actions of an organization and explain and legitimate current practices by anchoring the present in the past. A) Stories B) Material symbols C) Rituals D) Organization-specific terms E) Corporate chants Difficulty: 2 QuestionID: 02-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: A) Stories 54. Which of the following is not an example of stories? A) how the new standard operating procedures will be implemented B) how the founders started the company C) how the workforce grew from three to 300 in one year D) how the company had to cut 1000 employees last year E) how one of its most popular products was invented Difficulty: 2 QuestionID: 02-1-54 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: A) how the new standard operating procedures will be implemented 55. Phil is new at JPS Corp., but after a week he already knows that the founder of the corporation started the business in his garage with only $4,000 and one client. This information was most likely transmitted to Phil by way of . A) stories B) material symbols C) rituals D) language E) corporate chants Difficulty: 2 QuestionID: 02-1-55 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC 20 .

Answer: A) stories 56. Nunya is a computer software company that employs highly intelligent, but somewhat unusual people. Every Friday, free lollipops, toys, or other treats are given out to encourage employees to remember how creative they were when they were children. All the new members of the organization are told about the founders who were three young people who "got lucky" and sold a video game that they invented. The employees are allowed to dress informally and can set their own working hours. The distribution of lollipops, toys, or treats every Friday is an example of a that helps reinforce Nunya's culture. A) story B) ritual C) material symbol D) protective mechanism E) narration Difficulty: 2 QuestionID: 02-1-56 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: B) ritual 57. Company chants are examples of A) rituals B) material symbols C) stories D) company policies E) business strategies

.

Difficulty: 1 QuestionID: 02-1-57 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: A) rituals 58. Company chants are used to . A) inform employees about changes in rules and policies B) transmit company culture to employees C) inform employees about latest technologies D) communicate company strategies to the employees E) update employees regarding performance of the company Difficulty: 2 QuestionID: 02-1-58 21 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: B) transmit company culture to employees 59. Nunya employees are allowed to dress informally. This is an example of a organizational culture is transmitted. A) story B) ritual C) material symbol D) symbolic act E) tool

through which

Difficulty: 2 QuestionID: 02-1-59 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: C) material symbol 60. Which of the following is not a message conveyed by material symbols? A) organizational hierarchy B) top management's egalitarianism C) the marketing strategy of the organization D) appropriate risk-taking behaviour E) appropriate authoritarian behaviour Difficulty: 2 QuestionID: 02-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: C) the marketing strategy of the organization 61. Which of the following is not a means of transmitting culture within an organization? A) stories B) people orientation C) rituals D) language E) material symbols Difficulty: 1 QuestionID: 02-1-61 22 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: B) people orientation 62. Dynegy's headquarters has few individual offices, even for senior executives. The space is essentially made up of cubicles, common areas, and meeting rooms. This informality conveys to employees that the company values . A) autocracy B) competitiveness C) rigidity D) equality E) formalization Difficulty: 2 QuestionID: 02-1-62 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: D) equality 63. Which of the following act(s) as a common denominator to unite members of a given culture or subculture? A) mechanistic organizational structure B) 360 degree appraisals C) jargon and acronyms that are specific to the organization D) bureaucratic organizational structure E) unity of command Difficulty: 1 QuestionID: 02-1-63 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—MC Answer: C) jargon and acronyms that are specific to the organization 64. An organizational culture most likely to shape high ethical standards among its members is one that . A) is low in risk tolerance B) is high in aggressiveness C) focuses only on outcomes D) takes a short-term perspective E) balances the rights of multiple stakeholders 23 .

Difficulty: 2 QuestionID: 02-1-64 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—MC Answer: E) balances the rights of multiple stakeholders 65. An organizational code of ethics is a mechanism which works to establish a strong organizational culture by . A) forcing employees to act in a certain manner B) minimizing ethical ambiguities C) providing a strong message to the public about the company D) focusing on leaders only E) introducing better benefits Difficulty: 2 QuestionID: 02-1-65 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—MC Answer: B) minimizing ethical ambiguities 66. All of the following can help managers create a more ethical culture except . A) appraising managers on how their decisions measure up against the organization's code of ethics B) reviewing the means as well as the ends C) visibly rewarding those who act ethically D) providing informal mechanisms for employees to discuss ethical dilemmas E) conspicuously punishing those who don't act ethically Difficulty: 3 QuestionID: 02-1-66 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—MC Answer: D) providing informal mechanisms for employees to discuss ethical dilemmas 67. To create a more ethical culture, management should do all of the following except A) serve as a visible role model B) encourage unbridled competition C) provide ethical training D) communicate ethical expectations E) provide protective mechanisms 24 .

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Difficulty: 2 QuestionID: 02-1-67 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—MC Answer: B) encourage unbridled competition 68. Phyllis works for a corporation that recently fired three top managers who were caught using the company credit cards to lavishly furnish their offices and even purchase "office" furniture that was found in their personal homes. Which method of maintaining an ethical culture is Phyllis's company pursuing? A) serving as a visible role model B) communicating ethical expectations C) providing ethical training D) visibly punishing unethical acts E) providing protective mechanisms Difficulty: 2 QuestionID: 02-1-68 Skill: Application Notes: AACSB—Analytical Thinking / Ethical understanding and reasoning Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—MC Answer: D) visibly punishing unethical acts 69. Larry has an employee who is amazing at clearly seeing rules and enforcing them. He has recently promoted her to the lead position in quality assurance. Which aspect of creating a positive organizational culture is Larry utilizing? A) rewarding more than punishing B) building on organization strengths C) encouraging intense competition D) building on employee strengths E) emphasizing short-term gains Difficulty: 2 QuestionID: 02-1-69 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.6 Describe both positive and toxic organizational cultures. Miscellaneous: Type—MC Answer: D) building on employee strengths 70. Barbara is the lead editor for a small, city newspaper. One of her advertising sales representatives, Mathew, is pulling in a lot of restaurant clients. Barbara realizes that Mathew is quite knowledgeable 25 .

about food and speaks quite elegantly while describing different dishes. She has offered Mathew an opportunity to write a weekly restaurant review. Mathew is very happy with his new job role. Which aspect of creating a positive organization is being utilized by Barbara? A) rewarding more than punishing B) building on organization strengths C) emphasizing individual growth D) encouraging intense unbridled competition E) focusing on outcomes Difficulty: 2 QuestionID: 02-1-70 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.6 Describe both positive and toxic organizational cultures. Miscellaneous: Type—MC Answer: C) emphasizing individual growth 71. One of the misgivings about managers offering employees praise for good work is that A) the manager does not realize the costs of failing to give praise B) the manager thinks that praise will be valued a lot C) the manager wants employees to leave the job D) the manager overestmiates the organizational issues E) the manager deserves respect in return Difficulty: 1 QuestionID: 02-1-71 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.6 Describe both positive and toxic organizational cultures. Miscellaneous: Type—MC Answer: A) the manager does not realize the costs of failing to give praise 72. A positive culture recognizes the difference between A) a good employee and a poor employee B) a job and a career C) a reward and a punishment D) a manager and a leader E) an intrinsic and an extrinsic reward

.

Difficulty: 3 QuestionID: 02-1-72 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.6 Describe both positive and toxic organizational cultures. Miscellaneous: Type—MC Answer: B) a job and a career 26 .

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73. How can Canadian managers be culturally sensitive? A) by indulging in frequent discussions about religion B) by discussing politics frequently C) by listening more D) by speaking quickly E) by making assumptions when unsure about someone's point of view Difficulty: 2 QuestionID: 02-1-73 Skill: Application Notes: AACSB—Analytical Thinking Objective: 2.7 Assess how national culture can affect the way organizational culture is interpreted. Miscellaneous: Type—MC Answer: C) by listening more 74. Which of the following statements is true regarding effects of national culture on organizational culture and ethical behaviour within an organization? A) As compared to managers in Canada, managers in developing economies are less likely to see ethical decisions as embedded in a social environment. B) Organizations can safely ignore local culture while establishing its operation in another country. C) Generally, Canadian managers see bribery, nepotism, and favouring personal contacts as highly unethical. D) Organizational cultures rarely reflect national culture. E) Most Canadian managers do not view profit maximization as a moral obligation. Difficulty: 2 QuestionID: 02-1-74 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.7 Assess how national culture can affect the way organizational culture is interpreted. Miscellaneous: Type—MC Answer: C) Generally, Canadian managers see bribery, nepotism, and favouring personal contacts as highly unethical. 75. Managers in developing economies would see which of the following as an ethical responsibility? A) paying people "under the table" B) doing favours for family and friends C) giving the workers a share of the company D) not holding the company accountable for harming the environment E) managers in developing economies are less likely to see ethical decisions as embedded in a social environment Difficulty: 2 QuestionID: 02-1-75 Skill: Concept 27 .

Notes: AACSB—Analytical Thinking Objective: 2.7 Assess how national culture can affect the way organizational culture is interpreted. Miscellaneous: Type—MC Answer: B) doing favours for family and friends True or False Questions 1. Organizational culture refers to a system of shared meaning held by members that distinguishes the organization from other organizations. a True b False Difficulty: 1 QuestionID: 02-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: a. True 2. Aggressiveness is one of the seven primary characteristics that capture the essence of an organization's culture. It indicates the degree to which employees are encouraged to be innovative and take risks. a True b False Difficulty: 2 QuestionID: 02-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: b. False 3. Attention to detail indicates the degree to which management focuses on results or outcomes rather than on the techniques and processes used to achieve them. a True b False Difficulty: 2 QuestionID: 02-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: b. False

28 .

4. Subcultures act to undermine the dominant culture. a True b False Difficulty: 1 QuestionID: 02-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: b. False 5. A strong culture creates an internal climate of high behavioural control. a True b False Difficulty: 1 QuestionID: 02-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: a. True 6. A strong culture tends to reduce employee turnover. a True b False Difficulty: 2 QuestionID: 02-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: a. True 7. Today's trend toward decentralized organizations makes it easier to establish a strong culture. a True b False Difficulty: 2 QuestionID: 02-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF 29 .

Answer: b. False 8. In virtual organizations, it is difficult to establish a common set of norms. a True b False Difficulty: 2 QuestionID: 02-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—TF Answer: a. True 9. A strong culture tends to be a liability for an organization when its environment is undergoing rapid change. a True b False Difficulty: 2 QuestionID: 02-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—TF Answer: a. True 10. In the socialization process, the period of learning that occurs before a new employee joins an organization is termed the encounter stage. a True b False Difficulty: 1 QuestionID: 02-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—TF Answer: b. False 11. During the metamorphosis stage of the socialization process, a new employee compares her expectations—about the job, coworkers, the boss, and the organization in general—with the reality in the organization. a True b False 30 .

Difficulty: 2 QuestionID: 02-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—TF Answer: b. False 12. The more management relies on formal, collective, sequential, fixed, and serial socialization programs and emphasizes divestiture, the more likely newcomers' differences will be stripped away and replaced by standardized predictable behaviours. a True b False Difficulty: 2 QuestionID: 02-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—TF Answer: a. True 13. Material symbols convey to employees the degree of egalitarianism that is desired by top management. a True b False Difficulty: 1 QuestionID: 02-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—TF Answer: a. True 14. An organizational culture that encourages its managers for engaging in severe competition and discourages them from taking risks and innovating, is most likely to shape high ethical standards among its members. a True b False Difficulty: 2 QuestionID: 02-2-89 Skill: Concept Notes: AACSB—Analytical Thinking 31 .

Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—TF Answer: b. False 15. Organizational cultures often reflect national culture. a True b False Difficulty: 1 QuestionID: 02-2-90 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 2.7 Assess how national culture can affect the way organizational culture is interpreted. Miscellaneous: Type—TF Answer: a. True Essay Questions 1. What are the seven prime characteristics that capture the essence of an organization's culture? Difficulty: 3 QuestionID: 02-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—ES Answer: The seven prime characteristics that capture the essence of an organization's culture are: 1. Innovation and risk taking: The degree to which employees are encouraged to be innovative and take risks. 2. Attention to detail: The degree to which employees are expected to exhibit precision, analysis, and attention to detail. 3. Outcome orientation: The degree to which management focuses on results or outcomes rather than on the techniques and processes used to achieve them. 4. People orientation: The degree to which management decisions take into consideration the effect of outcomes on people within the organization. 5. Team orientation: The degree to which work activities are organized around teams rather than individuals. 6. Aggressiveness: The degree to which people are aggressive and competitive rather than easygoing. 7. Stability: The degree to which organizational activities emphasize maintaining the status quo in contrast to growth. 2. Organizations can have a very strong culture. Compare and contrast dominant culture and subculture. Give examples of each. Difficulty: 3 QuestionID: 02-3-92 Skill: Concept Notes: AACSB—Analytical Thinking 32 .

Objective: 2.1 Describe the common characteristics of organizational culture. Miscellaneous: Type—ES Answer: Most large organizations have a dominant culture and numerous subcultures. A dominant culture expresses the core values a majority of members share and that give the organization its distinct personality. Subcultures tend to develop in large organizations to reflect common problems or experiences members face in the same department or location. The purchasing department can have a subculture that includes the core values of the dominant culture plus additional values unique to members of that department. If organizations were composed only of numerous subcultures, organizational culture as an independent variable would be significantly less powerful. It is the "shared meaning" aspect of culture that makes it such a potent device for guiding and shaping behaviour. 3. It is now understood how important culture can be to an organization. Describe the functions of organizational culture. Give examples. Difficulty: 3 QuestionID: 02-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—ES Answer: Organizational culture performs a number of functions within an organization. First, it has a boundary-defining role. That is, it creates distinctions between one organization and others. Second, it conveys a sense of identity for organization members. Third, culture facilitates the generation of commitment to something larger than one's individual self-interest. Fourth, it enhances social system stability. Culture is the social glue that helps hold the organization together by providing appropriate standards for what employees should say and do. Finally, culture serves as a sense-making and control mechanism that guides and shapes the attitudes and behaviour of employees. 4. The soft side of business can see human resources and organizational culture as hindering an organization. Describe the various situations under which culture acts as a liability. Give specific examples. Difficulty: 3 QuestionID: 02-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. Miscellaneous: Type—ES Answer: The various situations under which culture acts as a liability are: a) Institutionalization: When an organization undergoes institutionalization and becomes institutionalized—that is, it is valued for itself and not for the goods or services it produces—it takes on a life of its own, apart from its founders or members. It doesn't go out of business even if its original goals are no longer relevant. Acceptable modes of behaviour become largely self-evident to members, and although this isn't entirely negative, it does mean behaviours and habits that should be questioned and analyzed become taken for granted, which can stifle 33 .

innovation and make maintaining the organization's culture an end in itself. b) Barriers to change: Culture is a liability when the shared values are not in agreement with those that further the organization's effectiveness. This is most likely when an organization's environment is undergoing rapid change and its entrenched culture may no longer be appropriate. c) Barriers to diversity: By limiting the range of acceptable values and styles, strong cultures put considerable pressure on employees to conform. d) Barriers to acquisitions and mergers: Historically, when management looked at acquisition or merger decisions, the key factors were financial advantage and product synergy. In recent years, cultural compatibility has become the primary concern. 5. Organizational culture can be a key to a high performance organization. How does organizational culture develop? Give specific examples for organizations. Difficulty: 3 QuestionID: 02-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—ES Answer: An organization's current customs, traditions, and general way of doing things are largely due to what it has done before and the degree of success it has had with those endeavors. The founders of an organization traditionally have a major impact on that organization's early culture. They have a vision of what the organization should be. The small size that typically characterizes new organizations further facilitates the founders' imposition of their vision on all organizational members. The process of culture-creation occurs in three ways. First, founders hire and keep only employees who think and feel the same way they do. Second, they indoctrinate and socialize employees to their way of thinking and feeling. And finally, the founders' own behaviour encourages employees to identify with them and internalize their beliefs, values, and assumptions. When the organization succeeds, the founders' personality becomes embedded in the culture. 6. Human resources management and selection, in particular, can help maintain a culture that is crucial to the lifeblood of the organization. Describe the significance of selection in the context of maintaining the organizational culture. Give examples of how an organization can hire the right people for the organization. Difficulty: 3 QuestionID: 02-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—ES Answer: The explicit goal of the selection process is to identify and hire individuals with the knowledge, skills, and abilities to perform successfully. The final decision, because it's significantly influenced by the decision maker's judgment of how well the candidates will fit into the organization, identifies people whose values are essentially consistent with at least a good portion of the organization's. Selection also provides information to applicants. Those who perceive a conflict between their values and those of the organization can remove 34 .

themselves from the applicant pool. Selection thus becomes a two-way street, allowing employer or applicant to avoid a mismatch and sustaining an organization's culture by selecting out those who might attack or undermine its core values. 7. When a new candidate arrives at an organization, the socialization process is important. Describe the three stages involved in the process of socialization. Give examples of each stage. Difficulty: 3 QuestionID: 02-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—ES Answer: The process that helps new employees adapt to the prevailing culture is socialization. The three stages of socialization are prearrival, encounter, and metamorphosis. a) The prearrival stage recognizes that each individual arrives with a set of values, attitudes, and expectations. These cover both the work to be done and the organization. b) Upon entry into the organization, the new member enters the encounter stage. Here, the individual confronts the possible dichotomy between her expectations and reality. c) Finally, the new member must work out any problems discovered during the encounter stage. This may mean going through changes–hence, this is called the metamorphosis stage. 8. Organizational culture can be just as important as the numbers side to the organization. Explain the primary methods of maintaining an organization's culture. Give examples. Difficulty: 3 QuestionID: 02-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.3 Identify the factors that create and sustain an organization's culture. Miscellaneous: Type—ES Answer: Once a culture is in place, there are practices within the organization that act to maintain it by giving employees a set of similar experiences. Three forces play a particularly important part in sustaining a culture: selection practices, the actions of top management, and socialization methods. a) Selection: Selection can ensure the hiring of people who have values essentially consistent with those of the organization, or at least a good portion of those values. In addition, the selection process provides information to applicants about the organization. Candidates learn about the organization and, if they perceive a conflict between their values and those of the organization, they can self-select themselves out of the applicant pool. b) Top management: In addition to selection, the actions of top management also have a major impact on the organization's culture. Through what they say and how they behave, senior executives establish norms that filter down through the organization as to whether risk taking is desirable; how much freedom managers should give their employees; what is appropriate dress; what actions will pay off in terms of pay raises, promotions, and other rewards; and the like. c) Socialization: Finally, no matter how good a job the organization does in recruiting and selection, new employees are not fully indoctrinated in the organization's culture. Because they are unfamiliar with the organization's culture, new employees are potentially likely to disturb the beliefs and customs that are in place. 35 .

The organization will, therefore, want to help new employees adapt to its culture. This adaptation process is called socialization. 9. Organizational culture can be the lifeblood of the organization. What are the various ways in which the organizational culture can be transmitted to the employees? Give examples. Difficulty: 3 QuestionID: 02-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.4 Explain how culture is transmitted to employees. Miscellaneous: Type—ES Answer: Culture is transmitted to employees in a number of forms, the most potent being stories, rituals, material symbols, and language. a) Stories: Stories contain a narrative of events about the organization's founders, rule breaking, rags-to-riches successes, reductions in the workforce, relocation of employees, reactions to past mistakes, and organizational coping. These stories anchor the present in the past and provide explanations and legitimacy for current practices. b) Rituals: Rituals are repetitive sequences of activities that express and reinforce the key values of the organization, what goals are most important, which people are important, and which are expendable. c) Material symbols: The layout of corporate headquarters, the types of automobiles top executives are given, and the presence or absence of corporate aircraft are a few examples of material symbols. These material symbols convey to employees who is important, the degree of egalitarianism desired by top management, and the kinds of behaviour that are appropriate. d) Language: Many organizations and units within organizations use language as a way to identify members of a culture or subculture. By learning this language, members attest to their acceptance of the culture and, in doing so, help to preserve it. Organizations, over time, often develop unique terms to describe equipment, offices, key personnel, suppliers, customers, or products that relate to its business. New employees are frequently overwhelmed with acronyms and jargon, that, once assimilated, acts as a common denominator that unites members of a given culture or subculture. 10. Ethical culture is becoming more important to organizations. What can management do to create a more ethical culture within an organization? Give examples. Difficulty: 3 QuestionID: 02-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. Miscellaneous: Type—ES Answer: To create a more ethical culture, management can take a number of steps. a) Management can be a visible role model. Employees will look to top management behaviour as a benchmark for defining appropriate behaviour. b) Management can also communicate ethical expectations. Ethical ambiguities can be minimized by creating and disseminating an organizational code of ethics. It should state the organization's primary values and the ethical rules that employees are expected to follow. 36 .

c) Management can also provide ethical training. Training sessions can be used to reinforce the organization's standards of conduct, to clarify what practices are and are not permissible, and to address possible ethical dilemmas. d) Management can visibly reward ethical acts and punish unethical ones. Performance appraisals of managers should include a point-by-point evaluation of how his or her decisions measured against the organization's code of ethics. Appraisals must include the means taken to achieve goals as well as the ends themselves. e) Finally, the organization needs to provide formal mechanisms so that employees can discuss ethical dilemmas and report unethical behaviour without fear of reprimand. This might include creation of ethical counsellors, ombudsmen, or ethical officers.

37 .

Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 03: Diversity in Organizations Multiple Choice Questions 1. The two major forms of workforce diversity are and A) surface-level diversity; deep-level diversity B) surface-level diversity; lateral-level diversity C) organizational-level diversity; individual-level diversity D) lateral-level diversity; deep-level diversity E) physical-level diversity; intellectual-level diversity

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Difficulty: 2 QuestionID: 03-1-01 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: A) surface-level diversity; deep-level diversity 2. Differences in characteristics like education, ethnicity, regional background, and gender form part of . A) individual-level diversity B) organizational-level diversity C) lateral-level diversity D) surface-level diversity E) deep-level diversity Difficulty: 1 QuestionID: 03-1-02 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: D) surface-level diversity 3. Differences in characteristics such as personality and values form part of A) surface-level diversity B) deep-level diversity C) lateral-level diversity D) organizational-level diversity E) individual-level diversity Difficulty: 1 QuestionID: 03-1-03 Skill: Concept 1

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Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: B) deep-level diversity 4. While initial meetings may depend on surface-level diversity in making attempts to understand other individuals, studies show that after time and become more important to understanding the other individual. A) stereotypes; assumptions B) assumptions; judgments C) values; personality D) age; wisdom E) gender; age Difficulty: 3 QuestionID: 03-1-04 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: C) values; personality 5. Which of the following statements is true regarding surface-level diversity? A) Surface-level diversity will overcome fundamental differences and promote harmony. B) Surface-level diversity can co-exist with deep-level diversity within an organization. C) Surface-level diversity does not affect employees' perceptions. D) Surface-level diversity, not thoughts and feelings, is mostly reflected in demographics. E) Surface-level diversity in the workforce can be eliminated by effective diversity management. Difficulty: 2 QuestionID: 03-1-05 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: D) Surface-level diversity, not thoughts and feelings, is mostly reflected in demographics. 6. Ravinder and Diane are two employees in an organization who recently started working together. Diane is an older, long-tenured woman raised in rural Alberta, who achieved her current level in the organization by starting as a high school graduate and working her way up the hierarchy. Ravinder is a young, recently hired male university graduate with a business degree, raised in a downtown neighbourhood in Toronto. However, both are deeply committed to their families, share a common way of thinking about important work problems, like to work collaboratively, and are interested in international assignments in the future. Which of the following describes the diversity between these two? A) lateral-level diversity B) deep-level diversity 2

C) surface-level diversity D) individual-level diversity E) hierarchical-level diversity Difficulty: 3 QuestionID: 03-1-06 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: C) surface-level diversity 7. Steve and Dave are two unmarried, white, male college graduates from Ontario who recently started working together. However, Steve is highly introverted, prefers to avoid risks, solicits the opinions of others before making decisions, and likes the office quiet. Dave is extroverted, risk-seeking, and assertive, and likes an active, energetic work environment. Which of the following describes the diversity between these two? A) lateral-level diversity B) deep-level diversity C) surface-level diversity D) individual-level diversity E) hierarchical-level diversity Difficulty: 3 QuestionID: 03-1-07 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: B) deep-level diversity 8. According to a 2015 poll of 3,000 Canadians between the ages of 30 and 65, what percent planned to work past age 65? 25 percent 30 percent 40 percent 54 percent 60 percent Difficulty: 1 QuestionID: 03-1-08 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: E) 60 percent 3

9. Which of the following statements represents findings from studies of the age-turnover relationship? A) The older you get, the less likely you are to be satisfied with your job. B) The older you get, the less likely you are to quit your job. C) The older you get, the more likely you are to equip yourself with new skills. D) The older you get, the more likely you are to take a leave of absence. E) The older you get, the less likely you are to be productive on the job. Difficulty: 2 QuestionID: 03-1-09 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: B) The older you get, the less likely you are to quit your job. 10. In a recent study of 8,000 employees across 128 companies, it was found that . A) employees over the age of 50 were more productive than those under 50 B) employees under 50 were more productive than those over 50 C) policies allowing age discrimination encouraged lower levels of organizational commitment D) policies allowing age discrimination encouraged higher levels of organizational commitment E) age has no effect on performance or commitment Difficulty: 3 QuestionID: 03-1-10 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: C) policies allowing age discrimination encouraged lower levels of organizational commitment 11. Statistics Canada data from 2015 showed that the gender wage gap was workers. A) 46 percent B) 36 percent C) 26 percent D) 13 percent E) 6 percent Difficulty: 1 QuestionID: 03-1-11 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: C) 26 percent 4

for full-time

12.

is defined as the biological heritage people use to identify themselves. A) Race B) Diversity C) Culture D) Civilization E) Ethnography

Difficulty: 1 QuestionID: 03-1-12 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: A) Race 13.

is the additional set of cultural characteristics which often overlaps with race. A) Ethnicity B) Civilization C) Diversity D) Anthropology E) Acculturation

Difficulty: 1 QuestionID: 03-1-13 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: A) Ethnicity 14. Alton, a mid-level manager for Knockaround Clothing in charge of monthly inventory, often participates in quarterly meetings of the Fort McKay First Nation in Edmonton, Alberta. Alton's supervisors' allowing him flex time to attend these meetings embraces Alton's . A) religion B) cultural identity C) abilities D) ethnicity E) tenure Difficulty: 3 QuestionID: 03-1-14 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC 5

Answer: D) ethnicity 15. The manner in which people carry themselves in terms of race and ethnicity is commonly referred to as . A) heritage B) ethnic background C) cultural identity D) regionalistic customs E) collective individuality Difficulty: 1 QuestionID: 03-1-15 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: C) cultural identity 16. Jared was raised on a cattle farm and currently works as a civil engineer. When Jared recently represented his company at a formal dinner, his supervisor was surprised to see Jared wearing an expensive suit with cowboy boots. Jared's boots would be an example of his . A) religion B) cultural identity C) abilities D) ethnicity E) tenure Difficulty: 2 QuestionID: 03-1-16 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—MC Answer: B) cultural identity 17. The Canadian Multiculturalism Act introduced some changes to multiculturalism policies, including all of the following except . A) formal statements of support for the maintenance of languages other than Canada's two official languages B) mandating programs and practices that enhance community participation for all citizens C) mandating programs and practices that enhance understanding and respect for diversity D) requiring the collection of statistical data measuring the outcomes of these initiatives E) mandating programs and practices that enhance intellectual protection Difficulty: 2 QuestionID: 03-1-17 6

Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—MC Answer: E) mandating programs and practices that enhance intellectual protection 18. Which of the following describes the main goal of the multiculturalism policy of Canada? A) It ensures that all citizens maintain their identities, acknowledge and celebrate their ancestry. B) It ensures that all citizens get equal pay for equal work. C) It ensures that all citizens can refuse to work in an unsafe work environment. D) It ensures that all citizens have freedom of speech. E) It ensures that all citizens have freedom of conscience and religion. Difficulty: 2 QuestionID: 03-1-18 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—MC Answer: A) It ensures that all citizens maintain their identities, acknowledge and celebrate their ancestry. 19. All of the following represent the critiques against Canadian multiculturalism legislation except . A) encouraging people to focus on their differences rather than their similarities B) making a shallow commitment to multiculturalism C) discouraging people to maintain their own ethnical identities D) not backed up with the resources necessarily to genuinely foster cultural maintenance E) failing to address underlying systemic barriers to true cross-cultural acceptance and inclusion Difficulty: 3 QuestionID: 03-1-19 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—MC Answer: C) discouraging people to maintain their own ethnical identities 20. The case of Alberta Dairy Pool versus the Alberta Human Rights Commission (1990, 2.S.C.R. 489) established a set of criteria for undue hardship used to determine if an employer is required to provide a specific accommodation, which include all of the following except . A) the employer has a very large operation B) excessive expenses will be incurred C) it will disrupt existing collective agreements 7

D) it will create morale problems with other employees E) the employer has legitimate safety concerns Difficulty: 2 QuestionID: 03-1-20 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—MC Answer: A) the employer has a very large operation 21. Which of the following is not an example of common accommodations for physical disabilities? A) fixed work schedule B) technical devices such as Braille readers C) software such as voice recognition D) human support in the form of personal assistants E) special parking spaces Difficulty: 2 QuestionID: 03-1-21 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—MC Answer: A) fixed work schedule 22. Which of the following is not an example of common accommodations for mental, sensory, and psychiatric disabilities? A) software such as voice recognition B) scheduling flexibility C) darkened rooms D) being able to work in a quiet, private workspace without distractions for people with attention deficit disorder E) social accommodation such as creating understanding among coworkers about communication-style differences associated with autism Difficulty: 2 QuestionID: 03-1-22 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—MC Answer: A) software such as voice recognition 8

23. All of the following describe the benefits of effective diversity management except _. A) increasing an organization's access to the widest possible pool of skills, abilities, and ideas B) helping an organization innovate more effectively C) helping an organization reduce its operation costs D) helping an organization address diverse customer needs more appropriately E) allowing an organization to recognize and capitalize on employee differences Difficulty: 2 QuestionID: 03-1-23 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: C) helping an organization reduce its operation costs 24. Which of the following biological characteristics is a potent variable in explaining turnover? A) age B) religion C) gender identity D) sexual orientation E) race Difficulty: 2 QuestionID: 03-1-24 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: A) age 25. Which of the following statements is an accurate representation of the relationship between age and productivity? A) Employee productivity declines with age. B) Employee productivity increases with age. C) Employee productivity and age are unrelated. D) Employee productivity increases to the maximum at age 30. E) Employee productivity increases to the maximum at age 65. Difficulty: 2 QuestionID: 03-1-25 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: C) Employee productivity and age are unrelated. 9

26. Which of the following statements is not an accurate representation of important differences between men and women affecting job performance? A) There are no consistent male-female differences in problem-solving ability, analytical skills, competitive drive, motivation, sociability, or learning ability. B) Research suggests that women believe sex-based discriminations are less prevalent than do male employees. C) Psychological studies have found women are more agreeable and willing to conform to authority. D) Working mothers are more likely than their counterparts to prefer part-time work, flexible work schedules, and telecommuting in order to accommodate their family responsibilities. E) After rethinking what constitutes male and female roles, we can safely assume no significant difference in job productivity between men and women. Difficulty: 2 QuestionID: 03-1-26 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: B) Research suggests that women believe sex-based discriminations are less prevalent than do male employees. 27. Women who succeed in traditionally male dominated roles are usually perceived as A) more likeable B) less hostile C) more sociable D) less desirable E) more capable

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Difficulty: 2 QuestionID: 03-1-27 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: D) less desirable 28. Research shows which form of discrimination can result in the highest levels of psychological stress? A) intimidation B) exclusive practices C) sexual harassment D) mockery E) age discrimination Difficulty: 1 QuestionID: 03-1-28 10

Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: C) sexual harassment 29. Which of the following statements is not an accurate representation of employment statistics for Canadians? A) The unemployment rate for Indigenous people is higher than that for other Canadians. B) When employed, Indigenous people tend to earn less than other Canadians. C) The unemployment rate for new immigrants is higher than that for Canadian-born workers in Ontario. D) Recent arrivals who were African-born experienced higher unemployment rates than do domestic-born workers. E) Recent arrivals who were Asian-born experienced lower unemployment rates than do domestic-born workers. Difficulty: 2 QuestionID: 03-1-29 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: E) Recent arrivals who were Asian-born experienced lower unemployment rates than do domesticborn workers. 30. Which of the following statements is not an accurate representation of research findings on the impact of disabilities on employment outcomes? A) When disability status is randomly assigned to hypothetical candidates, disabled individuals are rated as having superior personal qualities like dependability and potency. B) Despite higher performance ratings, individuals with disabilities tend to encounter lower performance expectations and are less likely to be hired. C) The recognition of the talents and abilities of disabled individuals has actually reduced workplace diversity. D) People with disabilities are much more likely to be stereotyped in ways that negatively impact long-term employment prospects. E) Workers with psychiatric disabilities in particular experience very high levels of discrimination and are often stereotyped as unpredictable and violent. Difficulty: 3 QuestionID: 03-1-30 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: C) The recognition of the talents and abilities of disabled individuals has actually reduced workplace diversity. 11

31. Which of the following situations would not be considered a faith-based employment issue? A) Monday-to-Friday workweek B) leaving early on Christmas Eve C) wearing of a Hijab in the office D) refusing to work on Saturday E) refusing to work the night shift Difficulty: 2 QuestionID: 03-1-31 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: E) refusing to work the night shift 32. Although diversity does present many opportunities for organizations, effective diversity management means also working to eliminate . A) surface-level diversity B) unfair discrimination C) ethnic diversity D) irrelevant biographical characteristics E) discrepancies in employee performance Difficulty: 2 QuestionID: 03-1-32 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—MC Answer: B) unfair discrimination 33. Which of the following options does not suggest that diversity experiences are more likely to lead to positive adaptation for all parties? A) if the positive experience of stereotype undermining is repeated frequently B) if the perceiver engages in stereotype suppression and generative thought in response to the diversity experience C) if the perceiver is perceived to be stereotypical and if his message is undermined by the audience D) if the diversity experience undermines stereotypical attitudes E) if the perceiver is motivated and able to consider a new perspective on others Difficulty: 3 QuestionID: 03-1-33 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. 12

Miscellaneous: Type—MC Answer: C) if the perceiver is perceived to be stereotypical and if his message is undermined by the audience 34. The act of discriminating can limit the organizations in the manner of A) firing incapable employees B) designing effective compensation plans C) providing effective training programs D) realizing the benefits of diversity E) improving employee performance

.

Difficulty: 3 QuestionID: 03-1-34 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: D) realizing the benefits of diversity 35. Although discrimination has come under great legal and public scrutiny over the past years, still thousands of cases of discrimination occur every year. Which action would not be considered a form of discrimination? A) exclusion B) conflict C) incivility D) intimidation E) All are forms of discrimination. Difficulty: 2 QuestionID: 03-1-35 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: B) conflict 36. Carol is over 55 years of age and is targeted for layoff because she is highly paid and has lucrative benefits. Which of the following terms explains what she has been subjected to? A) recessionary practice B) mockery and insult C) discriminatory practice D) exclusion E) incivility Difficulty: 3 13

QuestionID: 03-1-36 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: C) discriminatory practice 37. can be defined as unwanted sexual advances and other verbal or physical conduct of a sexual nature that create a hostile or offensive work environment. A) Exclusion B) Inclusion C) Intimidation D) Mockery E) Sexual harassment Difficulty: 1 QuestionID: 03-1-37 Skill: Concept Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: E) Sexual harassment 38. can be defined as overt threats or bullying directed at members of specific groups of employees. A) Exclusion B) Inclusion C) Intimidation D) Mockery E) Sexual harassment Difficulty: 1 QuestionID: 03-1-38 Skill: Concept Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: C) Intimidation 39.

is a form of discrimination where people are cast into negative stereotypes and made fun of. 14

A) Exclusion B) Inclusion C) Intimidation D) Mockery E) Sexual harassment Difficulty: 2 QuestionID: 03-1-39 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: D) Mockery 40. Recently, Thadius announced that he and his partner Ryan were planning to marry. Since this time, Thadius has no longer been invited to lunch with the members of his team and was not asked to play in the inter-departmental softball league this year. Thadius is experiencing which form of discrimination? A) sexual harassment B) intimidation C) insult D) exclusion E) incivility Difficulty: 3 QuestionID: 03-1-40 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: D) exclusion 41. A female lawyer noted that male attorneys frequently cut her off or do not adequately address her comments. Which of the following terms explains what she has been subjected to? A) exclusion B) inclusion C) intimidation D) mockery E) incivility Difficulty: 1 QuestionID: 03-1-41 Skill: Application 15

Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: E) incivility 42. The phrase can refer to any characteristic that makes people different from one another. A) lateral diversity B) individual diversity C) organic diversity D) workplace diversity E) deep-level diversity Difficulty: 1 QuestionID: 03-1-42 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: D) workplace diversity 43. The Tent Prine Inc. wishes to enhance its workforce diversity by targeting recruiting messages to specific demographic groups underrepresented in the workforce. If it wants to maximize its results, which of the following options should it not resort to? A) recruit at colleges, universities, and other institutions with significant numbers of underrepresented minorities B) place advertisements in publications geared toward specific demographic groups C) form partnerships with associations like the Society for Women Engineers D) enter into a contractual agreement to hire from the Graduate Minority Business Association E) rely on word of mouth marketing from its employees and resort to an e-mail campaign Difficulty: 2 QuestionID: 03-1-43 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: E) rely on word of mouth marketing from its employees and resort to an e-mail campaign 44.

is an individual's current capacity to perform the various tasks in a job. A) Inductive reasoning 16

B) Dynamic strength C) Deductive reasoning D) Ability E) Social intelligence Difficulty: 2 QuestionID: 03-1-44 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: D) Ability 45.

is needed to perform mental activities—thinking, reasoning, and problem solving. A) Dynamic flexibility B) Extent flexibility C) Static strength D) Dynamic strength E) Intellectual ability

Difficulty: 2 QuestionID: 03-1-45 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: E) Intellectual ability 46. Which of the following is not a part of the intellectual abilities? A) thinking B) reasoning C) balance D) problem solving E) capacity to do mental activites Difficulty: 1 QuestionID: 03-1-46 Skill: Concept Notes: AACSB—Ability and disability Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. 17

Miscellaneous: Type—MC Answer: C) balance 47. Aria can measures both speed and power of to make hiring decisions. Which of the following tests of intellectual ability does she use? A) Wonderlic Cognitive Ability B) perceptual speed C) spatial visualization D) deductive reasoning E) inductive reasoning Difficulty: 2 QuestionID: 03-1-47 Skill: Application Notes: AACSB—Ability and disability Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: A) Wonderlic Cognitive Ability 48. Which intelligence test most widely used in hiring decisions takes only 12 minutes to complete? A) perceptual speed B) spatial visualization C) Wonderlic Cognitive Ability D) deductive reasoning E) inductive reasoning Difficulty: 2 QuestionID: 03-1-48 Skill: Concept Notes: AACSB—Ability and disability Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics Miscellaneous: Type—MC Answer: C) Wonderlic Cognitive Ability 49. Which of the following is not a part of the physical abilities? A) stamina B) dexterity C) strength D) problem solving E) similar chractaristics as stamina, dexterity, and strength Difficulty: 1 18

QuestionID: 03-1-49 Skill: Concept Notes: AACSB—Ability and disability Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: D) problem solving 50. In order to improve labour force participation of persons with disabilities, which of the following does the Canadian Charter of Rights and Freedom prohibits? A) discrimination based on disability B) discrimination and mandate reasonable accomodation C) discrimination based on computer skills D) discrimination based on communication skills E) discrimination based on leadership skills Difficulty: 1 QuestionID: 03-1-50 Skill: Concept Notes: AACSB—Disabilities and Reasonable Accomodation Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: A) discrimination based on disability 51. In order to improve labour force participation of persons with disabilities, which of the following does the Human Rights Act, and the Employment Equity Act in Canada prohibits? A) discrimination based on disability B) discrimination and mandate reasonable accomodation C) discrimination based on computer skills D) discrimination based on communication skills E) discrimination based on leadership skills Difficulty: 1 QuestionID: 03-1-51 Skill: Concept Notes: AACSB—Disabilities and Reasonable Accomodation Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: B) discrimination and mandate reasonable accomodation 52. In order to improve the religious diversity at workplace, which of the following is prohibited by the 19

Human Rights Act, and the Canadian Charter of Rights and Freedoms? A) discrimination based on disability B) discriminating against employees on the basis of their religion C) discrimination based on computer skills D) discrimination based on communication skills E) discrimination based on leadership skills Difficulty: 1 QuestionID: 03-1-52 Skill: Concept Notes: AACSB—Disabilities and Reasonable Accomodation. Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: B) discriminating against employees on the basis of their religion 53. Edwin is a plant manager and has the responsibility to provide accomodations to individuals and employees with disabilities. Which of the following reminder is suited for Edwin? A) that it is not the responsibility of the plant manager B) that most accomodations are simple to provide and are free or low-cost C) that it is an example of inductive reasoning D) that it is a case of verbal comprehension E) that it is a case of perceptual speed Difficulty: 2 QuestionID: 03-1-53 Skill: Application Notes: AACSB—Disabilities and Reasonable Accomodation. Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: B) that most accomodations are simple to provide and are free or low-cost 54. Which of the following is not a form of discrimination? A) stereotyping B) discounting C) sexual harassment D) intimidation E) capacity to do mental activites Difficulty: 1 QuestionID: 03-1-54 Skill: Concept Notes: AACSB—Discrimination 20

Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: E) capacity to do mental activites 55. Which of the following is a form of discrimination? A) stereotyping B) delegation C) responsibility D) promotion E) training Difficulty: 1 QuestionID: 03-1-55 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: A) stereotyping 56.

defines the overt threats or bullying directed at members of specific groups of employees. A) stereotyping B) delegation C) responsibility D) promotion E) intimidation

Difficulty: 1 QuestionID: 03-1-56 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: E) intimidation 57.

, the most widely used intelligence test in hiring decisions, takes only 12 minutes to complete. A) Kaufman Adolescent and Adult Intelligence Test (KAIT) B) Kaufman Brief Intelligence Test (KBIT) C) Myers-Briggs Type Indicator Assessment D) Multidimensional Aptitude Battery (MAB-II) E) Wonderlic Cognitive Ability Test

Difficulty: 2 QuestionID: 03-1-57 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace 21

stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: E) Wonderlic Cognitive Ability Test 58. Which of the following statements is not true about the Wonderlic Cognitive Ability Test? A) Most of the companies using the Wonderlic stop using other hiring tools, such as application forms or interviews. B) It measures both speed and power, so the average score is pretty low–about 21/50. C) It is able to provide valid information cheaply (for $5 to $10/applicant). D) It has different forms and each has 50 questions. E) More companies are using the Wonderlic in hiring decisions. Difficulty: 2 QuestionID: 03-1-58 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: A) Most of the companies using the Wonderlic stop using other hiring tools, such as application forms or interviews. 59. Which of the following is not a part of the nine basic physical abilities identified by research to be needed in the performance of physical tasks? A) dynamic strength B) stamina C) balance D) perceptual speed E) extent flexibility Difficulty: 2 QuestionID: 03-1-59 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—MC Answer: D) perceptual speed 60. defines the actions taken by representatives of the organization that deny equal opportunity to perform or unequal rewards for performance. A) stereotyping B) delegation 22

C) responsibility D) discriminatory policies or practices E) intimidation Difficulty: 1 QuestionID: 03-1-60 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: D) discriminatory policies or practices 61. defines the ignoring or invalidating the perspectives of others, often to maintain the status quo. A) stereotyping B) delegation C) discounting D) discriminatory policies or practices E) intimidation Difficulty: 1 QuestionID: 03-1-61 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: C) discounting 62. defines the unwanted sexual advances and other verbal or physical conduct of a sexual nature that create a hostile or offensive work environment. A) stereotyping B) sexual harassment C) discounting D) discriminatory policies or practices E) intimidation Difficulty: 1 QuestionID: 03-1-62 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: B) sexual harassment 63.

defines the jokes or negative stereotypes; sometimes the result of jokes taken too far. A) stereotyping 23

B) sexual harassment C) mockery and insults D) discriminatory policies or practices E) intimidation Difficulty: 1 QuestionID: 03-1-63 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: C) mockery and insults 64. defines the exclusion of certain people from job opportunities, social events, discussions, or informal mentoring; can occur unintentionally. A) stereotyping B) sexual harassment C) mockery and insults D) discriminatory policies or practices E) exclusion Difficulty: 1 QuestionID: 03-1-64 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals Miscellaneous: Type—MC Answer: E) exclusion 65. defines the disrespectful treatment, including behaving in an aggressive manner, interrupting the person, or ignoring varying opinions. A) stereotyping B) incivility C) mockery and insults D) discriminatory policies or practices E) exclusion Difficulty: 1 QuestionID: 03-1-65 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals Miscellaneous: Type—MC Answer: B) incivility 66. How can individuals avoid inadvertently behaving in discriminatory ways? 24

A) by accepting stereotyping B) by accepting incivility C) by acknowledging mockery and insults D) by accepting that we have cognitive biases E) by accepting exclusion Difficulty: 1 QuestionID: 03-1-66 Skill: Concept Notes: AACSB—Implementing Personal Anti-Bias Techniques Objective: 3.3b Develop a personal action plan to reduce non-conscious bias and discrimination. Miscellaneous: Type—MC Answer: D) by accepting that we have cognitive biases 67. How can individuals reduce personal bias? A) by accepting stereotyping B) by accepting incivility C) by acknowledging mockery and insults D) by accepting exclusion E) by being more open to accepting and respecting the subjective opinions of others Difficulty: 1 QuestionID: 03-1-67 Skill: Concept Notes: AACSB—Implementing Personal Anti-Bias Techniques. Objective: 3.3b Develop a personal action plan to reduce non-conscious bias and discrimination. Miscellaneous: Type—MC Answer: E) by being more open to accepting and respecting the subjective opinions of others 68. Which is the best manner in which to deal with racial and ethnic diversity in the workplace? A) Ignore the differences; we are all the same. B) Implement policies which prohibit cultural conversations. C) Create work groups which have members of all possible racial groups. D) Hold an orientation in which team members can discuss their differences. E) Force people to work with people with whom they are uncomfortable. Difficulty: 3 QuestionID: 03-1-68 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: D) Hold an orientation in which team members can discuss their differences. 69. can be defined as actions taken by representatives of the organization that deny equal opportunity to perform or unequal rewards for performance. 25

A) Intimidation B) Exclusive practices C) Sexual harassment D) Discriminatory policies or practices E) Inclusive practices Difficulty: 1 QuestionID: 03-1-69 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: D) Discriminatory policies or practices 70. Which of the following is a type of discrimination that cannot be monitored or observed and may occur simply because the actor is not aware of the effects of their actions? A) randomization B) inclusion C) company policy D) exclusion E) sexual harassment Difficulty: 1 QuestionID: 03-1-70 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: D) exclusion 71. Martha claims that she has been assigned marginal job roles or light workloads that do not lead to promotion. Which of the following terms accurately explains the type of discrimination she has been subjected to? A) intimidation B) sexual harassment C) exclusion D) inclusion E) insult Difficulty: 3 QuestionID: 03-1-71 Skill: Application Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: C) exclusion 26

72. is a form of discrimination whereby certain people are left out from job opportunities, social events, discussions, or informal mentoring. A) exclusion B) mockery C) intimidation D) sexual harassment E) inclusion Difficulty: 3 QuestionID: 03-1-72 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: A) exclusion 73. Which of the following is not a consequence of discrimination for employers? A) reduced productivity B) workplace diversity C) citizenship behaviour D) negative conflicts E) increased turnover Difficulty: 2 QuestionID: 03-1-73 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: B) workplace diversity 74. All of the following efforts could enhance workplace diversity except . A) confirming that interview questions and selection tests are free from subtle cultural or gender biases B) having multiple interviewers to minimize the impact of individual biases C) ensuring that the same level of training and support is offered to all new hires D) using subjective scoring sheets to rank job candidates instead of objective ones E) confirming that performance criteria are clearly communicated and objectively measured Difficulty: 2 QuestionID: 03-1-74 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: D) using subjective scoring sheets to rank job candidates instead of objective ones 27

75. Which of the following is not a component of comprehensive workforce programs encouraging diversity? A) encouraging employees to learn foreign languages and culture to promote and attract a diverse workforce B) encouraging fair treatment of all people regardless of their demographic characteristics C) fostering personal development practices that bring out the skills and abilities of all workers D) teaching managers about the legal framework for equal employment opportunity E) teaching managers how a diverse workforce will be better able to serve a diverse market of customers and clients Difficulty: 2 QuestionID: 03-1-75 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—MC Answer: A) encouraging employees to learn foreign languages and culture to promote and attract a diverse workforce True or False Questions 1. Demographics mostly reflect surface-level diversity and not deep-level diversity. a True b False Difficulty: 2 QuestionID: 03-2-76 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—TF Answer: a. True 2. Differences in characteristics like education, financial status, ethnicity, regional background, and gender constitute surface-level diversity. a True b False Difficulty: 2 QuestionID: 03-2-77 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—TF Answer: a. True 28

3. Research findings show that men and women may be offered a similar number of developmental experiences, but females are less likely to be assigned challenging positions by men. a True b False Difficulty: 2 QuestionID: 03-2-78 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—TF Answer: a. True 4. Federal law does not prohibit discrimination against employees based on sexual orientation. a True b False Difficulty: 1 QuestionID: 03-2-79 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—TF Answer: b. False 5. The Canadian Charter of Rights and Freedoms and the Human Rights Act prohibit employers from discriminating against employees on the basis of their religion. a True b False Difficulty: 1 QuestionID: 03-2-80 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. Miscellaneous: Type—TF Answer: a. True 6. Younger workers are more likely than older workers to quit their job. a True b False

29

Difficulty: 2 QuestionID: 03-2-81 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—TF Answer: a. True 7. Research shows the positive correlation between employees' age and absenteeism. a True b False Difficulty: 2 QuestionID: 03-2-82 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—TF Answer: b. False 8. Hiring managers should automatically preclude a candidate with a disability if they appear to be unable to do the job. a True b False Difficulty: 2 QuestionID: 03-2-83 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—TF Answer: b. False 9. All forms of unfair discrimination can be observed and rooted out in an organizational setup. a True b False Difficulty: 2 QuestionID: 03-2-84 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—TF Answer: b. False 30

10. Overall abilities are essentially made up of two sets of factors: intellectual and psychological. a True b False Difficulty: 1 QuestionID: 03-2-85 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—TF Answer: b. False 11. There is a perfect correlation between intelligence and job satisfaction. a True b False Difficulty: 1 QuestionID: 03-2-86 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—TF Answer: b. False 12. With the changing nature of work suggesting the increasing importance of intellectual abilities for many jobs, the value of physical abilities is reducing. a True b False Difficulty: 3 QuestionID: 03-2-87 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—TF Answer: b. False 13. Intimidation and discounting are forms of discrimination. a True 31

b False Difficulty: 1 QuestionID: 03-2-88 Skill: Concept Notes: AACSB—Discrimination Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—MC Answer: a. True 14. Effective diversity management means working to eliminate diversity from organizational culture. a True b False Difficulty: 2 QuestionID: 03-2-89 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—TF Answer: b. False 15. Organizations that provide diversity training are more likely to have women and minorities in upper management positions when compared with organizations that did not provide diversity training. a True b False Difficulty: 2 QuestionID: 03-2-90 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—TF Answer: b. False Essay Questions 1. Summarize the two major forms of workforce diversity. Difficulty: 3 QuestionID: 03-3-91 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—ES Answer: Demographics mostly reflect surface-level diversity, not thoughts and feelings, and can lead 32

employees to perceive one another through stereotypes and assumptions. However, evidence has shown that as people get to know one another, they become less concerned about demographic differences if they see themselves in terms of more important characteristics, such as personality and values, that represent deep-level diversity. This type of diversity is much more subtle, and can be difficult to recognize at first because it relates to invisible patterns of thought and unstated (often non-conscious) cultural assumptions. For example, people from some parts of the world may consider it improper to question their manager if they think he or she is making a mistake, while others may believe it expected and required of them. Since these types of differences tend to go unrecognized, deep-level diversity can be responsible for persistent conflicts and misunderstandings. But it can also lead to profoundly different modes of thought that can heighten creativity and innovation in team settings. 2. Explain and provide a workplace example of how stereotypes function in an organizational setting. Difficulty: 3 QuestionID: 03-3-92 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1a Describe the demographic characteristics of the Canadian labour force. Miscellaneous: Type—ES Answer: Demographics mostly reflect surface-level diversity, not thoughts and feelings, and can lead employees to perceive one another through stereotypes and assumptions. However, evidence has shown that as people get to know one another, they become less concerned about demographic differences if they see themselves in terms of more important characteristics, such as personality and values, that represent deep-level diversity. To better understand the difference between surface- and deep-level diversity, consider the following example. Luis and Carol are managers who seem to have little in common at first glance. Luis is a young Mexican who emigrated to Canada three years ago. He is a university graduate with a business degree. Carol is an older, longtenured employee raised in rural Manitoba, who started as a customer service trainee after high school and worked her way up the hierarchy. At first, these coworkers may notice their surface-level differences in education, ethnicity, regional background, and gender. However, as they get to know one another, they may find they are both deeply committed to their families, have a common way of thinking about important work problems, like to work collaboratively, and are interested in international assignments in the future. Such similarities will overshadow the more superficial differences, and research suggests that after an initial period of familiarization the two people will work well together. 3. Identify and explain any TWO of the biological characteristics in which employees differ and explain any two characteristics' effect on organizational behaviour in Canada. Difficulty: 3 QuestionID: 03-3-93 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—ES Answer: Answers to this will vary but will focus on age, race, gender, ethnicity, religion, and disability status.

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4. Explain how the biological characteristics of sexual orientation and gender identity affect organizational behaviour in Canada. Difficulty: 3 QuestionID: 03-3-94 Skill: Critical thinking Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—ES Answer: Federal law prohibits discrimination against employees based on sexual orientation. This protection extends to all aspects of employment, including the provision of benefits to same-sex spouses and common-law partners. The unique workplace needs of transgendered individuals have also received increased attention, especially as regards respectful pronoun usage and access to safe and harassment-free washroom facilities. In 2001, only eight companies in the Fortune 500 had policies on gender identity. By 2013, that number had increased to roughly half. Ken Disken, former senior vice-president of defence contractor Lockheed Martin (one of the top companies in the Fortune 500), justified the firm's pro-tolerance policies as follows: "Lockheed Martin is committed to providing the most supportive and inclusive environment for all employees. Ensuring a positive, respectful workplace and robust set of benefits for everyone is critical to retaining employees and helping them develop to their fullest potential." In concrete terms, simple accommodations like gender-neutral washrooms and change rooms can make the workplace more welcoming for transgendered persons, contributing to a culture of respect. 5. Discuss how intellectual abilities are relevant to organizational behaviour. Difficulty: 3 QuestionID: 03-3-95 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—ES Answer: Intellectual abilities are abilities needed to perform mental activities–thinking, reasoning, and problem solving. Most societies place a high value on intelligence, and for good reason. Smart people generally earn more money and attain higher levels of education. They are also more likely to emerge as leaders of groups. Jobs differ in the demands they place on intellectual abilities. The more complex a job in terms of informationprocessing demands, the more general intelligence and verbal abilities will be necessary to perform successfully. While intelligence is a big help in performing a job well, it doesn't make people happier or more satisfied with their jobs. The correlation between intelligence and job satisfaction is about zero. Why? Research suggests that although intelligent people perform better and tend to have more interesting jobs, they are also more critical when evaluating their job conditions. Thus, smart people have it better, but they also expect more. 6. Discuss whether diversity helps or hinders a group. Difficulty: 3 QuestionID: 03-3-96 Skill: Analytical 34

Notes: AACSB—Diverse and multicultural work environments Objective: 3.1c Assess the business benefits and management challenges associated with a diverse workforce. Miscellaneous: Type—ES Answer: Most contemporary workplaces require extensive work in group settings. When people work in groups, they need to establish a common way of looking at and accomplishing the major tasks, and they need to communicate with one another often. If they feel little sense of membership and cohesion in their groups, all these group attributes are likely to suffer. In some cases, diversity in traits can hurt team performance, whereas in others it can facilitate it. Whether diverse or homogeneous teams are more effective depends on the characteristic of interest. Demographic diversity (in gender, race, and ethnicity) does not appear to either help or hurt team performance in general. On the other hand, teams of individuals who are highly intelligent, conscientious, and interested in working in team settings are more effective. Thus diversity on these variables is likely to be a bad thing–it makes little sense to try to form teams that mix in members who are lower in intelligence, conscientiousness, and uninterested in teamwork. In other cases, differences can be a strength. Groups of individuals with different types of expertise and education are more effective than homogeneous groups. Similarly, a group made entirely of assertive people who want to be in charge, or a group whose members all prefer to follow the lead of others, will be less effective than a group that mixes leaders and followers. Regardless of the composition of the group, differences can be leveraged to achieve superior performance. 7. Discuss intellectual abilities. Difficulty: 3 QuestionID: 03-3-97 Skill: Concept Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. Miscellaneous: Type—ES Answer: Intellectual abilities are those needed to perform mental activities— thinking, reasoning, visualization, and problem solving. Most societies put a high value on intelligence, and for good reason. Smart people generally earn more money and attain higher levels of education. They are also more likely to emerge as leaders of groups. However, assessing and measuring intellectual ability is not always simple. People aren't consistently capable of correctly assessing their own cognitive ability. IQ (intelligence quotient) tests are designed to ascertain a person's general intellectual abilities, but the origins, influence factors, and testing of IQ are controversial. 8. List and describe the physical abilities needed in the performance of physical tasks. Difficulty: 3 QuestionID: 03-3-98 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.2 Identify the key biographical and demographic characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. 35

Miscellaneous: Type—ES Answer: Physical abilities have been and will remain valuable for many jobs. Research on hundreds of jobs has identified nine basic abilities needed in the performance of physical tasks. Individuals differ in the extent to which they have each of these abilities. High employee performance is likely to be achieved when management has ascertained the extent to which a job requires each of the nine abilities and then ensures that employees in that job have those abilities. The physical abilities are divided into three factors: strength factors, flexibility factors, and other factors. Strength factors consist of: 1. dynamic strength (ability to exert muscular force repeatedly or continuously over time), 2. trunk strength (ability to exert muscular strength using the trunk—particularly abdominal—muscles), 3. static strength (ability to exert force against external objects), and 4. explosive strength (ability to expend a maximum of energy in one or a series of explosive acts). Flexibility factors consist of: 5. extent flexibility (ability to move the trunk and back muscles as far as possible), and 6. dynamic flexibility (ability to make rapid, repeated flexing movements). Other factors consist of: 7. body coordination (ability to coordinate the simultaneous actions of different parts of the body), 8. balance (ability to maintain equilibrium despite forces pulling off balance), and 9. stamina (ability to continue maximum effort requiring prolonged effort over time). 9. Discuss discrimination and paraphrase with an example how its types can affect organizational behaviour. Difficulty: 3 QuestionID: 03-3-99 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 3.3a Evaluate how stereotyping and workplace discrimination undermine equity goals. Miscellaneous: Type—ES Answer: To discriminate is to note a difference between things, which in itself isn't necessarily bad. Although diversity does present many opportunities for organizations, effective diversity management also means working to eliminate unfair discrimination. Usually when we talk about discrimination, though, we mean allowing our behaviour to be influenced by stereotypes about groups of people. Rather than looking at individual characteristics, unfair discrimination assumes everyone in a group is the same. This discrimination is often very harmful to organizations and employees. Some of the types of discrimination in an organizational setup are unfair policies or practices, sexual harassment, intimidation, mockery and insults, exclusion, and incivility. Discriminatory policies or practices of the organization's representatives would result in denying equal opportunities to perform or unequal rewards for performance. Unwanted sexual advances and other verbal or physical conduct of a sexual nature would create a hostile or offensive work environment. Overt threats or bullying directed at members of specific groups of employees would make the targeted employees intimidated. Jokes or negative stereotypes would be taken as mockery or insults when the results of the jokes are taken farther than what is acceptable. Exclusion of certain people from job opportunities, social events, discussions, or informal mentoring could happen unintentionally. Disrespectful treatment, including behaving in an aggressive manner, interrupting the person, or ignoring their opinion is considered as uncivil behaviour. 10. Despite increases in diversity training programs, outcomes are not consistently leading to increases of diversity within upper management. What might be the reason for this phenomenon and how might it be addressed?

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Difficulty: 3 QuestionID: 03-3-100 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 3.4 Recommend best practices for managing diversity effectively within the organization. Miscellaneous: Type—ES Answer: Simply holding one training session is not enough. Companies need strategies in place to encourage diversity in an ongoing manner. Researchers also suggest that diversity experiences are more likely to lead to positive adaptation for all parties if (1) the diversity experience undermines stereotypical attitudes, (2) the perceiver is motivated and able to consider a new perspective on others, (3) the perceiver engages in stereotype suppression and generative thought in response to the diversity experience, and (4) the positive experience of stereotype undermining is repeated frequently. Diversity programs based on these principles are likely to be more effective than traditional classroom learning.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 04: Attitudes, Emotions, Moods, and Stress Management Multiple Choice Questions 1. Which of the following answer choices is the best definition of attitude? A) Attitudes indicate how one will react to a given event. B) Attitudes are the yardstick by which one measures one's actions. C) Attitudes are the emotional part of an evaluation of a person, object, or event. D) Attitudes are evaluative statements about objects, people, or events. E) Attitudes are a measure of how the worth of an object, person or event is evaluated. Difficulty: 1 QuestionID: 04-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: D) Attitudes are evaluative statements about objects, people, or events. 2. The emotional or feeling component of a person's attitude is called A) complex understanding B) the cognitive component C) the affective component D) a complex attitude E) the behaviour component

.

Difficulty: 2 QuestionID: 04-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: C) the affective component 3. Ayesha is spending the summer working as an intern writing copy for a local firm. Today Ayesha's senior editor sent back some of Ayesha's work covered in red ink corrections. Up until now, all of Ayesha's work had been corrected in green or blue ink. Janice is upset and worried that her senior editor doesn't like her. Which component of an attitude is not represented in the previous scenario? A) the positive component B) the cognitive component C) the affective component D) the negative component E) the behavioural component

1

Difficulty: 2 QuestionID: 04-1-03 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: E) the behavioural component 4. The belief that "violence is wrong" is an evaluative statement. Such an opinion constitutes the component of an attitude. A) cognitive B) affective C) reflective D) behavioural E) reactive Difficulty: 2 QuestionID: 04-1-04 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: A) cognitive 5. Which of the following is an example of an affective attitude? A) believing that you did a good job B) the observation that most dogs have four legs C) the opinion that it is never acceptable to steal D) anger at being unfairly accused of a wrongdoing E) the avoidance of a restaurant where one once received bad service Difficulty: 2 QuestionID: 04-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: D) anger at being unfairly accused of a wrongdoing 6. Thad, Jamarcus, and Willy have each been working for Davidson International for three years. While the trio started together as analysts and are all still on the same team, Jamarcus has recently been made a team lead, while Willy and Thad are still in their respective positions, although Willy did receive a small raise after his last performance evaluation. When Thad complained about not getting a raise, he was experiencing which attitude? A) cognitive B) affective 2

C) behavioural D) negative E) dissonance Difficulty: 3 QuestionID: 04-1-06 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: A) cognitive 7. Leon Festinger argued that A) behaviour; job satisfaction B) behaviour; attitude C) attitudes; behaviour D) attitudes; job satisfaction E) job satisfaction; behaviour

follow(s)

.

Difficulty: 1 QuestionID: 04-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: C) attitudes; behaviour 8. The theory of cognitive dissonance was proposed by A) Maslow B) Festinger C) Hofstede D) Skinner E) Pavlov

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Difficulty: 1 QuestionID: 04-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: B) Festinger 9. "Dissonance" means A) reactance B) constancy C) resistance

.

3

D) consistency E) inconsistency Difficulty: 1 QuestionID: 04-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: E) inconsistency 10. Any incompatibility between two or more attitudes or between behaviour and attitudes results in . A) organizational dissonance B) cognitive dissonance C) attitudinal clarification D) values clarification E) affective reactance Difficulty: 1 QuestionID: 04-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: B) cognitive dissonance 11. Individuals will be more motivated to reduce dissonance when the attitudes are important or when they believe the dissonance is . A) directly related to their pay B) the work of a disgruntled coworker C) due to something they can control D) their supervisor showing favouritism E) completely out of their control Difficulty: 2 QuestionID: 04-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: C) due to something they can control 12. Jo is a courier delivering parcels throughout the metropolitan area. Although she considers herself law abiding, she often breaks the speed limit while making her deliveries. Which of the following statements does not reflect a likely response to the conflict between her attitude and her behaviour? 4

A) "It's not a problem that I speed a little bit; it's not much over the limit, and everyone else speeds some." B) "The speed limits are just too low around here; anyone driving at a reasonable speed will break them." C) "This speeding is irresponsible. From now on I am observing the speed limits." D) "I've got to drive fast sometimes, otherwise I will not make all my deliveries and I'll lose clients." E) "It's wrong to break even minor laws, but I'll probably keep speeding anyway." Difficulty: 3 QuestionID: 04-1-12 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: E) "It's wrong to break even minor laws, but I'll probably keep speeding anyway." 13. Sheila works for a manufacturer of Styrofoam trays for school lunches. Last year her son came home from school and told her that the trays she makes go straight to the landfill where they sit for hundreds of years without ever biodegrading. Although this information bothers Sheila, she does not look for another job because she enjoys her very high salary. Which dissonance moderating factor is illustrated by this example? A) Dissonance is reduced because of the sense of control by the individual. B) Dissonance is reduced because of the importance to the individual. C) There is no dissonance moderating factor in the example. D) Dissonance is increased because of the sense of control by the individual. E) High dissonance is tolerated because of a high reward. Difficulty: 2 QuestionID: 04-1-13 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: E) High dissonance is tolerated because of a high reward. 14. Mrs. Jonas believes strongly that it is important that workers' rights be respected, and that one of the more important ways of doing this is to ensure that all workers be properly documented. She is supervising a contracting company that is building a new warehouse for her company. While doing this she discovers that many of the workers employed by the contractor are undocumented aliens working for well below minimum wage. Mrs. Jonas is likely experiencing . A) cognitive dissonance B) unresolved anger C) ethical evasion D) uncertainty avoidance E) social pressure Difficulty: 2 QuestionID: 04-1-14 5

Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: A) cognitive dissonance 15. Mrs. Jonas believes strongly that it is important that workers' rights be respected, and that one of the more important ways of doing this is to ensure that all workers be properly documented. She is supervising a contracting company that is building a new warehouse for her company. While doing this she discovers that many of the workers employed by the contractor are undocumented aliens working for well below minimum wage. Mrs. Jonas can be expected to relieve the discomfort she is experiencing by doing the following except . A) deciding this issue is unimportant B) rationalizing that it is not her problem since she is not the contractor C) attempting to stop the contractor using undocumented workers D) coming to accept that using undocumented workers does not harm workers' rights E) terminating the contract as it is against her attitude Difficulty: 2 QuestionID: 04-1-15 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: E) terminating the contract as it is against her attitude 16. Mrs. Jonas believes strongly that it is important that workers' rights be respected, and that one of the more important ways of doing this is to ensure that all workers be properly documented. She is supervising a contracting company that is building a new warehouse for her company. While doing this she discovers that many of the workers employed by the contractor are undocumented aliens working for well below minimum wage. In this situation Mrs. Jonas has a(n) that is in conflict with a(n) . A) behaviour; behaviour B) attitude; attitude C) social need; social interest D) social need; social need E) attitude; behaviour Difficulty: 2 QuestionID: 04-1-16 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: E) attitude; behaviour

6

17. Cameron loves her job as a data programmer, but her coworker Blake is very challenging. Blake often loses his temper over aspects of shared projects that neither of them can control. When discussing projects in Cameron's work station, Blake plays with her office supplies, rearranges her desk, and leaves snack and food crumbs. Worst of all, Blake always takes the portion of a project that is the easiest, leaving Cameron to work harder and longer hours. Which of the following is not an effective method for handling Cameron's problems with Blake? A) Cameron should invite Blake to lunch and directly confront him with her feelings. B) Cameron should invite Blake to coffee to clarify if there are any misunderstandings. C) Cameron should simply ignore Blake and his behaviour. D) Cameron should make a point of going to Blake's work station and leaving a mess. E) Cameron should ask a manager to help divide the work load for the next project. Difficulty: 3 QuestionID: 04-1-17 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: D) Cameron should make a point of going to Blake's work station and leaving a mess. 18. Your friend Leslyn has been driving a Mustang for the past few years and is very vocal about how much she likes her car. Unfortunately, she was recently in an accident and has now purchased a brand new Challenger. Now she talks about how much she likes the Challenger and has started to criticize Mustangs! Which statement would best describe what you should say to Leslyn the next time she talks about cars? A) Leslyn, I liked your Mustang better than your new car. B) Leslyn, I am sorry about your car. Why did you not get another Mustang? C) Leslyn, I am sorry about your Mustang. It was a great car but your Challenger is great too! D) Leslyn, I am sorry about your Mustang, but do you need to be so negative toward it now? E) Leslyn, your negativity is driving us all nuts! Difficulty: 3 QuestionID: 04-1-18 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: C) Leslyn, I am sorry about your Mustang. It was a great car but your Challenger is great too! 19. Festinger proposed that the desire to reduce dissonance is determined by three moderating factors including the . A) values of the elements creating the dissonance B) degree of influence the individual believes he or she has over the elements C) degree of positive affect the person has toward the behaviour D) fact that values and attitudes will vary over the short term E) awareness that dissonance exists 7

Difficulty: 2 QuestionID: 04-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: B) degree of influence the individual believes he or she has over the elements 20. Which of the following statements is not true about attitudes in the workplace? A) Changing employee attitudes is necessary if you are to manage dissonance. B) High pay alone is not likely to create a satisfying workplace. C) Generating positive job attitudes helps lower absenteeism and turnover. D) Attitudes help determine how well employees perform on the job. E) Attitudes give warnings of potential problems. Difficulty: 2 QuestionID: 04-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: A) Changing employee attitudes is necessary if you are to manage dissonance. 21. Thad, Jamarcus, and Willy have each been working for Davidson International for three years. While the trio started together as analysts and are all still on the same team, Jamarcus has recently been made a team lead while Willy and Thad are still in their respective positions although Willy did receive a small raise after his last performance evaluation. Willy was happy to receive the raise but felt guilty that Thad did not also get a raise. Which best describes Willy's feelings? A) cognitive dissonance B) affective behaviour C) job satisfaction D) workplace deviance E) organizational citizenship Difficulty: 2 QuestionID: 04-1-21 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: A) cognitive dissonance 22. Which of the following is not a moderating variable of the attitude-behaviour relationship? A) direct experience B) correspondence to behaviour 8

C) power D) accessibility E) importance Difficulty: 1 QuestionID: 04-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: C) power 23. Which of the following reflect people's fundamental values, self-interest, or identification with individuals or groups they value? A) cognitive dissonances B) emotional dissonances C) social cultures D) important attitudes E) specific behaviours Difficulty: 1 QuestionID: 04-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—MC Answer: D) important attitudes 24. Which of the following is not considered a major job attitude by OB researchers? A) job satisfaction B) positive personality C) organizational commitment D) employee engagement E) job involvement Difficulty: 1 QuestionID: 04-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: B) positive personality 25. What refers to a positive feeling about a job, resulting from an evaluation of its characteristics? A) job satisfaction B) job involvement 9

C) job stability D) organizational commitment E) social investment Difficulty: 1 QuestionID: 04-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: A) job satisfaction 26. Employees' beliefs in the degree to which they influence their work environment, their competence, the meaningfulness of their job, and their perceived autonomy is termed as . A) psychological empowerment B) organizational commitment C) perceived organizational support D) employee engagement E) job satisfaction Difficulty: 1 QuestionID: 04-1-26 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: A) psychological empowerment 27. The degree to which a person identifies with his or her job, actively participates in it, and considers his or her performance as being important to self-worth is . A) job satisfaction B) job involvement C) job stability D) organizational commitment E) social embeddedness Difficulty: 1 QuestionID: 04-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: B) job involvement 28. In her work in the publishing industry, Vera seeks out new authors whom she considers promising. In the past two years she has found a number of new writers whose work she thought was exceptional, and 10

immersed herself in the task of helping them shape their manuscripts for submission to her managers for publishing. Although she was extremely proud of the results, none of the authors she worked with were chosen for publication. Vera believes that the decision not to publish these authors was based on personal rivalries within management, rather than the quality of her writers' work. She is extremely frustrated, dreads coming into work each morning, and is seriously thinking of resigning. How can Vera's job attitudes best be described? A) low job satisfaction and low job involvement B) low job satisfaction and high job involvement C) high job satisfaction and low job involvement D) high job satisfaction and high job involvement E) low organizational commitment Difficulty: 3 QuestionID: 04-1-28 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: B) low job satisfaction and high job involvement 29. Organizational commitment is defined as . A) the degree to which an employee identifies with the organization they work for and its goals B) an employee's belief that the organization they work for will go to considerable lengths to ensure that its employees are treated fairly C) the degree to which an employee's sense of fulfillment and self-worth is related to their job D) the amount of effort an employee will make in order to keep or advance their position in an organization E) the degree to which an employee believes their work impacts their organization Difficulty: 2 QuestionID: 04-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: A) the degree to which an employee identifies with the organization they work for and its goals 30. Of the following attitudes, the best predictor of turnover is A) pay B) supervision C) organizational commitment D) cognitive dissonance E) affective dissonance Difficulty: 1 QuestionID: 04-1-30 Skill: Concept 11

_.

Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: C) organizational commitment 31. What kind of relationship exists between organizational commitment and job productivity? A) an inverse relationship B) an independent relationship C) a weak relationship D) a positive relationship E) a negative relationship Difficulty: 1 QuestionID: 04-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: D) a positive relationship 32. Thad, Jamarcus, and Willy have been working for Davidson International for three years. While the trio started together as analysts and are all still on the same team, Jamarcus has recently been made a team lead while Willy and Thad are still in their respective positions although Willy did receive a small raise after his last performance evaluation. Of the five major job attitudes, Jamarcus probably has the highest level of while Willy probably has the highest level of . A) job satisfaction; perceived organizational support B) job satisfaction; organizational commitment C) organizational commitment; job involvement D) organizational commitment; job satisfaction E) job involvement; job satisfaction Difficulty: 3 QuestionID: 04-1-32 Skill: Critical thinking Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: B) job satisfaction; organizational commitment 33. In regards to job engagement, having a good manager they enjoy working for and found to be the top causations. A) feeling appreciated by one's supervisor B) being paid what they feel they are worth C) getting timely promotions D) socializing with one's coworkers E) having flexible work schedules 12

were

Difficulty: 2 QuestionID: 04-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: A) feeling appreciated by one's supervisor 34. Lance recently earned his doctorate from a historic university, famous for its top academics and sports programs. While in graduate school, he was very active in student life and intramurals and maintained an active social life while earning high marks for his teaching and research. Upon graduation, he was elected "senator at large" for the alumni association and still maintains strong relationships with his faculty and mentors. After graduation, Lance was hired as an assistant professor at a metropolitan university. This university is only 30 years old, has no sports program and very little collegiality among the faculty and staff. Although his teaching evaluations are high, he gets very little positive input from his supervisors and feels that he is constantly being abused and overworked by the administration, regardless of his personal life. With which two job attitudes is Lance most likely having issues? A) cognitive dissonance and job satisfaction B) job satisfaction and employee engagement C) employee engagement and perceived organizational support D) perceived organizational support and cognitive dissonance E) job satisfaction and perceived organizational support Difficulty: 3 QuestionID: 04-1-34 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: E) job satisfaction and perceived organizational support 35. is the degree to which employees believe the organization values their contribution and cares about their well-being. A) Psychological empowerment B) Employee engagement C) Perceived organizational support D) Organizational commitment E) Job involvement Difficulty: 1 QuestionID: 04-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC 13

Answer: C) Perceived organizational support 36. Guillermo's wife was recently diagnosed with breast cancer. Guillermo had to take a considerable amount of time off work to care for their children, and he was late in completing his portion of a large project. Guillermo never feared that his job was in jeopardy because of his absences or his delay in completion of work. Name the major job attitude relative to this example. A) psychological empowerment B) perceived organizational support C) organizational commitment D) employee engagement E) job involvement Difficulty: 3 QuestionID: 04-1-36 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: B) perceived organizational support 37. Bryan Eusebius has a positive attitude toward his organization. He feels the management treats all employees fairly in matters concerning rewards, takes into account employees' opinions, and overall, is highly supportive. Bryan's attitude toward his employing organization is indicative of . A) psychological empowerment B) employee engagement C) perceived organizational support D) core self evaluations E) organizational citizenship Difficulty: 3 QuestionID: 04-1-37 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: C) perceived organizational support 38. In the context of employee engagement, it is observed that highly engaged employees feel a deep connection to their company. Disengaged employees . A) feel disconnected, portraying deviant behaviour at the workplace B) put in efforts to be as good as engaged employees C) continue working without affecting the turnover D) put time but no attention into their work E) engage in productive activities to prove their worth Difficulty: 2 14

QuestionID: 04-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: D) put time but no attention into their work 39. An individual's involvement with, satisfaction with, and enthusiasm for the work he/she performs is known as . A) employee engagement B) job involvement C) loyalty D) job satisfaction E) psychological empowerment Difficulty: 1 QuestionID: 04-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: A) employee engagement 40. A global study of job satisfaction levels of workers in 15 countries reported that the highest levels of job satisfaction appear in . A) Russia B) South Korea C) Switzerland D) Canada E) France Difficulty: 2 QuestionID: 04-1-40 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) Switzerland 41. Which major job-satisfaction facet is most strongly correlated with high levels of overall job satisfaction? A) work flexibility B) pay C) social context of the workplace D) supervision E) transparency 15

Difficulty: 1 QuestionID: 04-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) social context of the workplace 42. Ramiro has been a forklift driver for the local grocery store for six years. He earns $32,000 a year. He works with a nice crew. He plays softball with his coworkers on the weekends. They also volunteer together at the local food bank during the holidays, and socialize with their families at summer picnics. Ramiro is highly satisfied with his job. Which of the following is the most probable cause of Ramiro's high job satisfaction? A) pay B) promotion C) high stress D) social context E) work itself Difficulty: 2 QuestionID: 04-1-42 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: D) social context 43. Once an individual reaches a level of comfortable living, the relationship between pay and job satisfaction . A) becomes stronger B) turns positive C) becomes negligible D) becomes negative E) weakens, but only slightly Difficulty: 1 QuestionID: 04-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) becomes negligible 44. Charles makes $24,000 a year. Ana makes $40,000 a year. Ellis makes $75,000 a year. Adam makes $75,000 a year. Shonali makes $30,000 a year. Which of the following is not a true statement about the 16

usual correlation between pay and job satisfaction? A) Charles is less likely to be satisfied with his job than Adam. B) Ana is as likely to be as satisfied with her job as Ellis. C) Ellis and Adam are more likely to be satisfied with their jobs than Shonali. D) Charles is less likely to be satisfied with his job than Shonali. E) Shonali is as likely to be satisfied with her job as Charles. Difficulty: 2 QuestionID: 04-1-44 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: D) Charles is less likely to be satisfied with his job than Shonali. 45. Compared to people who have a negative core self-evaluation, people who have a positive core selfevaluation . A) are less satisfied with their jobs B) see their work as less challenging C) see their work as less fulfilling D) are less likely to gravitate toward challenging jobs E) are less likely to give up when confronting difficulties Difficulty: 1 QuestionID: 04-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: E) are less likely to give up when confronting difficulties 46. Research shows that someone with a core self-evaluation will have a satisfaction level. A) high; high B) high; low C) low; high D) low; low E) There is no connection between these two factors. Difficulty: 2 QuestionID: 04-1-46 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: A) high; high 17

job

47. A manufacturing company asked its employees to rate the question, "All things considered, how satisfied are you with your job?" by circling a number between 1 and 5 on a scale from "highly satisfied" to "highly dissatisfied." This company might use to assess employee job satisfaction. A) the behavioural anchoring rating B) the projective rating C) the single global rating D) the general job facets E) the summation of job facets Difficulty: 2 QuestionID: 04-1-47 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) the single global rating 48. uses a standardized scale to rate key elements in a job such as the nature of the work, supervision, present pay, promotion opportunities, and relationships with coworkers, and researchers then add the ratings to create an overall job satisfaction score. A) The behavioural anchoring rating B) The projective rating C) The single global rating D) The general job facets E) The summation of job facets Difficulty: 2 QuestionID: 04-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: E) The summation of job facets 49. The exit—voice—loyalty—neglect framework aids in understanding the consequences of A) pay B) low motivation C) dissatisfaction D) lack of loyalty E) low levels of employee engagement Difficulty: 1 QuestionID: 04-1-49 Skill: Concept Notes: AACSB—Analytical Thinking 18

.

Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) dissatisfaction 50. The performance variables productivity, absenteeism, and turnover are generally considered a part of the behaviours in the exit—voice—loyalty—neglect framework. A) voice and neglect B) neglect and loyalty C) exit and voice D) loyalty and exit E) exit and neglect Difficulty: 1 QuestionID: 04-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: E) exit and neglect 51. Employees at Acme Express are dissatisfied with the working conditions, salary, and the general attitude of the management. Mark, Susan, and Toni are good friends who work at Acme, yet each seems to be reacting differently to the problems at work. Toni has decided that she'll just get a new job and get away from the problem. Toni is dealing with her dissatisfaction through . A) exit B) voice C) loyalty D) neglect E) acceptance Difficulty: 2 QuestionID: 04-1-51 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: A) exit 52. Employees at Acme Express are dissatisfied with the working conditions, salary, and the general attitude of the management. Mark, Susan, and Toni are good friends who work at Acme, yet each seems to be reacting differently to the problems at work. Susan has composed a list of concerns along with her suggestions for improving conditions. Susan is dealing with her dissatisfaction through . A) exit B) voice C) loyalty D) neglect 19

E) acceptance Difficulty: 2 QuestionID: 04-1-52 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: B) voice 53. Employees at Acme Express are dissatisfied with the working conditions, salary, and the general attitude of the management. Mark, Susan, and Toni are good friends who work at Acme, yet each seems to be reacting differently to the problems at work. Mark believes that his manager is a good person and will work things out if Mark just gives him time to do so. Mark is dealing with his dissatisfaction through . A) exit B) voice C) loyalty D) neglect E) acceptance Difficulty: 2 QuestionID: 04-1-53 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) loyalty 54. Maria was dissatisfied with the way that her manager treated her. She quit her job and found a new position with another firm. She has expressed her dissatisfaction through . A) exit B) voice C) loyalty D) neglect E) citizenship Difficulty: 2 QuestionID: 04-1-54 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: A) exit 55. Steve is unhappy with his job. He takes every possible vacation and sick day and sometimes shows up 20

late for work. He is expressing his dissatisfaction through A) exit B) voice C) loyalty D) social voice E) neglect

.

Difficulty: 2 QuestionID: 04-1-55 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: E) neglect 56. Which response is demonstrated by Joe when he speaks up to support his company's actions even when the local newspaper is criticizing them? A) exit B) voice C) loyalty D) neglect E) performance Difficulty: 2 QuestionID: 04-1-56 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: C) loyalty 57. Munwar is dissatisfied with his job and deals with it by regularly discussing his problems with his manager. Which type of response is Joe using in this situation? A) exit B) voice C) loyalty D) neglect E) performance Difficulty: 2 QuestionID: 04-1-57 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: B) voice 21

58. Attending union meetings as a way of coping with job dissatisfaction is what type of response? A) exit B) voice C) loyalty D) neglect E) reification Difficulty: 1 QuestionID: 04-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: B) voice 59. Sharon is unhappy with her job as a salesperson at a retail store for many reasons. Yesterday a customer asked her where the shampoo was located. Sharon listlessly replied, "I don't know." She then turned her back on the customer and continued stocking the shelf. This is an example of how job satisfaction can affect . A) employee OCB B) customer satisfaction C) absenteeism D) turnover E) work place deviance Difficulty: 3 QuestionID: 04-1-59 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—MC Answer: B) customer satisfaction 60. Which of the following is true regarding the relationship between satisfaction and absenteeism? A) There is a consistent positive relationship between the two. B) There is a consistent negative relationship between the two. C) There is a curvilinear relationship between the two. D) When fairness is controlled for, there is a direct relationship between the two. E) No relationship can be established between the two. Difficulty: 2 QuestionID: 04-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. 22

Miscellaneous: Type—MC Answer: B) There is a consistent negative relationship between the two. 61. How can the gaps between what managers think employees feel and what employees really feel be reduced? A) conducting regular surveys B) enforcing administrative policies C) improving workplace conditions D) providing incentives E) training employees Difficulty: 1 QuestionID: 04-1-61 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: A) conducting regular surveys 62. A study conducted by a management consulting firm found that companies with higher morale . A) experienced a larger growth in their stock prices B) experienced a larger growth in market share C) experienced a smaller decrease in their stock prices D) experienced a smaller decrease in their market share E) had more dissatisfied employees Difficulty: 1 QuestionID: 04-1-62 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—MC Answer: A) experienced a larger growth in their stock prices 63. Emotions are . A) independent of the personality of individuals B) strongly affected by weather C) less intense as compared to moods D) less likely to be caused by a specific event than moods E) critical to rational thinking Difficulty: 2 QuestionID: 04-1-63 Skill: Concept Notes: AACSB—Analytical Thinking 23

Objective: 4.4a Differentiate between emotions and moods. Miscellaneous: Type—MC Answer: E) critical to rational thinking 64. Positive affect is a mood dimension consisting of A) excitement B) stress C) nervousness D) tranquility E) boredom

at the low end.

Difficulty: 1 QuestionID: 04-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.4b Discuss whether emotions are rational and what functions they serve. Miscellaneous: Type—MC Answer: E) boredom 65. Negative affect is a mood dimension consisting of A) nervousness B) calmness C) anxiety D) stress E) depression

at the low end.

Difficulty: 1 QuestionID: 04-1-65 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.4b Discuss whether emotions are rational and what functions they serve. Miscellaneous: Type—MC Answer: B) calmness 66. A researcher finds that people who work in a fish processing plant, doing work that most people find extremely unpleasant, still have a positive mood about 60 percent of the time. Which of the following concepts can explain such a finding? A) bandwagon effect B) framing effect C) the fundamental attribution error D) self-serving bias E) positivity offset Difficulty: 2 QuestionID: 04-1-66 Skill: Application 24

Notes: AACSB—Analytical Thinking Objective: 4.4b Discuss whether emotions are rational and what functions they serve. Miscellaneous: Type—MC Answer: E) positivity offset 67. If an employee expresses organizationally desired emotions during interpersonal transactions (irrespective of his true emotions), then it is known as . A) emotional labour B) negative affect C) positive affect D) emotional intelligence E) deviant behaviour Difficulty: 1 QuestionID: 04-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.5 Identify sources and triggers of emotion, including emotional labour. Miscellaneous: Type—MC Answer: A) emotional labour 68. Surface acting deals with A) negative B) weak C) strong D) displayed E) felt

emotions.

Difficulty: 1 QuestionID: 04-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.5 Identify sources and triggers of emotion, including emotional labour. Miscellaneous: Type—MC Answer: D) displayed 69. According to the affective events theory, work environment creates work events that can be hassles, such as . A) meeting a goal B) getting support from a colleague C) receiving recognition for an accomplishment D) colleagues carrying their share of work E) conflicting directions from different managers Difficulty: 3 QuestionID: 04-1-69 25

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.6 Apply affective events theory in a workplace context. Miscellaneous: Type—MC Answer: E) conflicting directions from different managers 70. Rahael's team was recently responsible for missing a major sales goal. According to the affective events theory, which of the following is most likely to occur? A) Rahael will become discouraged but will keep working harder for next time. B) Rahael will become discouraged and will start to dislike her job. C) Rahael will become more motivated but will start to dislike her job. D) Rahael will become more motivated and will keep working harder for next time. E) Rahael might react as stated in both A and D. Difficulty: 3 QuestionID: 04-1-70 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.6 Apply affective events theory in a workplace context. Miscellaneous: Type—MC Answer: E) Rahael might react as stated in both A and D. 71. Barry is angry at losing his job. In order to regulate his emotions, he can do all of the following except . A) focusing on the problem at hand B) surface acting C) expressing negative emotions outwardly D) reevaluating events after they occur E) acknowledging his emotional responses to situations Difficulty: 3 QuestionID: 04-1-71 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.7 Identify and implement strategies for emotion regulation and assess their likely effects. Miscellaneous: Type—MC Answer: A) focusing on the problem at hand 72. People who are A) narcissistic; suppress B) neurotic; control C) happy; control D) sad; suppress E) confident; change

are less likely to be able to

Difficulty: 2 26

their emotions.

QuestionID: 04-1-72 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.7 Identify and implement strategies for emotion regulation and assess their likely effects. Miscellaneous: Type—MC Answer: B) neurotic; control 73. Stress is associated with A) demands; resources B) support; commitment C) manipulation; cooptation D) education; communication E) unfreezing; refreezing

and

.

Difficulty: 1 QuestionID: 04-1-73 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.8a Identify potential sources and consequences of stress. Miscellaneous: Type—MC Answer: A) demands; resources 74. Which of the following stressors is likely to produce less strain than the other stressors? A) red tape B) office politics C) confusion over job responsibilities D) role ambiguity E) pressure to complete tasks Difficulty: 2 QuestionID: 04-1-74 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.8a Identify potential sources and consequences of stress. Miscellaneous: Type—MC Answer: E) pressure to complete tasks 75. Paul is stressed with the new corporate reorganization. He now reports to a foreign office that has usurped many of his responsibilities, including the contract labour for his projects, therefore he's working with less qualified and new contractors with whom he doesn't have a relationship. However, the managers of the other departments find themselves in the same boat and every day they are able to laugh over lunch about their new managerial impotence. is helping Paul handle his stress. A) Emotional contagion B) Cognitive dissonance C) Social support D) Time management 27

E) Self-efficacy Difficulty: 3 QuestionID: 04-1-75 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.8b Describe individual and organizational approaches to managing stress. Miscellaneous: Type—MC Answer: C) Social support True or False Questions 1. Attitudes are evaluative statements. a True b False Difficulty: 1 QuestionID: 04-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—TF Answer: a. True 2. There are three components of an attitude: cognition, affect, and behaviour. a True b False Difficulty: 1 QuestionID: 04-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—TF Answer: a. True 3. The intent to act in a certain way is the affective component of an attitude. a True b False Difficulty: 1 QuestionID: 04-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—TF 28

Answer: b. False 4. According to Festinger, people seek consistency among their attitudes and their behaviours. a True b False Difficulty: 2 QuestionID: 04-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—TF Answer: a. True 5. Rewards can offset dissonance. a True b False Difficulty: 2 QuestionID: 04-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—TF Answer: a. True 6. The more specific the attitude and the more specific the behaviour, the stronger the link between the two. a True b False Difficulty: 2 QuestionID: 04-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—TF Answer: a. True 7. Job involvement refers to an individual's general attitude toward his or her job. a True b False Difficulty: 1 QuestionID: 04-2-82 Skill: Concept 29

Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—TF Answer: b. False 8. Organizational commitment is a more global response to the organization than is job satisfaction. a True b False Difficulty: 1 QuestionID: 04-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—TF Answer: a. True 9. Evidence suggests that employees in Eastern cultures have higher levels of job satisfaction than those in Western cultures. a True b False Difficulty: 2 QuestionID: 04-2-84 Skill: Analytical Notes: AACSB—Diverse and multicultural work environments Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—TF Answer: b. False 10. Voice is an active and constructive response to dissatisfaction. a True b False Difficulty: 1 QuestionID: 04-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—TF Answer: a. True 11. Actively and constructively attempting to improve conditions is part of the loyalty response to dissatisfaction. a True b False 30

Difficulty: 1 QuestionID: 04-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction . Miscellaneous: Type—TF Answer: b. False 12. Neglect is an active and destructive response to dissatisfaction. a True b False Difficulty: 1 QuestionID: 04-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction . Miscellaneous: Type—TF Answer: b. False 13. The evidence indicates that satisfied employees increase customer satisfaction and loyalty. a True b False Difficulty: 2 QuestionID: 04-2-88 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—TF Answer: a. True 14. Moods are more action oriented in nature than emotions. a True b False Difficulty: 1 QuestionID: 04-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.4a Differentiate between emotions and moods. Miscellaneous: Type—TF Answer: b. False 15. The less control people have over the pace of their work, the greater the stress and dissatisfaction. 31

a True b False Difficulty: 1 QuestionID: 04-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.8a Identify potential sources and consequences of stress. Miscellaneous: Type—TF Answer: a. True Essay Questions 1. Discuss cognitive dissonance theory. How do individuals seek consistency among their attitudes, and between their attitudes and their behaviour? Difficulty: 3 QuestionID: 04-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 3.1b Summarize the relationship between attitudes and behaviour. Miscellaneous: Type—ES Answer: Cognitive dissonance refers to any incompatibility an individual might perceive between two or more attitudes, or between behaviour and attitudes. Festinger argued that any form of inconsistency is uncomfortable, and that individuals will attempt to reduce the dissonance and, hence, the discomfort. They will seek a stable state, in which there is a minimum of dissonance. Research has generally concluded that people seek consistency among their attitudes, and between their attitudes and their behaviour. They do this by altering either the attitudes or the behaviour, or by developing a rationalization for the discrepancy. They can deny that any clear causation between the attitude and the behaviour has been established. They can brainwash themselves by continually articulating the benefits of the attitude or the behaviour. They can acknowledge the negative consequences of the attitude or behaviour, but rationalize it. They can accept the research evidence and begin actively working to better the conditions. Or they can quit the attitude or the behaviour because the dissonance is too great. 2. James is a scientist for a local manufacturer that employs a large percentage of the small town where he lives. Until recently James has loved his job. However, it has been discovered that the company is releasing small amounts of toxins into the local river. James is extremely bothered by this information. Based on what you know about James, describe the cognitive dissonance that he is experiencing, and two ways that James might alter his behaviour or attitude to reduce the dissonance. Difficulty: 3 QuestionID: 04-3-92 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—ES 32

Answer: As a scientist James is horrified by his company's pollution. The dissonance he feels is the contradiction between a sense of loyalty and love for his job, versus an anger at the company's infractions. To reduce the dissonance James could rationalize that all companies pollute a little bit, and that it is worth the sacrifice because his company provides jobs for the whole community. James could accept certain excuses and evidence that the company provides, such as that the pollution is tiny and moves down-river, not really affecting his community. James can ignore the dissonance because he values his job as a scientist in a community with few jobs. 3. We often forget how important attitude is. For example, Xifu is originally from mainland China. She has certain views on the experience in the classroom. She is used to a very "rote" style of learning. How can this affect her behaviour in the Canadian classroom? Difficulty: 3 QuestionID: 04-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.1 Describe the three components of an attitude and how those components relate to behaviour. Miscellaneous: Type—ES Answer: Specific attitudes tend to predict specific behaviours, whereas general attitudes tend to best predict general behaviours. Attitudes that our memories can easily access are more likely to predict our behaviour. Attitudes you frequently express are attitudes you are more likely to remember. So the more you talk about your attitude on a subject, the more likely you are to remember it, and the more likely it is to shape your behaviour. 4. Most of the research in OB has been concerned with three attitudes: job satisfaction, job involvement, and organizational commitment. Explain the difference between these attitudes. Difficulty: 3 QuestionID: 04-3-94 Skill: Synthesis Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—ES Answer: Job satisfaction refers to an individual's general attitude toward his or her job. A person with a high level of job satisfaction holds positive attitudes toward the job, while a person who is dissatisfied with his or her job holds negative attitudes about the job. Job involvement measures the degree to which a person identifies psychologically with his or her job and considers his or her perceived performance level important to selfworth. Employees with a high level of job involvement strongly identify with and really care about the kind of work they do. Organizational commitment is defined as a state in which an employee identifies with a particular organization and its goals, and wishes to maintain membership in the organization. So high organizational commitment means identifying with one's employing organization. 5. Discuss why employees who are committed will be less likely to engage in work withdrawal even if they are dissatisfied. Difficulty: 4 QuestionID: 04-3-95 33

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.2 Compare and contrast the major job attitudes. Miscellaneous: Type—ES Answer: In organizational commitment, an employee identifies with a particular organization and its goals and wishes to remain a member. Theoretical models propose that employees who are committed will be less likely to engage in work withdrawal even if they are dissatisfied, because they have a sense of organizational loyalty or attachment. On the other hand, employees who are not committed, who feel less loyal to the organization, will tend to show lower levels of attendance at work across the board. Research confirms this theoretical proposition. It does appear that even if employees are not currently happy with their work, they are willing to make sacrifices for the organization if they are committed enough. 6. List and explain the four ways employees can express job dissatisfaction. Difficulty: 3 QuestionID: 04-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—ES Answer: Employees can express dissatisfaction in four ways: exit, voice, loyalty, and neglect. These four responses differ along two dimensions: constructive/destructive and active/passive. 1) Behaviour directed toward leaving the organization is defined as exit behaviour. It is active and destructive. 2) Voice involves actively and constructively attempting to improve conditions, including suggesting improvements, discussing problems with superiors, and some forms of union activity. 3) Loyalty involves passively but optimistically waiting for conditions to improve, hence it is passive and constructive. 4) Neglect is passively allowing conditions to worsen, including chronic absenteeism or lateness, reduced effort, and increased error rate, hence it is a passive and destructive response. 7. Patrice has just been passed up for a promotion and is still earning less than $40,000 a year. He is experiencing a very low level of job satisfaction. Describe two active responses that Patrice might take due to his dissatisfaction. Design a plan that Patrice's immediate supervisor can use to diffuse the situation and keep Patrice on board with the company. Difficulty: 3 QuestionID: 04-3-97 Skill: Application Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—ES Answer: Patrice's active responses could be to voice his dissatisfaction to his supervisor, lobbying for his promotion or seeking reasons why he wasn't promoted. His other active option would be to exit the company, beginning immediately to look for another job. If the immediate supervisor is aware of Patrice's dissatisfaction and values him as an employee, he needs to proactively discuss why Patrice was passed over for the promotion. He could design a training program, or longer term plan of how Patrice can reach his income and responsibility 34

goals, with small measurable steps that would receive rewards, such as lunch gift cards, or time off in place of the income that Patrice feels he is denied. 8. Explain the relationship between job satisfaction and job performance. Difficulty: 3 QuestionID: 04-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. Miscellaneous: Type—ES Answer: Happy workers are more likely to be productive workers. A review of 300 studies suggested that the correlation between job satisfaction and job performance is pretty strong. As we move from the individual to the organizational level, we also find support for the satisfaction-performance relationship. When we gather satisfaction and productivity data for the organization as a whole, we find organizations with more satisfied employees tend to be more effective than organizations with fewer. 9. What is the difference between felt emotions and displayed emotions? Difficulty: 3 QuestionID: 04-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.5 Identify sources and triggers of emotion, including emotional labour. Miscellaneous: Type—ES Answer: You can better understand emotions if you separate them into felt versus displayed. Felt emotions are our actual emotions. In contrast, displayed emotions are those that the organization requires workers to show and considers appropriate in a given job. They are not innate; they are learned, and they may or may not coincide with felt emotions. 10. Stress can have both positive and negative effects on the body. Describe the physiological, psychological, and behavioural consequences of stress. Give examples. Difficulty: 3 QuestionID: 04-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 4.8a Identify potential sources and consequences of stress. Miscellaneous: Type—ES Answer: Physiological consequences: Most early concern with stress was directed at physiological symptoms because most researchers were specialists in the health and medical sciences. Their work led to the conclusion that stress could create changes in metabolism, increase heart and breathing rates and blood pressure, bring on headaches, and induce heart attacks. Evidence clearly suggests that stress may have harmful physiological effects. One study linked stressful job demands to increased susceptibility to upper-respiratory illnesses and poor immune system functioning, especially for individuals with low self-efficacy. A long-term study conducted in the United Kingdom found that job strain was associated with higher levels of coronary heart 35

disease. Still another study conducted with Danish human services workers found that higher levels of psychological burnout at the work-unit level were related to significantly higher levels of sickness absence. Many other studies have shown similar results linking work stress to a variety of indicators of poor health. Psychological consequences: Job dissatisfaction is "the simplest and most obvious psychological effect" of stress. But stress shows itself in other psychological states–for instance, tension, anxiety, irritability, boredom, and procrastination. Jobs that make multiple and conflicting demands or that lack clarity about the incumbent's duties, authority, and responsibilities increase both stress and dissatisfaction. Similarly, the less control people have over the pace of their work, the greater the stress and dissatisfaction. Although more research is needed to clarify the relationship, jobs that provide a low level of variety, significance, autonomy, feedback, and identity appear to create stress and reduce satisfaction and involvement in the job. Not everyone reacts to autonomy in the same way, however. For those who have an external locus of control, increased job control increases the tendency to experience stress and exhaustion. Behavioural consequences: Research on behaviour and stress has been conducted across several countries and over time, and the relationships appear relatively consistent. Behaviour-related stress symptoms include reductions in productivity, absence, and turnover, as well as changes in eating habits, increased smoking or consumption of alcohol, rapid speech, fidgeting, and sleep disorders.

36

Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 05: Personality and Values Multiple Choice Questions 1. refer(s) to a persistent set of characteristics, qualities, and traits that taken together form a unique person. A) Values B) Beliefs C) Personality D) Attitudes E) Perceptions Difficulty: 1 QuestionID: 05-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—MC Answer: C) Personality 2.

is the sum total of ways in which an individual reacts to and interacts with others. A) Talent B) Skill C) Knowledge D) Intelligence E) Personality

Difficulty: 1 QuestionID: 05-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—MC Answer: E) Personality 3. Which of the following statements is true about personality? A) Personality is independent of environmental factors. B) Personality is static. C) The most common means of measuring personality is through personal interviews. D) Personality is not affected by hereditary factors. E) Personality is the sum total of ways in which an individual reacts to and interacts with others. Difficulty: 2 QuestionID: 05-1-03 Skill: Concept 1 .

Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—MC Answer: E) Personality is the sum total of ways in which an individual reacts to and interacts with others. 4. Avinash and Madhu are brothers. Both are very interested in board games and both are very intellectual. Avinash is very kind and caring while Madhu is a bit of a nerd. What is the role that genetics has likely played in the personalities of the two brothers? A) most likely nothing, it is all about life experience B) maybe some, after all, they probably grew up together C) even split, genetics and life experience have shaped them D) probably little, genetics are a big factor E) everything, you are who you are Difficulty: 2 QuestionID: 05-1-04 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—MC Answer: C) even split, genetics and life experience have shaped them 5. According to research, which of the following factors is most likely to influence personality? A) education B) heredity C) friends D) moods E) economic background Difficulty: 1 QuestionID: 05-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—MC Answer: B) heredity 6. The is the most widely used personality assessment instrument in the world. A) Rokeach value survey B) Raymond Cattell 16 Personality Factors model C) Thematic Apperception test D) Big Five personality model E) Myers-Briggs Type Indicator Difficulty: 1 QuestionID: 05-1-06 2 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: E) Myers-Briggs Type Indicator 7. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the " " type are practical and prefer routine and order. A) sensing B) introverted C) feeling D) perceiving E) extraverted Difficulty: 1 QuestionID: 05-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: A) sensing 8. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the " " type are flexible and spontaneous. A) thinking B) extraverted C) introverted D) feeling E) perceiving Difficulty: 1 QuestionID: 05-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: E) perceiving 9. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the "judging" type . A) are quiet and shy B) rely on unconscious processes and look at the "big picture" C) want control and prefer their world to be ordered and structured 3 .

D) are outgoing, sociable, and assertive E) rely on their personal values and emotions Difficulty: 1 QuestionID: 05-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) want control and prefer their world to be ordered and structured 10. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the "intuitive" type . A) are flexible and spontaneous B) are outgoing, sociable, and assertive C) rely on unconscious processes and look at the "big picture" D) want control and prefer their world to be ordered and structured E) rely on their personal values and emotions Difficulty: 1 QuestionID: 05-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) rely on unconscious processes and look at the "big picture" 11. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the type are visionaries. They usually have original minds and great drive for their own ideas and purposes. They are skeptical, critical, independent, determined, and often stubborn. A) ESTJ B) INTJ C) ENTP D) ISTJ E) ESFP Difficulty: 2 QuestionID: 05-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: B) INTJ 4 .

12. The Myers-Briggs Type Indicator classifies people in all of the following categories except A) extraverted/introverted B) sensing/intuitive C) perceiving/judging D) independent/dependent E) thinking/feeling

.

Difficulty: 2 QuestionID: 05-1-12 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) independent/dependent 13. What does the Myers-Briggs Type Indicator classification of "E or I" stand for? A) extraverted/intuitive B) emotional/introverted C) extraverted/introverted D) emotional/intuitive E) empathetic/innovative Difficulty: 2 QuestionID: 05-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) extraverted/introverted 14. What does the Myers-Briggs Type Indicator classification of "S or N" stand for? A) sensing/intuitive B) social/thinking C) stable/informative D) sensitive/thinking E) stable/innovative Difficulty: 2 QuestionID: 05-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. 5 .

Miscellaneous: Type—MC Answer: A) sensing/intuitive 15. An individual who is described as an ESTJ (Extraverted, Sensing, Thinking, Judging) on the MyersBriggs Type Indicator can be best described as a(n) . A) visionary B) conceptualizer C) innovator D) organizer E) leader Difficulty: 2 QuestionID: 05-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) organizer 16. You wish to hire a person who is innovative, individualistic, versatile, and entrepreneurial. Candidates for this position would ideally have classification on the Myers-Briggs Type Indicator. A) INTJ B) ESTJ C) ENTP D) ISFP E) ESTP Difficulty: 2 QuestionID: 05-1-16 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) ENTP 17. You are assembling a team to work on a long-term project which requires creativity, persistence, and formal thinking. The only piece of information available to you is the Myers-Briggs Type of each of the applicants. These results are shown below: Candidate Myers-Briggs Type

Alain

Nita

Cameron Drusilla

Evita

INTJ

ESTJ

ENTP

INFP

ESFP

6 .

You need to choose a lead person for the team. This person must be a visionary; combining an original mind with great drive. Who would be the best candidate based on their Myers-Briggs Type? A) Alain B) Nita C) Cameron D) Drusilla E) Evita Difficulty: 3 QuestionID: 05-1-17 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: A) Alain 18. You are assembling a team to work on a long-term project which requires creativity, persistence, and formal thinking. The only piece of information available to you is the Myers-Briggs Type of each of the applicants. These results are shown below: Candidate Myers-Briggs Type

Alain

Nita

Cameron Drusilla

Evita

INTJ

ESTJ

ENTP

INFP

ESFP

You are looking for an organizer, a person who is realistic, logical, and analytical. Who would be the best candidate based on their Myers-Briggs Type? A) Alain B) Nita C) Cameron D) Drusilla E) Evita Difficulty: 3 QuestionID: 05-1-18 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: B) Nita 19. You are assembling a team to work on a long-term project which requires creativity, persistence, and formal thinking. The only piece of information available to you is the Myers-Briggs Type of each of the 7 .

applicants. These results are shown below: Candidate Myers-Briggs Type

Alain

Nita

Cameron Drusilla

Evita

INTJ

ESTJ

ENTP

INFP

ESFP

You need a person who is innovative, individualistic, and versatile and is attracted to entrepreneurial ideas. Who would be the best candidate based on their Myers-Briggs Type? A) Alain B) Nita C) Cameron D) Drusilla E) Evita Difficulty: 3 QuestionID: 05-1-19 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) Cameron 20. According to research using the Myers-Briggs Type Indicator, you are most likely to have which personality type? A) thinking B) sensing C) introverted D) extroverted E) feeling Difficulty: 2 QuestionID: 05-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) introverted 21. What is the major problem with the Myers-Briggs Type Indicator as a measure of personality? A) It is very difficult to administer. B) It forces a person to be categorized as either one type or another. C) It does not include enough dimensions to differentiate all the variety of human personality. D) It tends to overemphasize intuitive personality traits over analytical personality traits. E) It does not clearly classify a person into any single type. 8 .

Difficulty: 2 QuestionID: 05-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: B) It forces a person to be categorized as either one type or another. 22. Which of the following differentiates introverts from extraverts? A) As compared to extraverts, introverts tend to be less quiet. B) Introverts are more socially dominant than extraverts. C) Introverts experience more positive emotions than extraverts. D) Introverts are generally more assertive than extraverts. E) Introverts are less excited by busy environments than extraverts. Difficulty: 2 QuestionID: 05-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: E) Introverts are less excited by busy environments than extraverts. 23. Which dimension of the Big Five Model refers to an individual's propensity to defer to others? A) conscientiousness B) agreeableness C) extraversion D) openness to experience E) emotional stability Difficulty: 1 QuestionID: 05-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: B) agreeableness 24. Which of the following is not one of the five factors included in the Big Five Model? A) agreeableness B) conscientiousness C) intuitiveness 9 .

D) emotional stability E) extraversion Difficulty: 1 QuestionID: 05-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) intuitiveness 25. Marylyn is a very driven person who seeks to push ideas forward to keep people on their toes; however, she also has a problem with stepping on peoples' toes and being overly critical of others. Marylyn probably has high and low . A) emotional stability; agreeableness B) openness to experience; agreeableness C) conscientiousness; emotional stability D) conscientiousness; openness to experience E) agreeableness; emotional stability Difficulty: 3 QuestionID: 05-1-25 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) conscientiousness; emotional stability 26. Lin has a strong extraverted personality with a moderate level of conscientiousness. In which position will Lin most likely be successful? A) personal trainer B) waiter C) bank teller D) police officer E) accountant Difficulty: 3 QuestionID: 05-1-26 Skill: Application Notes: AACSB—Reflective thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: A) personal trainer 10 .

27. According to the Big Five Model, a person who scores unreliable. A) low on emotional stability B) high on openness to experience C) low on agreeableness D) high on extraversion E) low on conscientiousness

is easily distracted, disorganized, and

Difficulty: 1 QuestionID: 05-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: E) low on conscientiousness 28. According to the Big Five Model, people who score high on the curious, and artistically sensitive. A) emotional stability B) extraversion C) openness to experience D) agreeableness E) conscientiousness

dimension are creative,

Difficulty: 1 QuestionID: 05-1-28 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) openness to experience 29. According to the Big Five Model, a highly conscientious person is most likely to be A) gregarious, assertive, and sociable B) nervous, anxious, depressed, and insecure C) creative, curious, and artistically sensitive D) responsible, organized, dependable, and persistent E) reserved, timid, and quiet Difficulty: 1 QuestionID: 05-1-29 Skill: Concept Notes: AACSB—Analytical Thinking 11 .

.

Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) responsible, organized, dependable, and persistent 30. Which dimension of the Big Five Model is a measure of reliability? A) extraversion B) agreeableness C) conscientiousness D) openness to experience E) emotional stability Difficulty: 1 QuestionID: 05-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) conscientiousness 31. Marina loves to visit a new country every year. Her hobbies are visiting museums, painting, travelling, and learning new languages. Which dimension of the Big Five Model best describes Marina, according to her hobbies? A) extraversion B) agreeableness C) conscientiousness D) openness to experience E) emotional stability Difficulty: 3 QuestionID: 05-1-31 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) openness to experience 32. is as important for managers as for front-line employees and among all Big Five traits, this trait is most consistently related to job performance. A) Extraversion B) Agreeableness C) Conscientiousness D) Emotional stability E) Openness to experience 12 .

Difficulty: 2 QuestionID: 05-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) Conscientiousness 33. Andra rates low on conscientiousness. Which of the following statements is most likely to be true about Andra? A) She will be easily distracted. B) She will be creative. C) She will be nervous, depressed, and insecure. D) She will perform better in jobs that require significant interpersonal interaction. E) She will be positive and optimistic. Difficulty: 3 QuestionID: 05-1-33 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: A) She will be easily distracted. 34. The dimension of the Big Five Model addresses range of interests and fascination with novelty. A) agreeableness B) conscientiousness C) openness to experience D) extraversion E) emotional stability Difficulty: 2 QuestionID: 05-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: C) openness to experience 35. Which of the following Big Five traits is most strongly related to life satisfaction, job satisfaction, and low stress levels? 13 .

A) emotional stability B) extraversion C) openness to experience D) agreeableness E) conscientiousness Difficulty: 2 QuestionID: 05-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: A) emotional stability 36. You are the manager of a small boutique. You have decided to apply the Big Five Model in order to understand your employees and their work habits because it is generally supported by an impressive body of research. You want to use the five dimensions of personality to match individuals with jobs to which they are well-suited. You know that your customers are demanding and sometimes difficult. So the salesperson should be able to withstand high levels of stress. Which personality dimension taps a person's ability to withstand stress? A) extraversion B) openness to experience C) conscientiousness D) emotional stability E) agreeableness Difficulty: 3 QuestionID: 05-1-36 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) emotional stability 37. You wish to predict job satisfaction for each of your employees. Which of the five facets of personality will probably be of the most interest? A) extraversion B) agreeableness C) conscientiousness D) emotional stability E) openness to experience Difficulty: 2 QuestionID: 05-1-37 14 .

Skill: Concept Notes: AACSB—Reflective thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) emotional stability 38. Why are agreeable people usually less successful in their careers? A) They aren't happy in their lives. B) They aren't liked by superiors. C) They don't make many friends. D) They are less willing to promote their self-interests. E) They are prone to impulsive behaviour. Difficulty: 3 QuestionID: 05-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: D) They are less willing to promote their self-interests. 39. With reference to the Big Five Model, which of the following statements is true regarding highly agreeable people? A) They tend to do better in interpersonally oriented jobs such as customer service. B) They are less compliant and less rule abiding than those who score low on agreeableness. C) They are more likely to engage in organizational deviance. D) They are more satisfied in their jobs. E) They are less likely to get into workplace accidents. Difficulty: 3 QuestionID: 05-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—MC Answer: A) They tend to do better in interpersonally oriented jobs such as customer service. 40. A high Mach would be most suited for which of the following positions? A) a manager who leads a team of geographically distant consultants B) a human resources manager who ensures staff firings do not place the company in legal jeopardy C) an ombudsman who investigates consumer complaints and mediates their outcome D) an auditor who checks that all company accounts are kept properly E) a real estate broker negotiating the lease of large amounts of office space 15 .

Difficulty: 3 QuestionID: 05-1-40 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—MC Answer: E) a real estate broker negotiating the lease of large amounts of office space 41. High Machs than low Machs. A) manipulate less B) are less likely to act aggressively C) win less D) are persuaded less E) persuade others less Difficulty: 2 QuestionID: 05-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—MC Answer: D) are persuaded less 42. Which of the following personality traits indicates the degree to which a person is unemotional and pragmatic and believes that ends can justify means? A) core self-evaluation B) Machiavellianism C) Type A personality D) self-monitoring E) narcissism Difficulty: 1 QuestionID: 05-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—MC Answer: B) Machiavellianism 43. During an annual review, Michel made the following assertion: "When I look at myself and my performance, I see that what I have achieved is outstanding and has, not surprisingly, won me the admiration and envy of most of my colleagues. I notice that everyone keeps talking about me; they are all just waiting to find out what triumph I will pull off next! In short, I don't just deserve a raise, but need one, since without me, let's face it, the place would simply fall apart." Which of the following personality traits best describes Michel's personality? 16 .

A) Type A personality B) external locus of control C) high-self monitoring D) narcissistic E) high Machiavellianism Difficulty: 3 QuestionID: 05-1-43 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—MC Answer: D) narcissistic 44. Javier is a very exciting person. People want to be friends with him and find his company very desirable. Javier usually takes the lead within his circle of friends and seldom considers what others want. Most likely, Javier has which of the Dark Triad traits? A) Machiavellianism B) narcissism C) psychopathy D) Machiavellianism and narcissism E) psychopathy and narcissism Difficulty: 3 QuestionID: 05-1-44 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—MC Answer: E) psychopathy and narcissism 45. Varghese is a high level administrator at an organization. Consistently, he calls employees into his office to point out their mistakes and to inform them of flaws within their performance; however, he never praises his employees nor informs them of positive feedback. Varghese most likely has which of the Dark Triad traits? A) Machiavellianism B) narcissism C) psychopathy D) Machiavellianism and narcissism E) psychopathy and narcissism Difficulty: 3 QuestionID: 05-1-45 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. 17 .

Miscellaneous: Type—MC Answer: C) psychopathy 46. Which of the following frameworks has cast personality traits as motivations? A) Approach–Avoidance B) MBTI C) the Big Five D) the Dark Triad E) Trait Activation Difficulty: 1 QuestionID: 05-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: A) Approach–Avoidance 47. Which of the following terms indicates the degree to which people like or dislike themselves? A) core self-evaluation B) authoritarianism C) self-monitoring D) Machiavellianism E) agreeableness Difficulty: 1 QuestionID: 05-1-47 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: A) core self-evaluation 48. Which of the following statements is true about people with positive core self-evaluations? A) They set ambitious goals. B) They lack persistence. C) They tend to question their capabilities. D) They view themselves as powerless over their environment. E) They are less popular coworkers than those with negative core self-evaluation. Difficulty: 1 QuestionID: 05-1-48 Skill: Concept Notes: AACSB—Analytical Thinking 18 .

Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: A) They set ambitious goals. 49. Individuals scoring are highly sensitive to external cues and can behave differently in different situations. A) low on Machiavellianism B) high on narcissism C) low on agreeableness D) high on self-monitoring E) high on conscientiousness Difficulty: 2 QuestionID: 05-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: D) high on self-monitoring 50. Individuals high in self-monitoring . A) show considerable adaptability in adjusting their behaviour to external situational factors B) are pragmatic, maintain emotional distance, and believe ends can justify means C) have a grandiose sense of self-importance, require excessive admiration, and are arrogant D) are easily distracted, disorganized, and unreliable E) tend to dislike themselves and view themselves as powerless over their environment Difficulty: 1 QuestionID: 05-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: A) show considerable adaptability in adjusting their behaviour to external situational factors 51. Which of the following statements best describes the traits of people having a proactive personality? A) They identify opportunities, show initiative, take action, and persevere until meaningful change occurs. B) They naturally seem to think about other people a lot, being concerned about their well-being and feelings. C) They make more rapid decisions and use less information than the low risk takers do. D) They tend to display their true dispositions and attitudes in every situation and express behavioural inconsistency. E) They are more charismatic and thus are more likely to emerge as leaders and display better 19 .

psychological health. Difficulty: 1 QuestionID: 05-1-51 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: A) They identify opportunities, show initiative, take action, and persevere until meaningful change occurs. 52.

refers to an individual's belief that he or she is capable of performing a task. A) Emotional contagion B) Affect intensity C) Self-efficacy D) Cognitive dissonance E) Need for power

Difficulty: 1 QuestionID: 05-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: C) Self-efficacy 53. Those with a personality identify opportunities, show initiative, take action, and persevere until meaningful change occurs, compared to others who passively react to situations. A) high self-monitoring B) proactive C) high Mach D) low other-orientation E) narcissist Difficulty: 1 QuestionID: 05-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—MC Answer: B) proactive 54. Emotional intelligence (EI) refers to all of the following personal abilities except 20 .

.

A) eliminating emotional dissonance B) perceiving emotions in the self C) perceiving emotions in others D) understanding the meaning of different emotions E) regulating self emotions Difficulty: 1 QuestionID: 05-1-54 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4b Evaluate the evidence for and against the existence of emotional intelligence. Miscellaneous: Type—MC Answer: A) eliminating emotional dissonance 55. Lydia works as a 911 operator. Her job strength is dictated most likely by A) clarity B) consistency C) constraints D) comprehension E) consequences

.

Difficulty: 3 QuestionID: 05-1-55 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.5 Assess how context [the specific situation] affects the degree to which personality predicts behaviour. Miscellaneous: Type—MC Answer: C) constraints 56. Merry is normally a very quiet person who remains somewhat quiet during conversations and in social settings. Merry is also the reigning national debate club champion. According to the Trait Activation Theory, what happens to Merry at competitions? A) She becomes highly narcissistic and is rude to the other competitors. B) Being at the competition causes Merry to draw on normally unused traits. C) Merry stops pretending to be shy. D) Being at the competition causes Merry to internalize. E) Merry wins by not saying much. Difficulty: 3 QuestionID: 05-1-56 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.5 Assess how context [the specific situation] affects the degree to which personality predicts behaviour. Miscellaneous: Type—MC 21 .

Answer: D) Being at the competition causes Merry to draw on normally unused traits. 57. Which of the following terms describes basic convictions that "a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite mode of conduct"? A) values B) attitudes C) affects D) customs E) traditions Difficulty: 1 QuestionID: 05-1-57 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.6 Contrast terminal and instrumental values. Miscellaneous: Type—MC Answer: A) values 58. Which of the following terms refers to desirable end-states, i.e., the goals a person would like to achieve during his lifetime? A) espoused values B) enacted values C) realistic values D) terminal values E) instrumental values Difficulty: 1 QuestionID: 05-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.6 Contrast terminal and instrumental values. Miscellaneous: Type—MC Answer: D) terminal values 59. You have decided to use Holland's Typology of Personality and Congruent Occupations to help your friends recognize which jobs they would be well-suited for. Monica is shy, stable, and persistent. Neil is ambitious and energetic and likes to dominate conversations. Aleena is idealistic, impractical, and very imaginative. Walter is efficient and practical, but he lacks imagination and tends to be inflexible. Mehrdad is analytical, independent, and an original thinker. Which of your friends is best suited to being an accountant? A) Walter B) Neil C) Aleena D) Monica E) Mehrdad

22 .

Difficulty: 2 QuestionID: 05-1-59 Skill: Application Notes: AACSB—Reflective thinking Objective: 5.6 Contrast terminal and instrumental values. Miscellaneous: Type—MC Answer: A) Walter 60. You have decided to use Holland's Typology of Personality and Congruent Occupations to help your friends recognize which jobs they would be well-suited for. Monica is shy, stable, and persistent. Neil is ambitious and energetic and likes to dominate conversations. Aleena is idealistic, impractical, and very imaginative. Walter is efficient and practical, but he lacks imagination and tends to be inflexible. Mehrdad is analytical, independent, and an original thinker. According to Holland's Typology, Monica's personality type is " ." A) investigative B) social C) realistic D) artistic E) enterprising Difficulty: 2 QuestionID: 05-1-60 Skill: Application Notes: AACSB—Reflective thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: C) realistic 61. You have decided to use Holland's Typology of Personality and Congruent Occupations to help your friends recognize which jobs they would be well-suited for. Monica is shy, stable, and persistent. Neil is ambitious and energetic and likes to dominate conversations. Aleena is idealistic, impractical, and very imaginative. Walter is efficient and practical, but he lacks imagination and tends to be inflexible. Mehrdad is analytical, independent, and an original thinker. Which of your friends is most likely to find a successful career as a writer? A) Walter B) Neil C) Aleena D) Monica E) Mehrdad Difficulty: 2 QuestionID: 05-1-61 Skill: Application Notes: AACSB—Reflective thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC 23 .

Answer: C) Aleena 62. You have decided to use Holland's Typology of Personality and Congruent Occupations to help your friends recognize which jobs they would be well-suited for. Monica is shy, stable, and persistent. Neil is ambitious and energetic and likes to dominate conversations. Aleena is idealistic, impractical, and very imaginative. Walter is efficient and practical, but he lacks imagination and tends to be inflexible. Mehrdad is analytical, independent, and an original thinker. Who might be well-suited to being a lawyer? A) Walter B) Neil C) Aleena D) Monica E) Mehrdad Difficulty: 2 QuestionID: 05-1-62 Skill: Application Notes: AACSB—Reflective thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: B) Neil 63. John Holland's personality-job fit theory presents six personality types. Which of the following is one of these six types? A) analytic B) imaginative C) practical D) investigative E) intuitive Difficulty: 1 QuestionID: 05-1-63 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: D) investigative 64. With reference to John Holland's personality-job fit theory, people belonging to the "realistic" type will be most suitable for the job of a(n) _. A) painter B) accountant C) mechanic D) lawyer E) biologist

24 .

Difficulty: 1 QuestionID: 05-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: C) mechanic 65. You are seeking to fill the position of corporate accountant, and have administered Holland's Vocational Preference Inventory questionnaire to all candidates. The best candidates for the position would have which of the following personality types? A) conventional B) realistic C) enterprising D) investigative E) social Difficulty: 3 QuestionID: 05-1-65 Skill: Application Notes: AACSB—Reflective thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: A) conventional 66. With reference to John Holland's personality-job fit theory, people belonging to the "investigative" type tend to be _. A) imaginative, disorderly, and idealistic B) shy, genuine, and persistent C) sociable, friendly, and cooperative D) analytical, curious, and independent E) conforming, efficient, and practical Difficulty: 1 QuestionID: 05-1-66 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: D) analytical, curious, and independent 67. With reference to John Holland's personality-job fit theory, people belonging to the prefer verbal activities in which there are opportunities to influence others and attain powers. A) realistic B) conventional C) artistic 25 .

type

D) enterprising E) investigative Difficulty: 1 QuestionID: 05-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: D) enterprising 68. With reference to John Holland's personality-job fit theory, people belonging to the "enterprising" type prefer . A) activities that involve helping others B) activities that involve thinking, organizing, and understanding C) physical activities that require skill, strength, and coordination D) ambiguous and imaginative activities that allow creative expression E) activities in which there are opportunities to influence others and attain power Difficulty: 1 QuestionID: 05-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—MC Answer: E) activities in which there are opportunities to influence others and attain power 69. Which of the following statements is not true regarding values? A) They are partly determined by our genetically transmitted traits. B) They tend to be relatively stable and enduring. C) They have both content and intensity attributes. D) They carry an individual's ideas as to what is right, good, or desirable. E) There is no substantial variability in values across cultures. Difficulty: 1 QuestionID: 05-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—MC Answer: E) There is no substantial variability in values across cultures. 70. With reference to the Hofstede's framework, a class or caste system that discourages upward mobility is more likely to exist in a nation that scores . A) high on individualism 26 .

B) low on masculinity C) high on power distance D) low on uncertainty avoidance E) high on long-term orientation Difficulty: 1 QuestionID: 05-1-70 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—MC Answer: C) high on power distance 71. With reference to the Hofstede's Framework for Assessing Cultures, emphasizes a tight social framework in which people expect others in groups of which they are a part to look after them and protect them. A) uncertainty avoidance B) long-term orientation C) masculinity D) collectivism E) power distance Difficulty: 1 QuestionID: 05-1-71 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—MC Answer: D) collectivism 72. According to the Hofstede's framework, prefer structured to unstructured situations. A) collectivism B) power distance C) long-term orientation D) uncertainty avoidance E) individualism

indicates the degree to which people in a country

Difficulty: 1 QuestionID: 05-1-72 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. 27 .

Miscellaneous: Type—MC Answer: D) uncertainty avoidance 73. People in cultures with long-term orientation . A) are less rule oriented, take more risks, and more readily accept change B) look to the future and value thrift, persistence, and tradition C) treat women as the equals of men in all respects D) emphasize a tight social framework in which people expect others in groups of which they are a part to look after them and protect them E) tolerate large inequalities of power and wealth Difficulty: 1 QuestionID: 05-1-73 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—MC Answer: B) look to the future and value thrift, persistence, and tradition 74. Which of the following is not one of Hofstede's five dimensions of national culture? A) power distance B) flexibility versus rigidity C) individualism versus collectivism D) long-term versus short-term orientation E) uncertainty avoidance Difficulty: 1 QuestionID: 05-1-74 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—MC Answer: B) flexibility versus rigidity 75. Which of the following cultural dimensions identified by GLOBE does not have an equivalent in Hofstede? A) future orientation B) power distance C) performance orientation D) individualism/collectivism E) gender differentiation Difficulty: 2 QuestionID: 05-1-75 28 .

Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—MC Answer: C) performance orientation True or False Questions 1. Personality appears to be a result of both hereditary and environmental factors but research has tended to support the importance of the environment over heredity. a True b False Difficulty: 1 QuestionID: 05-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—TF Answer: b. False 2. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the "feeling" type are flexible and spontaneous. a True b False Difficulty: 1 QuestionID: 05-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—TF Answer: b. False 3. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the "judging" type want control and prefer their world to be ordered and structured. a True b False Difficulty: 1 QuestionID: 05-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality 29 .

Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—TF Answer: a. True 4. According to the Big Five Model, a person who scores low on the openness to experience dimension tends to be nervous, anxious, depressed, and insecure. a True b False Difficulty: 1 QuestionID: 05-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—TF Answer: b. False 5. The openness to experience dimension of the Big Five Model captures our comfort level with relationships. a True b False Difficulty: 1 QuestionID: 05-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—TF Answer: b. False 6. Generally, agreeableness is associated with higher levels of career success (especially earnings). a True b False Difficulty: 2 QuestionID: 05-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—TF Answer: b. False 7. Janet keeps emotional distance from her coworkers and believes that the ends can justify the means. 30 .

Janet would rate high in Machiavellianism. a True b False Difficulty: 2 QuestionID: 05-2-82 Skill: Application Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—TF Answer: a. True 8. High Machs perform better when they interact face to face with others rather than indirectly. a True b False Difficulty: 2 QuestionID: 05-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—TF Answer: a. True 9. High self-monitoring managers are less likely to occupy central positions in an organization than low self-monitoring managers. a True b False Difficulty: 2 QuestionID: 05-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—TF Answer: b. False 10. High self-monitors tend to pay less attention to the behaviour of other people than do low selfmonitors. a True b False Difficulty: 2 QuestionID: 05-2-85 Skill: Concept 31 .

Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—TF Answer: b. False 11. Values tend to be stable and enduring. a True b False Difficulty: 1 QuestionID: 05-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.6 Contrast terminal and instrumental values. Miscellaneous: Type—TF Answer: a. True 12. "Instrumental values" refers to desirable end-states, i.e., the goals a person would like to achieve during his lifetime. a True b False Difficulty: 1 QuestionID: 05-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.6 Contrast terminal and instrumental values. Miscellaneous: Type—TF Answer: b. False 13. According to John Holland's personality-job fit theory, individuals belonging to the "realistic" type prefer rule-regulated, orderly, and unambiguous activities. a True b False Difficulty: 1 QuestionID: 05-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—TF Answer: b. False 14. According to Hofstede's framework, individualism describes the degree to which people in a country accept that power in institutions and organizations is distributed unequally. 32 .

a True b False Difficulty: 1 QuestionID: 05-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—TF Answer: b. False 15. According to Hofstede's framework, masculinity describes the degree to which people in a country prefer structured over unstructured situations. a True b False Difficulty: 1 QuestionID: 05-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. Miscellaneous: Type—TF Answer: b. False Essay Questions 1. Define personality. Difficulty: 3 QuestionID: 05-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.1 Describe personality, the way it is measured, and the factors that shape it. Miscellaneous: Type—ES Answer: Personality is commonly defined as a persistent set of characteristics, qualities, and traits that taken together form a unique a person. Personality can be regarded as the sum total of the ways an individual reacts to and interacts with others. Early work on personality tried to identify and label enduring characteristics that describe an individual's behaviour, including shy, aggressive, submissive, lazy, ambitious, loyal, and timid. When someone exhibits these characteristics in a large number of situations, they are called the personality traits of that person. The more consistent the characteristic over time, and the more frequently it occurs in diverse situations, the more important that trait is in describing the individual. 2. What are the various categories in which the Myers-Briggs Type Indicator (MBTI) classifies people?

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Difficulty: 3 QuestionID: 05-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—ES Answer: The Myers-Briggs Type Indicator (MBTI) is the most widely used personality assessment instrument in the world. It is a 100-question personality test that asks people how they usually feel or act in particular situations. On the basis of their answers, individuals are classified as extraverted or introverted (E or I), sensing or intuitive (S or N), thinking or feeling (T or F), and judging or perceiving (J or P). These terms are defined as follows: a) Extraverted (E) versus Introverted (I): Extraverted individuals are outgoing, sociable, and assertive. Introverts are quiet and shy. b) Sensing (S) versus Intuitive (N): Sensing types are practical and prefer routine and order. They focus on details. Intuitives rely on unconscious processes and look at the "big picture." c) Thinking (T) versus Feeling (F): Thinking types use reason and logic to handle problems. Feeling types rely on their personal values and emotions. d) Judging (J) versus Perceiving (P): Judging types want control and prefer their world to be ordered and structured. Perceiving types are flexible and spontaneous. 3. Briefly describe the five key traits in the Big Five personality model. Conscientiousness is an important trait to have in the workplace. Describe conscientiousness and explain how it can predict behaviour at work. Give two examples. Difficulty: 3 QuestionID: 05-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—ES Answer: The five key traits in the Big Five personality model are: a) Extraversion: The extraversion dimension captures our comfort level with relationships. Extraverts tend to be gregarious, assertive, and sociable. Introverts tend to be reserved, timid, and quiet. b) Agreeableness: The agreeableness dimension refers to an individual's propensity to defer to others. Highly agreeable people are cooperative, warm, and trusting. People who score low on agreeableness are cold, disagreeable, and antagonistic. c) Conscientiousness: The conscientiousness dimension is a measure of reliability. A highly conscientious person is responsible, organized, dependable, and persistent. Those who score low on this dimension are easily distracted, disorganized, and unreliable. d) Emotional stability: The emotional stability dimension—often labelled by its converse, neuroticism—taps a person's ability to withstand stress. People with positive emotional stability tend to be calm, self-confident, and secure. Those with high negative scores tend to be nervous, anxious, depressed, and insecure. e) Openness to experience: The openness to experience dimension addresses range of interests and fascination with novelty. Extremely open people are creative, curious, and artistically sensitive. Those at the other end of 34 .

the openness category are conventional and find comfort in the familiar. 4. Describe conscientiousness and explain how it can predict behaviour at work. Difficulty: 3 QuestionID: 05-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.2 Explain the Myers-Briggs Type Indicator [MBTI] personality framework, the Hogan Personality Inventory, and the Big Five model and compare their relative strengths and weaknesses. Miscellaneous: Type—ES Answer: The Big Five conscientiousness dimension is a measure of reliability. A highly conscientious person is responsible, organized, dependable, and persistent. Those who score low on this dimension are easily distracted, disorganized, and unreliable. Employees who score higher in conscientiousness develop higher levels of job knowledge, probably because highly conscientious people learn more. Higher levels of job knowledge contribute to higher levels of job performance. There can be "too much of a good thing," however, as extremely conscientious individuals typically do not perform better than those who are simply above average in conscientiousness. Conscientiousness is important to organizational success. A study of the personality scores of 313 CEO candidates in private equity companies (of whom 225 were hired; their company's performance was later correlated with their personality scores) found conscientiousness—in the form of persistence, attention to detail, and setting of high standards—was more important than other traits. Interestingly, conscientious people don't adapt as well to changing contexts, however. They are generally performance-oriented and may have more trouble learning complex skills early in the training process, because their focus is on performing well rather than on learning. Finally, they are often less creative than less conscientious people, especially artistically. 5. We have seen leaders who have had the characteristics of Machiavellianism. Describe the five personality characteristics of Machiavellianism. Give examples of leaders who have these characteristics. Difficulty: 3 QuestionID: 05-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. Miscellaneous: Type—ES Answer: The personality characteristic of Machiavellianism (often abbreviated Mach) is named after Niccolo Machiavelli, who wrote in the 16th century on how to gain and use power. An individual high in Machiavellianism is pragmatic, maintains emotional distance, and believes ends can justify means. "If it works, use it" is consistent with a high-Mach perspective. A considerable amount of research has found high Machs manipulate more, win more, are persuaded less, and persuade others more than do low Machs. They are more likely to act aggressively and engage in other counterproductive work behaviours as well. A recent review of the literature revealed that Machiavellianism does not significantly predict overall job performance. High-Mach employees, by manipulating others to their advantage, may win in the short term, but they lose those gains in the long term because they are not well liked. 6. Explain the effect of core self-evaluation on job performance. Organizations today want high job performance in the workplace. Explain the effect of core self-evaluation on job performance. Give two 35 .

examples. Difficulty: 3 QuestionID: 05-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—ES Answer: People who have positive core self-evaluations (CSE) like themselves and see themselves as effective, capable, and in control of their environment. Those with negative core self-evaluations tend to dislike themselves, question their capabilities, and view themselves as powerless over their environment. Core selfevaluations relate to job satisfaction because people positive on this trait see more challenged in their jobs and actually attain more complex jobs. People with positive CSE perform better than others because they set more ambitious goals, are more committed to their goals, and persist longer in attempting to reach them. One study of life insurance agents found core self-evaluations were critical predictors of performance. People who have high CSE provide better customer service, are more popular coworkers, and have careers that begin on better footing and ascend more rapidly over time. They perform especially well if they feel their work provides meaning and is helpful to others. 7. Explain the effect of core self-evaluation on job performance. People in the workplace often have a good sense of themselves. Explain the effect of core self-evaluation on job performance. How could this help a person in the workplace? Difficulty: 3 QuestionID: 05-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.4a Discuss how the concepts of core self-evaluation [CSE], self-monitoring, self-efficacy, and proactive personality contribute to the understanding of personality. Miscellaneous: Type—ES Answer: Self-monitoring refers to an individual's ability to adjust his or her behaviour to external, situational factors. Individuals high in self-monitoring show considerable adaptability in adjusting their behaviour to external situational factors. They are highly sensitive to external cues and can behave differently in different situations. High self-monitors are capable of presenting striking contradictions between their public persona and their private self. Low self-monitors tend to display their true dispositions and attitudes in every situation; hence, there is high behavioural consistency between who they are and what they do. Evidence indicates high self-monitors pay closer attention to the behaviour of others and are more capable of conforming than are low self-monitors. They also receive better performance ratings, are more likely to emerge as leaders, and show less commitment to their organizations. In addition, high self-monitoring managers tend to be more mobile in their careers, receive more promotions (both internal and cross-organizational), and are more likely to occupy central positions in an organization. 8. We often talk about "fit" in an organization—an alignment of values. What are values? What values do organizations look for today, and why? 36 .

Difficulty: 3 QuestionID: 05-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.6 Contrast terminal and instrumental values. Miscellaneous: Type—ES Answer: Values represent basic convictions that "a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence." Values contain a judgmental element because they carry an individual's ideas about what is right, good, or desirable. We all have a hierarchy according to the relative importance we assign to values such as freedom, pleasure, self-respect, honesty, obedience, and equality. 9. Discuss John Holland's personality-job fit theory. Difficulty: 3 QuestionID: 05-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 5.7 Describe the differences between person-job fit and person-organization fit. Miscellaneous: Type—ES Answer: The effort to match job requirements with personality characteristics is best articulated in John Holland's personality-job fit theory. Holland presents six personality types and proposes that satisfaction and the propensity to leave a position depend on how well individuals match their personalities to a job. Holland developed the Vocational Preference Inventory questionnaire, which contains 160 occupational titles. Respondents indicate which they like or dislike, and their answers form personality profiles. The personality-job fit theory describes six personality types. These types are: a) Realistic: Prefers physical activities that require skill, strength, and coordination b) Investigative: Prefers activities that involve thinking, organizing, and understanding c) Social: Prefers activities that involve helping and developing others d) Conventional: Prefers rule-regulated, orderly, and unambiguous activities e) Enterprising: Prefers verbal activities in which there are opportunities to influence others and attain power f) Artistic: Prefers ambiguous and unsystematic activities that allow creative expression The key points of this model are that (1) there do appear to be intrinsic differences in personality among individuals, (2) there are different types of jobs, and (3) people in jobs congruent with their personality should be more satisfied and less likely to voluntarily resign than people in incongruent jobs. 10. Describe the five value dimensions of national culture as identified by Hofstede's framework for assessing cultures. Difficulty: 3 QuestionID: 05-3-100 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 5.8 Evaluate how differences in value scores across Hofstede's five dimensions of national culture may impact behaviour. 37 .

Miscellaneous: Type—ES Answer: The five value dimensions of national culture as identified by Hofstede's framework for assessing cultures are: a) Power distance: The degree to which people accept that power in institutions and organizations is distributed unequally. b) Individualism versus collectivism: Individualism is the degree to which people prefer to act as individuals rather than as members of groups and believe in individual rights above all else. Collectivism emphasizes a tight social framework in which people expect others in groups of which they are a part to look after them and protect them. c) Masculinity versus femininity: Hofstede's construct of masculinity is the degree to which the culture favours traditional masculine roles such as achievement, power, and control, as opposed to viewing men and women as equals. A high femininity rating means the culture sees little differentiation between male and female roles and treats women as the equals of men in all respects. d) Uncertainty avoidance: The degree to which people in a country prefer structured over unstructured situations defines their uncertainty avoidance. e) Long-term versus short-term orientation: People in a culture with long-term orientation look to the future and value thrift, persistence, and tradition. In a short-term orientation, people value the here and now; they accept change more readily and don't see commitments as impediments to change.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 06: Perception and Individual Decision Making Multiple Choice Questions 1. is the process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. A) Cognitive dissonance B) Environmental analysis C) Social verification D) Emotional labour E) Perception Difficulty: 1 QuestionID: 06-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: E) Perception 2. Two people see the same thing at the same time yet interpret it differently. In this situation, factors that operate to shape their dissimilar perceptions reside in the . A) perceivers B) target C) timing D) context E) situation Difficulty: 1 QuestionID: 06-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: A) perceivers 3. When neither the perceiver nor the target has changed, which of the following factors influences perception? A) self-serving bias B) stereotyping C) satisficing D) selective perception E) situation Difficulty: 1 1 .

QuestionID: 06-1-03 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: E) situation 4. Which of the following statements is true regarding perception? A) Our perception of reality is independent of our personality. B) The context of the situation in which the perception is made has little effect on our perception of reality. C) Our perception of reality can be different from the objective reality. D) Our perception of reality is independent of our past experiences. E) We form a perception of a target by looking at it in isolation. Difficulty: 1 QuestionID: 06-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: C) Our perception of reality can be different from the objective reality. 5. Nolan likes to dress in the most trendy and flashiest styles. Due to the concept of perception, in which setting are you least likely to notice what Nolan is wearing? A) at a nightclub B) at the office C) at the mall D) at a restaurant E) at school Difficulty: 3 QuestionID: 06-1-05 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: A) at a nightclub 6. David is of the opinion that people who drive SUVs are dangerous drivers. He often thinks that people driving SUVs are driving rashly, even when other observers can see nothing wrong with the behaviour of the SUV drivers. What factor is affecting his perception in this case? A) his interests B) his personality C) his expectations D) his motives E) his attitude 2 .

Difficulty: 3 QuestionID: 06-1-06 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: C) his expectations 7. Loud people are more likely to be noticed in a group than quiet ones. So, too, are extremely attractive or unattractive individuals. Which of the following statements best explains the reason behind this fact? A) Our perception of reality depends on our past experiences. B) Our perception of reality depends on our personality. C) The relationship of a target to its background influences our perception of the target. D) The time at which we see an object can influence our perception of the object. E) Our motives and expectations affect our perception of a target. Difficulty: 2 QuestionID: 06-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—MC Answer: C) The relationship of a target to its background influences our perception of the target. 8. Attribution theory suggests that when we observe an individual's behaviour, we attempt to determine whether it was internally or externally caused. That determination, however, depends largely on three factors. Which of the following is one of these three factors? A) stereotyping B) consistency C) anchoring D) rationality E) intuition Difficulty: 1 QuestionID: 06-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) consistency 9. theory tries to explain the ways in which we judge people differently, depending on the meaning we attribute to a given behaviour. A) ERG B) Hierarchy of needs 3 .

C) Acquired needs D) Attribution E) Two factor Difficulty: 1 QuestionID: 06-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) Attribution 10. Which of the following is an example of externally caused behaviour? A) An employee is late to work because he was partying late and overslept. B) An employee is late because of a flat tire. C) An employee was fired because he violated a company policy. D) An employee was promoted because he was hard working. E) An employee died from lung cancer after excessive tobacco use. Difficulty: 2 QuestionID: 06-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) An employee is late because of a flat tire. 11. With reference to attribution theory, which of the following terms indicates the extent to which an individual displays different behaviours in different situations? A) continuity B) integrity C) stability D) flexibility E) distinctiveness Difficulty: 1 QuestionID: 06-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: E) distinctiveness 12. According to attribution theory, if a behaviour scores causes. A) low on distinctiveness 4 .

, we tend to attribute it to external

B) high on adaptability C) low on consistency D) high on stability E) low on consensus Difficulty: 1 QuestionID: 06-1-12 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) low on consistency 13. Attribution theory uses three factors to determine if a person's behaviour is caused internally or externally. One of these three factors is consensus. It indicates if . A) the person has high propensity to defer to others B) the individual displays different behaviours in different situations C) everyone who faces a similar situation responds in the same way D) the individual responds the same way over time E) the person scores high on conscientiousness Difficulty: 1 QuestionID: 06-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) everyone who faces a similar situation responds in the same way 14. Randy always turns in reports with punctuation errors. The three other employees on the QA report writing team always produce grammatically clean reports. Randy is about to turn in another report, and his manager has already noticed errors. Randy demonstrates . His sloppy reports can be attributed to an cause. A) low distinctiveness, low consensus, and high consistency; internal B) high distinctiveness, low consensus, and high consistency; external C) low distinctiveness, high consensus, and high consistency; internal D) low distinctiveness, low consensus, and high consistency; external E) high distinctiveness, high consensus, and high consistency; internal Difficulty: 3 QuestionID: 06-1-14 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: A) low distinctiveness, low consensus, and high consistency; internal 5 .

15. If a person responds the same way over time, attribution theory states that the behaviour shows . A) distinctiveness B) consensus C) consistency D) continuity E) stability Difficulty: 1 QuestionID: 06-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) consistency 16. Janice is late for work each day by about ten minutes. How would the attribution theory describe this behaviour? A) It shows consensus. B) It shows similarity. C) It shows reliability. D) It shows consistency. E) It shows distinctiveness. Difficulty: 3 QuestionID: 06-1-16 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) It shows consistency. 17. According to attribution theory, if a behaviour scores causes. A) low on consistency B) high on traceability C) low on distinctiveness D) high on consensus E) low on flexibility

, we tend to attribute it to internal

Difficulty: 1 QuestionID: 06-1-17 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. 6 .

Miscellaneous: Type—MC Answer: C) low on distinctiveness 18. Which of the following terms best describes the tendency to underestimate the influence of external factors and overestimate the influence of internal factors when making judgments about the behaviour of others? A) fundamental attribution error B) halo effect C) selective perception D) overconfidence E) randomness error Difficulty: 1 QuestionID: 06-1-18 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: A) fundamental attribution error 19. Your boss never gives you the benefit of the doubt. When you arrived late from lunch, he assumed that you had simply taken too much time. He never considered that the elevators were not working that day and the fact that you had to walk up 10 flights of stairs. Your boss is guilty of . A) a self-serving bias B) selective perception C) the fundamental attribution error D) inconsistency E) stereotyping Difficulty: 3 QuestionID: 06-1-19 Skill: Application Notes: AACSB—Reflective thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) the fundamental attribution error 20. indicates the tendency of an individual to attribute his own successes to internal factors while putting the blame for failures on external factors. A) Fundamental attribution error B) Self-serving bias C) Distinction bias D) Selective perception E) Stereotyping Difficulty: 1 7 .

QuestionID: 06-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) Self-serving bias 21. Whenever Jane is successful she takes full credit for her success, but whenever she is unsuccessful she attributes her failure to bad luck or blames one of her fellow employees. She is guilty of the . A) fundamental attribution error B) attribution bias C) confirmation bias D) distinction bias E) self-serving bias Difficulty: 3 QuestionID: 06-1-21 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: E) self-serving bias 22. We use a number of shortcuts when we judge others. All of the following are shortcuts that we use to judge others except . A) stereotyping B) the halo effect C) the contrast effect D) the self-serving bias E) selective perception Difficulty: 2 QuestionID: 06-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) the self-serving bias 23. Because it is impossible for us to assimilate everything we see, we engage in A) selective perception B) cognitive dissonance C) self-serving bias D) emotional labour E) fundamental attribution error

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Difficulty: 1 QuestionID: 06-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: A) selective perception 24. You are more likely to notice cars like your own due to A) stereotyping B) self-serving bias C) selective perception D) halo effect E) contrast effect

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Difficulty: 2 QuestionID: 06-1-24 Skill: Concept Notes: AACSB—Reflective thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) selective perception 25. William believes Ronnie is a hardworking individual because Ronnie always dresses nicely and wears well-tailored suits. Which shortcut is William using to judge Ronnie? A) contrast effect B) self-serving bias C) framing effect D) halo effect E) impact bias Difficulty: 1 QuestionID: 06-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) halo effect 26. Jennifer has already presented two excellent reports. The third report she has just presented is clearly not as good as the first two reports, yet she is given the same high grade as before. What shortcut has the teacher used in this case? A) the contrast effect B) the halo effect C) stereotyping D) the framing effect 9 .

E) the hindsight bias Difficulty: 3 QuestionID: 06-1-26 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) the halo effect 27. It was Marisol's first day at work. At first she was very nervous, but when she was introduced to her cubicle neighbour, Hanna, she was reassured by Hanna's soothing smile. Marisol thought that a person with such a beautiful smile could not be bad, and that she would enjoy having her in such close proximity. Which of the following concepts best describes this example? A) contrast effect B) fundamental attribution error C) halo effect D) selective perception E) self-serving bias Difficulty: 3 QuestionID: 06-1-27 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) halo effect 28. Which of the following statements best represents a halo effect? A) We tend to attribute our own successes to internal factors but we tend to put the blame for our failure on external factors. B) We tend to judge someone on the basis of our perception of the group to which he or she belongs. C) Our reaction to a person is influenced by other persons we have recently encountered. D) We tend to draw a general impression about an individual on the basis of a single characteristic, such as intelligence, sociability, or appearance. E) When we make judgments about the behaviour of other people, we tend to underestimate the influence of external factors and overestimate the influence of internal or personal factors. Difficulty: 2 QuestionID: 06-1-28 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) We tend to draw a general impression about an individual on the basis of a single characteristic, such as intelligence, sociability, or appearance. 10 .

29. Allison has just presented her paper and has done a really good job. Why should you not want to present your own paper directly after she does? A) to avoid the stereotyping effect B) to avoid the halo effect C) to avoid the contrast effect D) to avoid the projection effect E) to avoid the fundamental attribution error Difficulty: 2 QuestionID: 06-1-29 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) to avoid the contrast effect 30. We don't evaluate a person in isolation. Our reaction to a person is influenced by other persons we have recently encountered. This is known as the . A) halo effect B) contrast effect C) confirmation bias D) framing effect E) impact bias Difficulty: 1 QuestionID: 06-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) contrast effect 31. Samantha's rating in a job interview is high in contrast to the candidate who was interviewed directly before her, who was rated extremely low. In this case, Samantha's high rating can be partially attributed to the . A) confirmation bias B) contrast effect C) fundamental attribution error D) self-serving bias E) bandwagon effect Difficulty: 3 QuestionID: 06-1-31 Skill: Application Notes: AACSB—Analytical Thinking 11 .

Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) contrast effect 32. Which of the following statements is true regarding a contrast effect? A) Our tendency to attribute our success to internal factors and blame our failure on external factors is called the contrast effect. B) The contrast effect states that we tend to judge someone on the basis of our perception of the group to which he or she belongs. C) A person appears more appealing than normal when compared with a person of less appeal due to the contrast effect. D) If we think that women won't relocate for a promotion, we are using a shortcut to judge all women and it is called the contrast effect. E) The contrast effect indicates a tendency to fixate on initial information and fail to adequately adjust for subsequent information. Difficulty: 2 QuestionID: 06-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) A person appears more appealing than normal when compared with a person of less appeal due to the contrast effect. 33. Students living in one residence come to feel that their residence is the "best" and then believe that the smartest and most socially engaging students live there. This is an example of . A) the halo effect B) the contrast effect C) the hindsight bias D) the social identity effect E) stereotyping Difficulty: 2 QuestionID: 06-1-33 Skill: Application Notes: AACSB—Reflective thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) the social identity effect 34. You have heard that the teacher believes that men perform better in oral presentations than women. What shortcut has the teacher used in this case? A) the halo effect B) the contrast effect C) the hindsight bias 12 .

D) stereotyping E) the self-serving bias Difficulty: 2 QuestionID: 06-1-34 Skill: Application Notes: AACSB—Reflective thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: D) stereotyping 35. When we judge someone on the basis of our perception of the group to which he/she belongs, it is called . A) confirmation bias B) stereotyping C) framing effect D) distinction bias E) bandwagon effect Difficulty: 1 QuestionID: 06-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: B) stereotyping 36. Which of the following statements is not an example of stereotyping? A) There is no need to offer child care to him; men aren't interested in child care. B) Don't hire an older worker; they can't learn new skills. C) She was good at her last job, so she will be good at this one. D) She won't relocate for a promotion, since women don't relocate. E) The new hire will be emotionally insensitive, since he is a man. Difficulty: 2 QuestionID: 06-1-36 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) She was good at her last job, so she will be good at this one. 37. Which of the following is an example of a shortcut used in judging others? A) hindsight bias B) confirmation bias C) stereotyping 13 .

D) randomness error E) availability bias Difficulty: 1 QuestionID: 06-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—MC Answer: C) stereotyping 38. Ideally, would be an objective process; however, it is largely influenced by one's A) judging; perceptions B) perceiving; decision making C) decision making; biases D) decision making; perceptions E) perceiving; biases

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Difficulty: 1 QuestionID: 06-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.3 Explain the link between perception and decision making. Miscellaneous: Type—MC Answer: D) decision making; perceptions 39. Robbie and Brent are both coaches for a city youth baseball league which has recently experienced a five game losing streak. Robbie is concerned that the team is not practicing enough while Brent thinks that it is just a slump. The discrepancy within their thoughts is explained by . A) bounded rationality B) the halo effect C) perceptual issue D) intuition E) escalation of commitment Difficulty: 2 QuestionID: 06-1-39 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.3 Explain the link between perception and decision making. Miscellaneous: Type—MC Answer: C) perceptual issue 40. Business schools generally train students to follow A) intuitive B) convolutional 14 .

decision-making models.

C) rational D) bounded rationality E) sequential Difficulty: 1 QuestionID: 06-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: C) rational 41. What are the three generally accepted constructs of decision making each of us employs to make determinations? A) rational decision making, bounded rationality, and intuition B) escalation of commitment, risk aversion, and hindsight bias C) utilitarianism, rights, and justice D) expertise, creative-thinking skills, and intrinsic task motivation E) distinctiveness, consensus, and consistency Difficulty: 1 QuestionID: 06-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: A) rational decision making, bounded rationality, and intuition 42. What is the first step in the rational decision-making model? A) developing alternatives B) defining the problem C) identifying the decision criteria D) weighing the decision criteria E) collecting relevant data Difficulty: 1 QuestionID: 06-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: B) defining the problem 43. Meg has exceeded her budget by at least $200 every month for the last three months. After recognizing that this is a problem, she decides to use the rational decision-making model to decide what to do. What is the next step she should take, if she follows this model? 15 .

A) determine what criteria she needs to take into account when making her decision B) choose a method to cut her expenses C) implement some other method of budgeting D) come up with different ways that would either reduce her expenses or increase her income E) evaluate different ways that she could either reduce her expenses or increase her income Difficulty: 3 QuestionID: 06-1-43 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: A) determine what criteria she needs to take into account when making her decision 44. Which is not one of the steps in the rational decision-making model? A) defining the problem B) identifying the decision criteria C) evaluating the alternatives D) finding a reasonable solution E) selecting the best alternative Difficulty: 1 QuestionID: 06-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: D) finding a reasonable solution 45. Which of the following statements is true regarding the rational decision-making model? A) The rational decision-making model takes into consideration the limited information-processing capability of individuals. B) Rational decision-making models involve constructing simplified models that extract the essential features from problems without capturing all their complexity. C) The rational decision-making model involves satisficing; seek solutions that are satisfactory and sufficient. D) The rational decision-making model assumes that an individual is able to identify all the relevant options in an unbiased manner. E) The rational decision-making process is an unconscious one created from distilled experience. Difficulty: 2 QuestionID: 06-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC 16 .

Answer: D) The rational decision-making model assumes that an individual is able to identify all the relevant options in an unbiased manner. 46. With reference to decision making, satisficing involves . A) identifying all possible alternative decisions B) seeking solutions that are satisfactory and sufficient C) evaluating all possible alternatives objectively D) selecting the best option with the highest utility E) using an unconscious decision-making process created from distilled experience Difficulty: 2 QuestionID: 06-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: B) seeking solutions that are satisfactory and sufficient 47. In the real world, what do people typically do when making a decision about a problem? A) follow the rational decision-making model B) seek the optimal decision C) obtain complete information about all possible alternatives before making a decision D) evaluate all the possible options in an unbiased and objective manner E) find a satisfactory and sufficient solution Difficulty: 2 QuestionID: 06-1-47 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—MC Answer: E) find a satisfactory and sufficient solution 48. Decision makers construct simplified models that extract the essential features from problems without capturing all their complexity. That is, they operate within the confines of . A) optimal decision making B) intuitive decision making C) bounded rationality D) rationality E) common sense Difficulty: 1 QuestionID: 06-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. 17 .

Miscellaneous: Type—MC Answer: C) bounded rationality 49. is a highly complex and highly developed form of reasoning that is based on years of experience and learning. A) Contrast effect B) Halo effect C) Intuition D) Selective perception E) Emotional intelligence Difficulty: 1 QuestionID: 06-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: C) Intuition 50. You are part of a group, making a decision about whether it is appropriate to discontinue research on a new drug. This new drug would save lives, but it is uncertain whether you can develop it within a reasonable time frame and at a reasonable cost. Your firm has already spent a small fortune on this drug. You have gathered so much information in preparation to making the decision that you are unable to sort the good information from the superfluous data. You just feel that this project has merit. What form of decision making are you using if you decide to continue the project because you feel that the project has merit? A) optimization B) intuitive C) rational D) satisficing E) bounded rationality Difficulty: 2 QuestionID: 06-1-50 Skill: Application Notes: AACSB—Reflective thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: B) intuitive 51. One of the core problems that created the financial meltdown of 2008 was that large loans were made to individuals who could not repay them, and the finance companies purchased these bad debts without realizing how poor the prospects of repayment were. Which of the following decision-making errors was made by the lenders and borrowers? A) hindsight bias B) availability bias 18 .

C) overconfidence bias D) confirmation bias E) anchoring bias Difficulty: 2 QuestionID: 06-1-51 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: C) overconfidence bias 52. The more optimistic the entrepreneurs, the less successful the performance of their new ventures. Which of the following systematic biases and errors creep into their judgments? A) hindsight bias B) anchoring bias C) confirmation bias D) availability bias E) overconfidence bias Difficulty: 1 QuestionID: 06-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: E) overconfidence bias 53. The bias is typically associated with negotiation. A) confirmation B) distinction C) anchoring D) hindsight E) availability Difficulty: 1 QuestionID: 06-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: C) anchoring 54. While negotiating salary with your prospective employer, if you suggest an initial target salary of $55,000, your employer will consider $50,000 to $60,000 a reasonable range for negotiation, but if you mention $55,650, your employer is more likely to consider $55,000 to $56,000 the range of likely values 19 .

for negotiation. In this example your employer is exhibiting the A) availability B) anchoring C) hindsight D) confirmation E) impact

bias.

Difficulty: 3 QuestionID: 06-1-54 Skill: Application Notes: AACSB—Reflective thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: B) anchoring 55. We tend to accept at face value information that is consistent with our preconceived views, while we are critical and skeptical of information that challenges these views. This represents the bias. A) distinction B) impact C) hindsight D) confirmation E) self-serving Difficulty: 2 QuestionID: 06-1-55 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: D) confirmation 56. The bias can explain why managers doing performance appraisals give more weight to recent employee behaviours than to behaviours of 6 or 9 months earlier. A) self-serving B) availability C) distinction D) confirmation E) hindsight Difficulty: 3 QuestionID: 06-1-56 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: B) availability 20 .

57. People who carefully gather and consider information consistent with the rational decision-making model are more likely to engage in which of the following decision-making errors? A) escalation of commitment B) randomness error C) availability bias D) performance evaluation E) reward systems Difficulty: 2 QuestionID: 06-1-57 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: A) escalation of commitment 58.

refers to staying with a decision even when there is clear evidence it is wrong. A) Escalation of commitment B) Hindsight bias C) Satisficing D) Selective perception E) Availability bias

Difficulty: 1 QuestionID: 06-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: A) Escalation of commitment 59. Which of the following types of biases in decision making represents the tendency of decision makers to prefer a sure thing? A) hindsight bias B) bounded rationality C) escalation of commitment D) selective perception E) risk aversion Difficulty: 1 QuestionID: 06-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC 21 .

Answer: E) risk aversion 60. Tom knows that the title insurance company made a mistake on his property title. Because of their mistake, his neighbour now has access to an easement road through the 25 acres located at the back of his property. He can't use the acreage for pasture, because his neighbour insists that the gates remain open. The title company has offered a $40,000 settlement. Tom has decided to take the settlement rather than possibly lose in court if he were to sue the title company for more money. Tom's decision is based on . A) hindsight bias B) availability bias C) risk aversion D) randomness error E) escalation of commitment Difficulty: 3 QuestionID: 06-1-60 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: C) risk aversion 61. For many people, a 50-50 flip of a coin for $100 might not be worth as much as a sure promise of $50, even though the gamble is mathematically worth twice as much as the sure thing. This is an example of . A) selective perception B) self-serving bias C) risk aversion D) availability bias E) confirmation bias Difficulty: 2 QuestionID: 06-1-61 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: C) risk aversion 62. Which of the following statements is true regarding the hindsight bias? A) It indicates a tendency to fixate on initial information and fail to adequately adjust for subsequent information. B) It indicates that we seek out information that reaffirms our past choices, and we discount information that contradicts them. C) It indicates our tendency to base judgments on information readily available. D) It indicates our tendency to believe falsely, after the outcome is known, that we would have accurately 22 .

predicted it. E) It indicates our tendency to draw a general impression about an individual on the basis of a single characteristic, such as intelligence. Difficulty: 2 QuestionID: 06-1-62 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—MC Answer: D) It indicates our tendency to believe falsely, after the outcome is known, that we would have accurately predicted it. 63. The organizational constraints of decision making include all of the following except A) performance evaluations B) job design C) formal regulation D) time constraints E) historical precedents

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Difficulty: 2 QuestionID: 06-1-63 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.6 Evaluate how organizational constraints affect decision making. Miscellaneous: Type—MC Answer: B) job design 64. From the 1930s through the mid-1980s, General Motors consistently gave promotions and bonuses to managers who kept a low profile and avoided controversy. This is an example of which of the following organizational constraints? A) performance evaluation B) reward systems C) formal regulations D) system-imposed time constraints E) historical precedents Difficulty: 2 QuestionID: 06-1-64 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.6 Evaluate how organizational constraints affect decision making. Miscellaneous: Type—MC Answer: B) reward systems 65. Of the five constraints of decision making, which is most likely to be affected by risk aversion? 23 .

A) performance evaluations B) reward system C) formal regulation D) time constraints E) historical precedents Difficulty: 1 QuestionID: 06-1-65 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.6 Evaluate how organizational constraints affect decision making. Miscellaneous: Type—MC Answer: B) reward system 66. Vance recently took over the role of director of an academic unit at a large university. While Vance has a Type A personality and is very organized and direct, his predecessor was very Type B and liked to go with the flow. Due to his predecessor's personality, it is likely Vance will experience a long period of difficult change due to which phenomena? A) utilitarianism B) formal regulation C) ethics D) historical precedent E) anchoring bias Difficulty: 3 QuestionID: 06-1-66 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.6 Evaluate how organizational constraints affect decision making. Miscellaneous: Type—MC Answer: D) historical precedent 67. In the ethical yardstick of , decisions are made solely on the basis of their outcomes, ideally to provide the greatest good for the greatest number. A) utilitarianism B) self-serving bias C) bounded rationality D) selective perception E) anchoring bias Difficulty: 1 QuestionID: 06-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. 24 .

Miscellaneous: Type—MC Answer: A) utilitarianism 68. Which of the following statements is true regarding utilitarianism? A) It protects the interests of the underrepresented and less powerful. B) It reduces productivity and efficiency. C) It promotes decision making that is consistent with fundamental liberties and privileges, as set forth in documents such as the Bill of Rights. D) The utilitarianism view dominates business decision making. E) It imposes and enforces rules fairly and impartially. Difficulty: 2 QuestionID: 06-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. Miscellaneous: Type—MC Answer: D) The utilitarianism view dominates business decision making. 69. The three criteria for making ethical decisions are A) utilitarianism, creativity, and rights B) historical precedents, rights, and utilitarianism C) rewards, regulations, and time orientation D) utilitarianism, rights, and justice E) historical precedents, reward, and justice

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Difficulty: 1 QuestionID: 06-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. Miscellaneous: Type—MC Answer: D) utilitarianism, rights, and justice 70. You are the manager of a development group in a large computer software company. You have decided that it is important for your group to understand the many ways that ethical decisions can be made and you are designing a training program on the subject of ethics. If you wish to emphasize the importance of making decisions consistent with fundamental liberties and privileges, the focus of your teaching will be on . A) utilitarianism B) justice C) rights D) privilege E) service 25 .

Difficulty: 3 QuestionID: 06-1-70 Skill: Application Notes: AACSB—Reflective thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. Miscellaneous: Type—MC Answer: C) rights 71. Martha submitted a formal complaint to the Occupational Safety and Health Administration about unsafe work conditions in her company's warehouse. Martha is a . A) utilitarian thinker B) judge C) creative thinker D) whistle-blower E) humanitarian Difficulty: 2 QuestionID: 06-1-71 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. Miscellaneous: Type—MC Answer: D) whistle-blower 72. Which of the following traits does a decision maker need to have if they are to fully appraise a problem and even see problems that others are not aware of? A) creativity B) rationality C) conceptual style D) intuition E) individuality Difficulty: 1 QuestionID: 06-1-72 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.8 Define creativity, and describe the three-stage model of creativity. Miscellaneous: Type—MC Answer: A) creativity 73. The three-component model of creativity proposes that individual creativity essentially requires expertise, creative thinking skills, and . A) external locus of control 26 .

B) intrinsic task motivation C) emotional intelligence D) positivity offset E) selective perception Difficulty: 1 QuestionID: 06-1-73 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.8 Define creativity, and describe the three-stage model of creativity. Miscellaneous: Type—MC Answer: B) intrinsic task motivation 74. Which of the following is the foundation for all creative work, and is thus the single most important predictor of creative potential? A) expertise B) creative thinking skills C) intrinsic task motivation D) intuition E) analytical skills Difficulty: 1 QuestionID: 06-1-74 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.8 Define creativity, and describe the three-stage model of creativity. Miscellaneous: Type—MC Answer: A) expertise 75. Gene is regarded by his peers as an extremely creative designer of watercraft. He attributes much of his success to his family: he was raised by a traditional boat builder and from a very early age was surrounded by boats and the people who made them. To what does Gene attribute his success? A) intuitiveness B) external locus of control C) task motivation D) expertise E) creative thinking skills Difficulty: 2 QuestionID: 06-1-75 Skill: Application Notes: AACSB—Analytical Thinking Objective: 6.8 Define creativity, and describe the three-stage model of creativity. Miscellaneous: Type—MC Answer: D) expertise

27 .

True or False Questions 1. Our perception of reality can be substantially different from objective reality. a True b False Difficulty: 1 QuestionID: 06-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—TF Answer: a. True 2. Our perception of a target is affected by the characteristics of the target and not by our personality and past experiences. a True b False Difficulty: 1 QuestionID: 06-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—TF Answer: b. False 3. According to the attribution theory, if a behaviour scores high on consensus and distinctiveness, we tend to consider it as an internally caused behaviour. a True b False Difficulty: 1 QuestionID: 06-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—TF Answer: b. False 4. When we make judgments about the behaviour of other people, we tend to overestimate the influence of external factors and underestimate the influence of internal or personal factors. a True b False Difficulty: 1 28 .

QuestionID: 06-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—TF Answer: b. False 5. When we draw a general impression about an individual on the basis of a single characteristic, such as intelligence, sociability, or appearance we are using a shortcut called the contrast effect. a True b False Difficulty: 1 QuestionID: 06-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—TF Answer: b. False 6. The halo effect occurs because it is impossible for us to assimilate everything we see. a True b False Difficulty: 1 QuestionID: 06-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—TF Answer: b. False 7. The rational decision-making model takes into consideration the fact that all the information pertaining to the problem might not be available to the decision maker. a True b False Difficulty: 1 QuestionID: 06-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—TF Answer: b. False 8. People always follow the rational decision-making model. 29 .

a True b False Difficulty: 1 QuestionID: 06-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—TF Answer: b. False 9. A common tendency related to the overconfidence bias is that as managers and employees become more knowledgeable about an issue, they become more likely to display overconfidence. a True b False Difficulty: 1 QuestionID: 06-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—TF Answer: b. False 10. We tend to accept at face value information that confirms our preconceived views, while we are critical and skeptical of information that challenges these views. a True b False Difficulty: 1 QuestionID: 06-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—TF Answer: a. True 11. An individual's place in the interview schedule may affect the interviewer's evaluation of the applicant. This is an example of confirmation bias. a True b False Difficulty: 2 QuestionID: 06-2-86 Skill: Application Notes: AACSB—Analytical Thinking 30 .

Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—TF Answer: b. False 12. People who carefully gather and consider information consistent with the rational decision-making model are more likely to engage in escalation of commitment than those who spend less time thinking about their choices. a True b False Difficulty: 1 QuestionID: 06-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—TF Answer: a. True 13. The first ethical yardstick is utilitarianism, in which decisions are made solely on the basis of their outcomes, ideally to provide the greatest good for the greatest number. a True b False Difficulty: 1 QuestionID: 06-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. Miscellaneous: Type—TF Answer: a. True 14. A focus on utilitarianism promotes the rights of minorities. a True b False Difficulty: 1 QuestionID: 06-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.7 Contrast the three ethical decision-making criteria and apply those criteria to day-to-day workplace decisions. Miscellaneous: Type—TF Answer: b. False 15. Expertise is the single most important predictor of creative potential. 31 .

a True b False Difficulty: 1 QuestionID: 06-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.8 Define creativity, and describe the three-stage model of creativity Miscellaneous: Type—TF Answer: a. True Essay Questions 1. What factors that operate to shape and sometimes distort perception reside in the perceiver, what factors reside in the target being perceived, and what factors reside in the context of the situation in which the perception is made? Difficulty: 3 QuestionID: 06-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.1 Define perception, and explain the factors that influence it. Miscellaneous: Type—ES Answer: A number of factors operate to shape and sometimes distort perception. These factors can reside in the perceiver, in the object or target being perceived, or in the context of the situation in which the perception is made. When an individual looks at a target and attempts to interpret what he or she sees, that interpretation is heavily influenced by personal characteristics of the individual perceiver. Personal characteristics affecting perception include his or her attitudes, personality, motives, interests, past experiences, and expectations. Characteristics of the target being observed can affect what is perceived. The relationship of a target to its background influences perception, as does our tendency to group close things and similar things together. The context in which we see objects or events is also important. The time at which an object or event is seen can influence attention, as can location, light, heat, or any number of other factors. 2. Discuss the attribution theory. Difficulty: 3 QuestionID: 06-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—ES Answer: The attribution theory suggests that when we observe an individual's behaviour, we attempt to determine whether it was internally or externally caused. That determination, however, depends largely on three factors: (1) distinctiveness, (2) consensus, and (3) consistency. (1) Distinctiveness: Distinctiveness refers to whether an individual displays different behaviours in different situations. A behaviour high in distinctiveness is more likely to be considered an externally caused behaviour. 32 .

(2) Consensus: If everyone who faces a similar situation responds in the same way, we can say the behaviour shows consensus. A behaviour high in consensus is more likely to be considered an externally caused behaviour. (3) Consistency: The more consistent the behaviour, the more we are inclined to attribute it to internal causes. 3. Contrast the fundamental attribution error and the self-serving bias. Difficulty: 3 QuestionID: 06-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—ES Answer: When we make judgments about the behaviour of other people, we have a tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors. This is called the fundamental attribution error. There is also a tendency for individuals to attribute their own successes to internal factors, such as ability or effort, while putting the blame for failure on external factors, such as bad luck or unproductive coworkers. This is called the self-serving bias. 4. Discuss four shortcuts used in judging others. Difficulty: 3 QuestionID: 06-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—ES Answer: a) Selective Perception: Because it is impossible for us to assimilate everything we see, only certain stimuli can be taken in. Since we cannot observe everything going on about us, we engage in selective perception. This allows us to "speed-read" others. b) The Halo Effect: When we draw a general impression about an individual on the basis of a single characteristic, a halo effect is operating. c) Contrast Effects: Contrast effects occur when we don't evaluate a person in isolation; our reaction to one person is influenced by other people we have recently encountered. d) Stereotyping: When we judge someone on the basis of our perception of the group to which he or she belongs, we are using the shortcut called stereotyping. 5. Discuss some of the errors in perceptual judgment made by interviewers in job interviews. Difficulty: 3 QuestionID: 06-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. Miscellaneous: Type—ES Answer: Interviewers make perceptual judgments that may be inaccurate. They generally draw early 33 .

impressions that very quickly become entrenched. Research shows that we form impressions of others within a tenth of a second, based on our first glance at them. This is the halo effect. Interviewers might draw conclusions about a candidate based on the group (such as religion, ethnicity) to which the candidate belongs. This is known as stereotyping. If these first impressions are negative, they tend to be more heavily weighted in the interview than if that same information came out later. Most interviewers' decisions change very little after the first 4 or 5 minutes of the interview. This represents anchoring bias. Also, candidates are generally evaluated by comparing them with the previous candidates. This is known as the contrast effect. 6. What is bounded rationality? How is it related to decision making? Difficulty: 3 QuestionID: 06-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.4 Contrast the rational model of decision making with bounded rationality and intuition. Miscellaneous: Type—ES Answer: Since the capacity of the human mind for formulating and solving complex problems is far too small to meet the requirements for full rationality, individuals operate within the confines of bounded rationality. They construct simplified models that extract the essential features from problems without capturing all their complexity. Individuals can then behave rationally within the limits of the simple model. Once the limited set of alternatives is identified, the decision maker will begin reviewing it. But the review will not be comprehensive. Instead, the decision maker will begin with alternatives that differ only in a relatively small degree from the choice currently in effect. Following along familiar and well-worn paths, the decision maker proceeds to review alternatives only until he or she identifies an alternative that is "good enough." The first alternative that meets the "good enough" criterion ends the search. So the final solution represents a satisficing choice rather than an optimum one. 7. Explain how stereotyping can cause problems for some managers when making ethical decisions. Provide an example. Difficulty: 3 QuestionID: 06-3-97 Skill: Synthesis Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—ES Answer: Because one of the criteria of ethical decision making is to focus on individual rights, the use of stereotyping would affect the ethical decision-making process. The focus on rights calls on individuals to make decisions consistent with fundamental liberties and privileges as set forth in documents like the Bill of Rights. An emphasis on rights in decision making means respecting and protecting the basic rights of individuals. If a manager engages in stereotyping, for example, believing that all women are less productive than men, he may be inclined to base organizational decisions on this stereotype. When an important project or promotion comes up, he would always be inclined to reward men over women. 8. What is escalation of commitment?

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Difficulty: 3 QuestionID: 06-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—ES Answer: Escalation of commitment refers to staying with a decision even when there is clear evidence that it's wrong. Individuals escalate commitment to a failing course of action when they view themselves as responsible for the failure. In fact, people who carefully gather and consider information consistent with the rational decision-making model are more likely to engage in escalation of commitment than those who spend less time thinking about their choices. Perhaps they have invested so much time and energy into making their decisions that they have convinced themselves they're taking the right course of action and don't update their knowledge in the face of new information. 9. List and explain any three decision biases or errors. Difficulty: 3 QuestionID: 06-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.5 Recognize common decision biases or errors and discuss how to avoid them. Miscellaneous: Type—ES Answer: a) Overconfidence Bias: When we're given factual questions and asked to judge the probability that our answers are correct, we tend to be far too optimistic. b) Anchoring Bias: The anchoring bias is a tendency to fixate on initial information as a starting point. Once set, we then fail to adequately adjust for subsequent information. The anchoring bias occurs because our mind appears to give a disproportionate amount of emphasis to the first information it receives. So initial impressions, ideas, prices, and estimates carry undue weight relative to information received later. c) Confirmation Bias: The rational decision-making process assumes that we objectively gather information. But we don't. We selectively gather information. The confirmation bias represents a specific case of selective perception. We seek out information that reaffirms our past choices, and we discount information that contradicts past judgments. d) Availability Bias: This is the tendency for people to base their judgments on information that is readily available to them. Events that evoke emotions, that are particularly vivid, or that have occurred more recently tend to be more available in our memory. As a result, we tend to be prone to overestimating unlikely events like an airplane crash. The availability bias can also explain why managers, when doing annual performance appraisals, tend to give more weight to recent behaviours of an employee than those behaviours of six or nine months ago. e) Escalation of Commitment Error: This refers to staying with a decision even when there is clear evidence that it's wrong. Individuals escalate commitment to a failing course of action when they view themselves as responsible for the failure. Escalation of commitment is also congruent with evidence that people try to appear consistent in what they say and do. Increasing commitment to previous actions conveys consistency. f) Hindsight Bias: The hindsight bias is the tendency for us to believe falsely that we'd have accurately predicted the outcome of an event, after that outcome is actually known. When something happens and we have accurate feedback on the outcome, we seem to be pretty good at concluding that this outcome was relatively obvious.

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10. Discuss four steps in which creative behaviour occurs. Difficulty: 3 QuestionID: 06-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 6.8 Define creativity, and describe the three-stage model of creativity. Miscellaneous: Type—ES Answer: Creative behaviour occurs in four steps, each of which leads to the next: 1. Problem formulation. Any act of creativity begins with a problem that the behaviour is designed to solve. Thus, problem formulation is defined as the stage of creative behaviour in which we identify a problem or opportunity that requires a solution as yet unknown. 2. Information gathering. Given a problem, the solution is rarely directly at hand. We need time to learn more and to process that learning. Thus, information gathering is the stage of creative behaviour when possible solutions to a problem incubate in an individual's mind. 3. Idea generation. Once we have collected the relevant information, it is time to translate knowledge into ideas. Thus, idea generation is the process of creative behaviour in which we develop possible solutions to a problem from relevant information and knowledge. Increasingly, idea generation is collaborative. 4. Idea evaluation. Finally, it's time to choose from the ideas we have generated. Thus, idea evaluation is the process of creative behaviour in which we evaluate potential solutions to identify the best one. Sometimes the method of choosing can be innovative.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 07: Motivation Multiple Choice Questions 1. Motivation is one of the most frequently researched topics in OB. According to a study, 69 percent of workers report that they waste time at work every day, and the biggest time-wasters are Internet surfing and . A) updating their skills B) conversing with managers C) talking with coworkers D) simulating work environment E) reading instructional books Difficulty: 1 QuestionID: 07-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—MC Answer: C) talking with coworkers 2. is defined as the processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal. A) Leadership B) Management C) Selective perception D) Emotional labour E) Motivation Difficulty: 1 QuestionID: 07-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—MC Answer: E) Motivation 3. Motivation can be defined by three key elements. is one of these three key elements and it is the element most of us focus on when we talk about motivation. A) Intelligence B) Experience C) Expertise D) Intensity E) Knowledge

1 .

Difficulty: 1 QuestionID: 07-1-03 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—MC Answer: D) Intensity 4. Among the three key elements to define motivation, maintain effort. A) intelligence B) experience C) direction D) intensity E) persistence

measures how long a person can

Difficulty: 1 QuestionID: 07-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—MC Answer: E) persistence 5. Some of your friends like to cram all night before exams; however, you are not able to keep your focus on the material for that length of time. Your study habits can be attributed to which element(s) of motivation? A) intensity B) direction C) persistence D) both intensity and persistence E) both direction and persistence Difficulty: 2 QuestionID: 07-1-05 Skill: Application Notes: AACSB—Reflective thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—MC Answer: D) both intensity and persistence 6. Some researchers have attempted to revive components of the need hierarchy concept, using principles from evolutionary psychology. Which of the following statements is true in this regard? A) Researchers propose that higher-level needs are the chief concern of immature animals or those with primitive nervous systems. B) Researchers observe that lower needs are more frequently observed in mature animals with more 2 .

developed nervous systems. C) Researchers have noted distinct underlying biological systems for different types of needs. D) Researchers observe that in time, these revisions to Maslow's hierarchy will definitely be useful to practicing managers. E) Researchers have noted the presence of intricate social systems for different types of needs. Difficulty: 2 QuestionID: 07-1-06 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) Researchers have noted distinct underlying biological systems for different types of needs. 7. A local church is made up of people who are very different in their lifestyles and their stages of life. Mary is a 23-year-old single parent who earns the minimum wage. Jonathan is 60 years old, extremely wealthy, and works because he enjoys it. Jane is a 45-year-old lawyer who earns well and is wellrespected in her profession; she is extremely career-oriented and is proud of her achievements. According to Maslow's hierarchy, Mary is likely to focus on satisfying needs. A) social B) esteem C) physiological D) self-actualization E) growth Difficulty: 3 QuestionID: 07-1-07 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) physiological 8. According to Maslow's hierarchy of needs, which of the following is a lower-order need? A) social B) safety C) esteem D) self-actualization E) recognition Difficulty: 1 QuestionID: 07-1-08 Skill: Concept Notes: AACSB—Analytical Thinking 3 .

Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: B) safety 9. Which of the following statements is true regarding Maslow's hierarchy of needs theory? A) "Social" needs relate to autonomy and achievement. B) As each need becomes substantially satisfied, the next one becomes dominant. C) "Esteem" needs relate to affection and friendship. D) Social needs are lower-order needs. E) Lower-order needs are satisfied internally. Difficulty: 2 QuestionID: 07-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: B) As each need becomes substantially satisfied, the next one becomes dominant. 10. A local church is made up of people who are very different in their lifestyles and their stages of life. Mary is a 23-year-old single parent who earns the minimum wage. Jonathan is 60 years old, extremely wealthy, and works because he enjoys it. Jane is a 45-year-old lawyer who earns well and is wellrespected in her profession; she is extremely career-oriented and is proud of her achievements. Jane is likely to focus on which of the following levels of needs? A) esteem B) growth C) physiological D) self-actualization E) safety Difficulty: 3 QuestionID: 07-1-10 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: A) esteem 11. A local church is made up of people who are very different in their lifestyles and their stages of life. Mary is a 23-year-old single parent who earns the minimum wage. Jonathan is 60 years old, extremely wealthy, and works because he enjoys it. Jane is a 45-year-old lawyer who earns well and is wellrespected in her profession; she is extremely career-oriented and is proud of her achievements. Which of the following do you think would motivate Jonathan the most? 4 .

A) more vacation time B) more responsibility C) greater career growth D) more money E) a greater sense of inner peace Difficulty: 3 QuestionID: 07-1-11 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: E) a greater sense of inner peace 12. Mariah is the manager in a restaurant. According to Douglas McGregor's Theory X, which of the following is a behaviour she would most likely exhibit? A) She would empower her subordinates. B) She would trust her employees to use discretion in most matters. C) She would strictly control all the details of any project she is managing. D) She would delegate authority extensively to junior managers. E) She would let her employees choose their own goals. Difficulty: 2 QuestionID: 07-1-12 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) She would strictly control all the details of any project she is managing. 13. According to Douglas McGregor's Theory Y, a manager assumes that employees A) dislike work B) need to be controlled C) avoid responsibility D) view work as being as natural as rest or play E) attempt to avoid work

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Difficulty: 1 QuestionID: 07-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC 5 .

Answer: D) view work as being as natural as rest or play 14. The theory is also called motivation-hygiene theory. A) hierarchy of needs B) goal-setting C) self-determination D) cognitive evaluation E) two-factor Difficulty: 1 QuestionID: 07-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: E) two-factor 15. Which of the following statements is true according to the two-factor theory? A) The hygiene factors tend to be intrinsic factors. B) Factors that lead to job satisfaction are extrinsic factors. C) Adequate hygiene factors ensure that people are not dissatisfied. D) Recognition is a hygiene factor. E) Hygiene factors lead to job satisfaction. Difficulty: 2 QuestionID: 07-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) Adequate hygiene factors ensure that people are not dissatisfied. 16. Your fellow employees have a terrible work situation. They work in an old, run-down building with an antiquated heating system. The work itself is tedious and the supervisor is rarely available and only shows up to give reprimands for production shortfalls. Nobody has received a promotion in two years. The work is boring, repetitious, and unrewarding. You are trying to improve this situation with the help of Herzberg's two-factor theory. You decide that your first job should be to improve the hygiene factors. Which of the following would you consider a hygiene factor? A) working conditions B) training related to new skills C) recognition D) employee empowerment E) promotion

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Difficulty: 2 QuestionID: 07-1-16 Skill: Application Notes: AACSB—Reflective thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: A) working conditions 17. According to the two-factor theory, which of the following statements would likely be true? A) When the working conditions are comfortable, employees will be satisfied. B) Quality of supervision is a motivation factor. C) Fixing the conditions that make the employees dissatisfied will not make them satisfied. D) Employees are dissatisfied due to lack of recognition. E) The major reason for dissatisfaction is probably the lack of promotion. Difficulty: 3 QuestionID: 07-1-17 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) Fixing the conditions that make the employees dissatisfied will not make them satisfied. 18. According to the two-factor theory, which of the following factors is most likely to create job satisfaction? A) improving working conditions B) assuring job security C) appreciating a job well done D) improving the quality of supervision E) changing company policies Difficulty: 1 QuestionID: 07-1-18 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) appreciating a job well done 19. According to the two-factor theory, A) better company policy B) quality of supervision C) responsibility

is a motivating factor.

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D) job security E) pay Difficulty: 1 QuestionID: 07-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) responsibility 20. According to the two-factor theory proposed by Herzberg, which of the following factors is considered a hygiene factor? A) promotional opportunity B) quality of supervision C) achievement D) recognition E) responsibility Difficulty: 1 QuestionID: 07-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: B) quality of supervision 21. Which of the following theories indicates the existence of a dual continuum? A) hierarchy of needs theory B) self-determination theory C) two-factor theory D) cognitive evaluation theory E) theory of needs Difficulty: 1 QuestionID: 07-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) two-factor theory 22. The two-factor theory proposes that

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A) within every human being, there exists a hierarchy of five needs and as each of these needs becomes substantially satisfied, the next one becomes dominant B) employees inherently dislike work and must therefore be directed or even coerced into performing it C) employees can view work as being as natural as rest or play, and therefore the average person can learn to accept, and even seek, responsibility D) the factors that lead to job satisfaction are separate and distinct from those that lead to job dissatisfaction E) achievement, power, and affiliation are three important needs that help explain motivation Difficulty: 1 QuestionID: 07-1-22 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: D) the factors that lead to job satisfaction are separate and distinct from those that lead to job dissatisfaction 23. According to McClelland's theory of needs, relationship to a set of standards. A) the need for growth B) the need for achievement C) the need for security D) the need for power E) the need for affiliation

refers to the drive to excel, to achieve in

Difficulty: 1 QuestionID: 07-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: B) the need for achievement 24. McClelland's theory of needs concentrates on which three needs? A) achievement, growth, and security B) achievement, power, and affiliation C) self-actualization, stability, and affiliation D) affiliation, control, and security E) control, status, and affiliation Difficulty: 1 QuestionID: 07-1-24 Skill: Concept Notes: AACSB—Analytical Thinking 9 .

Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: B) achievement, power, and affiliation 25. You manage a department of five employees. You have identified that Joe has high need for achievement, Tameka has high need for power, and Tim has high need for affiliation. Aleena scored high on the need for power and low on the need for affiliation. Abdul scores low on both need for power and need for affiliation. Which of these five employees is most likely to be suitable for a new assignment that involves a high degree of personal responsibility and feedback? A) Joe B) Tameka C) Tim D) Aleena E) Abdul Difficulty: 3 QuestionID: 07-1-25 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: A) Joe 26. You manage a department of five employees. You have identified that Joe has high need for achievement, Tameka has high need for power, and Tim has high need for affiliation. Aleena scored high on the need for power and low on the need for affiliation. Abdul scores low on both need for power and need for affiliation. Which of these five employees would be best suited as a mentor to new employees with a chance to develop friendships? A) Joe B) Tameka C) Tim D) Aleena E) Abdul Difficulty: 3 QuestionID: 07-1-26 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: C) Tim 27. You manage a department of five employees. You have identified that Joe has high need for 10 .

achievement, Tameka has high need for power, and Tim has high need for affiliation. Aleena scored high on the need for power and low on the need for affiliation. Abdul scores low on both need for power and need for affiliation. Which of these five employees is most suitable for taking on your responsibilities when you are on a vacation? A) Joe B) Tameka C) Tim D) Aleena E) Abdul Difficulty: 3 QuestionID: 07-1-27 Skill: Application Notes: AACSB—Reflective thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: D) Aleena 28. Jasmine wants to become head of her department. Although she will be greatly compensated if she achieves this aim and will gain control over many subordinates, the main reason she is pursuing this position is that she thinks she can do the job better than anyone else and wants people to know this. According to McClelland's theory of needs, which of the following needs primarily drives Jasmine in this case? A) the need for stability B) the need for achievement C) the need for growth D) the need for affiliation E) the need for power Difficulty: 3 QuestionID: 07-1-28 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: B) the need for achievement 29. Which of the following statements is true according to McClelland's theory of needs? A) People with a high achievement need prefer doing tasks that involve a very high level of risk. B) People with a high achievement need prefer jobs that have a low degree of personal responsibility. C) The best managers tend to have a high need for affiliation. D) People with a high achievement need tend to be successful managers, especially in large organizations. E) The best managers tend to have a high need for power.

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Difficulty: 2 QuestionID: 07-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: E) The best managers tend to have a high need for power. 30. The culture of which country tends to have lower levels of internal motivation? A) United States B) Canada C) Great Britain D) Portugal E) Australia Difficulty: 2 QuestionID: 07-1-30 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: D) Portugal 31. Which of the following theories proposes that people prefer to feel they have control over their actions, so anything that makes a previously enjoyed task feel more like an obligation than a freely chosen activity will undermine motivation? A) the theory of needs B) the motivation-hygiene theory C) the two-factor theory D) the self-determination theory E) the goal-setting theory Difficulty: 1 QuestionID: 07-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: D) the self-determination theory 32. Which of the following theories suggests that pursuing goals out of intrinsic motives is more sustaining to human motivation than extrinsic rewards? A) the theory of needs 12 .

B) the motivation-hygiene theory C) the two-factor theory D) the self-determination theory E) the goal-setting theory Difficulty: 1 QuestionID: 07-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: D) the self-determination theory 33. Loni has worked at a local dry cleaner for the past two years as a cashier. When the store was not busy with customers, Loni enjoyed helping Donatella, the seamstress, with various tasks such as sewing on buttons and fixing minor holes. Recently, Loni's job description was changed to include working with Donatella in the Alterations area 10 hours a week. Since then, Loni's enjoyment of working with Donatella has decreased. This decline can be explained by . A) self-determination theory B) goal-setting theory C) Theory X and Theory Y D) hierarchy of needs E) expectancy theory Difficulty: 3 QuestionID: 07-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—MC Answer: A) self-determination theory 34. Goals seem to have a more substantial effect on performance when the A) goals are generalized (like "Do your best") rather than specific B) tasks are complex rather than simple C) tasks are novel rather than well learned D) goals are easy rather than difficult E) tasks are independent rather than interdependent

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Difficulty: 2 QuestionID: 07-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be 13 .

able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: E) tasks are independent rather than interdependent 35. Which of the following statements is true regarding goals? A) Goal commitment is most likely to occur when the individual has an external locus of control. B) Generalized goals produce a higher level of output as compared to specific goals. C) People do better when they get feedback on how well they are progressing toward their goals. D) If factors such as acceptance of the goals are held constant, the more simple the goal, the higher the level of performance. E) Assigned goals appear to generate greater goal commitment in lower rather than higher power-distance cultures. Difficulty: 2 QuestionID: 07-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: C) People do better when they get feedback on how well they are progressing toward their goals. 36. According to the goal-setting theory, which of the following is not a factor influencing the goals– performance relationship? A) feedback B) goal commitment C) knowledge D) task characteristic E) national culture Difficulty: 2 QuestionID: 07-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: C) knowledge 37. What sort of goals does Management by Objectives (MBO) emphasize? A) tangible, verifiable, and measurable B) achievable, controllable, and profitable C) inspirational, verifiable, and creative D) challenging, rewarding, and measurable E) profitable, attainable, and verifiable

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Difficulty: 1 QuestionID: 07-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: A) tangible, verifiable, and measurable 38. involves translating the organization's overall objectives into specific objectives for each succeeding level in the organization. A) Strategic planning B) Management by objectives C) Representative participation D) Management buy-out E) Management by exception Difficulty: 1 QuestionID: 07-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: B) Management by objectives 39. Which of the following is not an ingredient common to all MBO programs? A) an explicit time period B) participative decision making C) interdependence of tasks D) performance feedback E) specification of the goal Difficulty: 2 QuestionID: 07-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: C) interdependence of tasks 40. Many elements in management by objectives (MBO) programs match propositions of theory. A) motivation-hygiene B) cognitive evaluation 15 .

C) goal-setting D) self-determination E) hierarchy of needs Difficulty: 1 QuestionID: 07-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: C) goal-setting 41. Which of the following statements is true regarding a management by objective (MBO) program? A) Many elements in MBO programs match propositions of cognitive evaluation theory. B) MBO strongly advocates that the goals should be assigned by the managers without the employees participating in the goal-setting process. C) MBO programs set generalized rather than specific goals. D) MBO programs involve explicit time periods. E) MBO programs strongly discourage providing performance feedback because it can have negative effects on employee motivation. Difficulty: 2 QuestionID: 07-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: D) MBO programs involve explicit time periods. 42. You graduated from college two years ago and began working at Hampstead Electronics. You have received good performance evaluations and a raise. You just found out that your organization has hired a recent college graduate with no experience at a higher salary than you are now making. You consider this an unfair act and resolve to do something about it. Which of the following theories best describes such a situation? A) equity theory B) two-factor theory C) goal-setting theory D) theory of needs E) self-determination theory Difficulty: 3 QuestionID: 07-1-42 Skill: Application Notes: AACSB—Reflective thinking 16 .

Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: A) equity theory 43. You graduated from college two years ago and began working at Hampstead Electronics. You have received good performance evaluations and a raise. You just found out that your organization has hired a recent college graduate with no experience at a higher salary than you are now making. You consider this an unfair act and resolve to do something about it. In such a situation, you will most likely . A) work harder B) produce better work C) acknowledge that the newly hired person is worth more D) reduce the quality or quantity of work E) continue the job to acquire benefits of seniority Difficulty: 2 QuestionID: 07-1-43 Skill: Application Notes: AACSB—Reflective thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: D) reduce the quality or quantity of work 44. Which of the following theories discusses three relationships: effort-performance relationship, performance-reward relationship, and rewards-personal goals relationship? A) goal-setting theory B) self-efficacy theory C) equity theory D) expectancy theory E) self-determination theory Difficulty: 1 QuestionID: 07-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: D) expectancy theory 45. According to the expectancy theory, which of the following relationships indicates the degree to which the individual believes that a particular level of output will lead to the attainment of a desired outcome? A) performance-reward B) effort-performance C) rewards-personal goals 17 .

D) effort-satisfaction E) performance-achievement Difficulty: 2 QuestionID: 07-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: A) performance-reward 46. According to the expectancy theory, the degree to which an individual believes that performing at a particular level will generate a desired outcome is indicated by the relationship. A) performance-reward B) effort-performance C) rewards-personal goals D) effort-satisfaction E) personal goal-self-actualization Difficulty: 2 QuestionID: 07-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: A) performance-reward 47. The expectancy theory proposes that . A) employees can view work as being as natural as rest or play, and therefore the average person can learn to accept, and even seek, responsibility B) achievement, power, and affiliation are three important needs that help explain motivation C) the strength of our tendency to act in a certain way depends on the strength of our expectation of a given outcome and its attractiveness D) extrinsic rewards will reduce intrinsic interest in a task E) within every human being, there exists a hierarchy of five needs and as each of these needs becomes substantially satisfied, the next one becomes dominant Difficulty: 2 QuestionID: 07-1-47 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC 18 .

Answer: C) the strength of our tendency to act in a certain way depends on the strength of our expectation of a given outcome and its attractiveness 48. With reference to the expectancy theory, when pay is based on factors other than performance such as seniority, the relationship tends to be weak. A) effort-satisfaction B) performance-reward C) effort-performance D) personal goal-self-actualization E) performance-achievement Difficulty: 2 QuestionID: 07-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: B) performance-reward 49. With reference to the expectancy theory, which of the following examples indicates a weak rewardspersonal goals relationship? A) The employee lacks the skill required for the desired performance level. B) The organization's appraisal system assesses nonperformance factors such as creativity and initiative. C) The organizational rewards are based on seniority. D) The employee expects a poor appraisal as he believes that his manager does not like him. E) The employee wants to be relocated to the Paris office but instead is transferred to Singapore. Difficulty: 2 QuestionID: 07-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: E) The employee wants to be relocated to the Paris office but instead is transferred to Singapore. 50. If a manager incorrectly assumes that all employees want the same thing, then according to the expectancy theory, it is most likely to result in a weak relationship. A) performance-achievement B) effort-performance C) performance-reward D) rewards-personal goals E) effort-satisfaction Difficulty: 2 19 .

QuestionID: 07-1-50 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: D) rewards-personal goals 51. Jill is an excellent technical writer. She has never missed a deadline and all her projects are of superior quality. She now wants to telecommute two days a week, so that she can spend more time with her family. She feels that she has proven her reliability. However, her boss is unable to comply with her request and gives her a substantial raise instead. Jill's disappointment demonstrates a breakdown in the relationship. A) performance-reward B) effort-performance C) rewards-personal goals D) effort-satisfaction E) performance-achievement Difficulty: 2 QuestionID: 07-1-51 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: C) rewards-personal goals 52. Helen is an office worker who processes health insurance forms. She has worked at her present job for three years. Initially she was criticized by her supervisor for sloppy work, but thereafter improved considerably. Now she consistently processes her forms without errors and even does more forms than her required quota. However, she has found her supervisor has not responded to the extra effort she puts in, giving her no praise and no financial reward. Helen is most likely to perceive that there is a problem in the relationship. A) rewards-personal goals B) performance-awareness C) effort-performance D) personal goal-self-actualization E) performance-achievement Difficulty: 2 QuestionID: 07-1-52 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. 20 .

Miscellaneous: Type—MC Answer: C) effort-performance 53. An employee, rightly or wrongly, perceives that the boss doesn't like him. As a result, he expects to get a poor appraisal, regardless of the level of effort he puts in. Under such circumstances, according to the expectancy theory, the employee is likely to see the relationship as weak and demotivating. A) rewards-personal goals B) effort-performance C) performance-reward D) personal goal-self-actualization E) performance-achievement Difficulty: 2 QuestionID: 07-1-53 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: B) effort-performance 54. Jamie is looking for a new job. She used to be the top sales representative for the region and was expecting to be promoted. However, one of the regional manager's golfing buddies was promoted to district manager instead. Jamie's dissatisfaction with her current job stems from a breakdown in the relationship. A) performance-reward B) effort-performance C) rewards-personal goals D) effort-satisfaction E) personal goal-self-actualization Difficulty: 2 QuestionID: 07-1-54 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—MC Answer: A) performance-reward 55. Which of the following types of justice is most strongly related to organizational commitment and satisfaction with outcomes such as pay? A) associative justice B) interactional justice C) distributive justice D) procedural justice 21 .

E) integrative justice Difficulty: 2 QuestionID: 07-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—MC Answer: C) distributive justice 56. refers to the degree to which employees are provided explanations for decisions and kept informed. A) Associative justice B) Interactional justice C) Distributive justice D) Procedural justice E) Informational justice Difficulty: 1 QuestionID: 07-1-56 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—MC Answer: E) Informational justice 57. Jessica does not believe that the methods and processes for determining salary increases in her company are fair. As per this example, Jessica believes that there is a problem with the firm's justice. A) interpersonal B) distributive C) associative D) procedural E) outcome Difficulty: 2 QuestionID: 07-1-57 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—MC Answer: D) procedural 58. One of your classmates was recently found to have cheated on the exam. Though furious, your instructor spoke to the student very kindly and listened to the student's story of being very stressed out and having to work a part-time job. Your instructor's behaviour is an attempt at . 22 .

A) procedural justice B) distributive justice C) punitive justice D) interpersonal justice E) intrinsic justice Difficulty: 3 QuestionID: 07-1-58 Skill: Critical thinking Notes: AACSB—Reflective thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—MC Answer: D) interpersonal justice 59. Increasingly, research on motivation focuses on approaches that link motivational concepts to changes in the way is/are structured. A) organizational design B) payment C) work D) benefits E) organizational culture Difficulty: 1 QuestionID: 07-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—MC Answer: C) work 60. With reference to the job characteristics model, which of the following defines skill variety? A) the degree to which a job requires completion of a whole and identifiable piece of work B) the degree to which work activities generate direct and clear information about performance C) the degree to which a job provides the worker freedom in scheduling and procedure D) the degree to which a job has an impact on the lives or work of other people E) the degree to which a job requires a variety of different activities Difficulty: 1 QuestionID: 07-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—MC Answer: E) the degree to which a job requires a variety of different activities 23 .

61. Ned is particularly adept at designing and creating new fashions. In which of the following would Ned have the highest level of skill variety? A) doing alterations at the dry cleaners B) creating custom bridal gowns in a bridal store C) creating custom gowns and suits for a pageant store D) working as a private tailor for a local real estate agent E) working as a stylist for a local celebrity Difficulty: 2 QuestionID: 07-1-61 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—MC Answer: C) creating custom gowns and suits for a pageant store 62. According to the job characteristics model, autonomy is defined as the degree to which A) a job requires completion of a whole and identifiable piece of work B) work activities generate direct and clear information about performance C) a job provides the worker freedom in scheduling the work D) a job has an impact on the lives or work of other people E) a job requires a variety of different activities

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Difficulty: 1 QuestionID: 07-1-62 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—MC Answer: C) a job provides the worker freedom in scheduling the work 63. Anya is a graphic designer in a firm specializing in making logos for their clients. Last week, she got client specifications on how to make a new logo. She was able to create a prototype, and having got it initially reviewed by her immediate supervisor, she made changes until the client was satisfied with her final product. Based on this description, it's safe to say that Anya's job is high in and . A) task significance; feedback B) autonomy; skill variety C) feedback; skill variety D) task identity; feedback E) feedback; autonomy Difficulty: 2 QuestionID: 07-1-63 24 .

Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—MC Answer: D) task identity; feedback 64. Which of the following statements is true regarding job rotation? A) It decreases the flexibility with which an organization can adapt to a change. B) It decreases employee motivation. C) It decreases productivity. D) It decreases supervisory workload. E) It decreases the flexibility in scheduling work. Difficulty: 2 QuestionID: 07-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. Miscellaneous: Type—MC Answer: C) It decreases productivity. 65. Shawna works as a sales agent at a local big box electronics retailer in the camera department. Though she has been successful in her position, she has grown a bit tired and is suffering from overroutinization. Which of the following would be the best opportunity for job rotation for Shawna? A) moving to sales in the computer department B) moving to customer service C) moving to human resources D) moving to assistant manager E) moving to a new store Difficulty: 3 QuestionID: 07-1-65 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. Miscellaneous: Type—MC Answer: A) moving to sales in the computer department 66. Aberdone Company has redesigned the jobs of the workers in accounts receivables. Instead of simply billing customers, they are now responsible for what were once management tasks, such as following up on non-payment, determining when bills will be sent to a collection agency, and which accounts receivables can be written off as non-collectable. Which of the following methods of job enrichment is used in this example? 25 .

A) task combination B) vertical job expansion C) formation of natural work units D) establishing client relationships E) opening feedback channels Difficulty: 3 QuestionID: 07-1-66 Skill: Application Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. Miscellaneous: Type—MC Answer: B) vertical job expansion 67. The evidence on job enrichment shows it A) reduces absenteeism B) increases supervisory workload C) reduces satisfaction D) increases turnover cost E) reduces employee motivation

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Difficulty: 2 QuestionID: 07-1-67 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. Miscellaneous: Type—MC Answer: A) reduces absenteeism 68. Beyond redesigning the nature of the work itself and involving employees in decisions, another approach to making the work environment more motivating is to alter work arrangements. Which of the following is designed to give an employee greater control of their schedule? A) flextime B) job centralization C) job rotation D) job enlargement E) job enrichment Difficulty: 1 QuestionID: 07-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. 26 .

Miscellaneous: Type—MC Answer: A) flextime 69. is a participative process that uses employees' input to increase their commitment to the organization's success. A) Job enrichment B) Employee involvement C) Organizational reengineering D) Corporate restructuring E) Job sharing Difficulty: 1 QuestionID: 07-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.7 Explain how employee involvement measures can motivate employees. Miscellaneous: Type—MC Answer: B) Employee involvement 70. Participative management is a method of management where . A) representatives of workers form work councils and these councils must be consulted when management makes decisions about employees B) few representatives of workers sit on a company's board of directors C) subordinates share a significant degree of decision-making power with their immediate superiors D) low-level workers meet occasionally with the CEO to discuss problems within their department E) low-level workers are responsible for making corporate policy decisions Difficulty: 1 QuestionID: 07-1-70 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.7 Explain how employee involvement measures can motivate employees. Miscellaneous: Type—MC Answer: C) subordinates share a significant degree of decision-making power with their immediate superiors 71. Which of the following is Theory X consistent with? A) the autocratic style of managing people B) participative management C) job enrichment D) the cognitive evaluation theory E) two-factor theory Difficulty: 2 QuestionID: 07-1-71 Skill: Concept Notes: AACSB—Analytical Thinking 27 .

Objective: 7.7 Explain how employee involvement measures can motivate employees. Miscellaneous: Type—MC Answer: A) the autocratic style of managing people 72. Theory Y . A) advocates job sharing B) reduces intrinsic employee motivation C) encourages telecommuting D) encourages a fixed pay structure E) is consistent with participative management Difficulty: 2 QuestionID: 07-1-72 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.7 Explain how employee involvement measures can motivate employees. Miscellaneous: Type—MC Answer: E) is consistent with participative management 73. While setting pay levels initially, an organization has to balance internal equity and external equity. Here, external equity indicates . A) the amount of growth opportunities the job provides to the employee B) the worth of the job to the employee C) the worth of the job to the organization D) competitiveness of an organization's pay relative to pay elsewhere in its industry E) the amount of job satisfaction the job provides to the employee Difficulty: 2 QuestionID: 07-1-73 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.8 Evaluate how different pay, benefit, and recognition programs can contribute to increased employee motivation. Miscellaneous: Type—MC Answer: D) competitiveness of an organization's pay relative to pay elsewhere in its industry 74. The pay plan has long been popular as a means of compensating production workers by paying a fixed sum for each unit of production completed. A) competency-based B) gainsharing C) piece-rate D) profit sharing E) merit-based Difficulty: 1 QuestionID: 07-1-74 28 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.8 Evaluate how different pay, benefit, and recognition programs can contribute to increased employee motivation. Miscellaneous: Type—MC Answer: C) piece-rate 75. Which of the following statements is true regarding an employee stock ownership plan (ESOP)? A) Under this plan employees acquire stock often at below-market prices. B) Research on ESOPs indicates that it does not affect employee satisfaction. C) ESOPs for top management tend to increase unethical behaviour. D) Research on ESOPs indicates that ESOPs drastically improve employee performance. E) ESOPs are also called competency-based pay plans. Difficulty: 2 QuestionID: 07-1-75 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.8 Evaluate how different pay, benefit, and recognition programs can contribute to increased employee motivation. Miscellaneous: Type—MC Answer: A) Under this plan employees acquire stock often at below-market prices. True or False Questions 1. Motivation is defined as the processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal. a True b False Difficulty: 1 QuestionID: 07-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—TF Answer: a. True 2. According to Maslow, as each need becomes substantially satisfied, the next one becomes dominant. a True b False Difficulty: 1 QuestionID: 07-2-77 Skill: Concept Notes: AACSB—Analytical Thinking 29 .

Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—TF Answer: a. True 3. According to Herzberg's two-factor theory, the factors that lead to job satisfaction are separate and distinct from those that lead to job dissatisfaction. a True b False Difficulty: 1 QuestionID: 07-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—TF Answer: a. True 4. According to McClelland's theory of needs, when jobs have a high degree of personal responsibility and feedback and an intermediate degree of risk, high achievers are strongly motivated. a True b False Difficulty: 1 QuestionID: 07-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—TF Answer: a. True 5. People who pursue goals for extrinsic reasons are more likely to attain their goals and are happy even if they do not. a True b False Difficulty: 1 QuestionID: 07-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—TF Answer: b. False 30 .

6. Specific goals produce a higher level of output than does the generalized goal of "do your best." a True b False Difficulty: 1 QuestionID: 07-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—TF Answer: a. True 7. Self-generated feedback is a more powerful motivator than externally generated feedback. a True b False Difficulty: 1 QuestionID: 07-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—TF Answer: a. True 8. If organizations rewarded individuals according to criteria such as seniority, creativity, and initiative rather than for performance, then expectancy theory might be much more valid. a True b False Difficulty: 1 QuestionID: 07-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—TF Answer: b. False 9. Distributive justice refers to the perceived fairness of the process used to determine the distribution of rewards. a True b False

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Difficulty: 1 QuestionID: 07-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—TF Answer: b. False 10. Interpersonal justice refers to an individual's perception of the degree to which she is treated with dignity, concern, and respect. a True b False Difficulty: 1 QuestionID: 07-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—TF Answer: a. True 11. The job characteristics model describes any job in terms of five core job dimensions and these five dimensions are skill variety, task significance, autonomy, reward, and feedback. a True b False Difficulty: 1 QuestionID: 07-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—TF Answer: b. False 12. Job rotation tends to increase productivity and decrease supervisory workload. a True b False Difficulty: 1 QuestionID: 07-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. Miscellaneous: Type—TF 32 .

Answer: b. False 13. Flextime tends to reduce absenteeism and frequently improves worker productivity. a True b False Difficulty: 1 QuestionID: 07-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.7 Explain how employee involvement measures can motivate employees. Miscellaneous: Type—TF Answer: a. True 14. The two most common forms of participative management are works councils and board representatives. a True b False Difficulty: 1 QuestionID: 07-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.7 Explain how employee involvement measures can motivate employees. Miscellaneous: Type—TF Answer: b. False 15. Skill-based pay encourages employees to concentrate on one or two highly desirable skills. a True b False Difficulty: 1 QuestionID: 07-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.8 Evaluate how different pay, benefit, and recognition programs can contribute to increased employee motivation. Miscellaneous: Type—TF Answer: b. False Essay Questions 1. Motivation is important for any task to be completed. Describe the three key elements in the definition of motivation. Give two examples of each. Difficulty: 3 33 .

QuestionID: 07-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.1 Describe the three key elements of motivation. Miscellaneous: Type—ES Answer: Motivation is defined as the processes that account for an individual's intensity, direction, and persistence of effort toward attaining a goal. Intensity describes how hard a person tries. This is the element most of us focus on when we talk about motivation. However, high intensity is unlikely to lead to favourable job-performance outcomes unless the effort is channelled in a direction that benefits the organization. Therefore, we consider the quality of effort as well as its intensity. Effort directed toward, and consistent with, the organization's goals is the kind of effort we should be seeking. Finally, motivation has a persistence dimension. This measures how long a person can maintain effort. Motivated individuals stay with a task long enough to achieve their goal. 2. Describe Maslow's hierarchy of needs including the types of needs and how they become dominant. Difficulty: 3 QuestionID: 07-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—ES Answer: Maslow's hierarchy of needs hypothesized that within every human being there exists a hierarchy of five needs. a) Physiological needs include hunger, thirst, shelter, sex, and other bodily needs. b) Safety needs include security and protection from physical and emotional harm. c) Social needs include affection, belongingness, acceptance, and friendship. d) Esteem needs include internal esteem factors such as self-respect, autonomy, and achievement; and external esteem factors such as status, recognition, and attention. e) Self-actualization needs constitute the drive to become what one is capable of becoming, including: growth, achieving one's potential, and self-fulfillment. As each of these needs becomes substantially satisfied, the next need becomes dominant. So if you want to motivate someone, according to Maslow, you need to understand what level of the hierarchy that person is currently on and focus on satisfying the needs at, or above, that level. 3. Motivating employees is important to an organization. OB theories are a framework from which we can work. According to the two-factor theory, how might a manager motivate employees? Give examples. Difficulty: 3 QuestionID: 07-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—ES 34 .

Answer: According to Herzberg, the factors leading to job satisfaction are separate and distinct from those that lead to job dissatisfaction. Therefore, managers who seek to eliminate factors that can create job dissatisfaction may bring about peace but not necessarily result in motivation. Conditions surrounding the job such as quality of supervision, pay, company policies, physical working conditions, relations with others, and job security were characterized by Herzberg as hygiene factors. When they are adequate, people will not be dissatisfied; neither will they be satisfied. If we want to motivate people on their jobs, Herzberg suggested emphasizing factors associated with the work itself or to outcomes directly derived from it, such as promotional opportunities, opportunities for personal growth, recognition, responsibility, and achievement. These are the characteristics that people find intrinsically rewarding. 4. Differentiate motivators from hygiene factors. Give examples Difficulty: 3 QuestionID: 07-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland's theory of needs, and self-determination theory. Miscellaneous: Type—ES Answer: Conditions surrounding the job such as quality of supervision, pay, company policies, physical working conditions, relations with others, and job security were characterized by Herzberg as hygiene factors. When hygiene factors are adequate, people will not be dissatisfied. Herzberg suggested that factors associated with the work itself or outcomes directly derived from it, such as promotional opportunities, opportunities for personal growth, recognition, responsibility, and achievement are motivators. These are the characteristics that people find intrinsically rewarding. These factors are motivators. 5. What relationship exists between management by objectives (MBO) and goal-setting theory? Difficulty: 3 QuestionID: 07-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. Miscellaneous: Type—ES Answer: Goal-setting theory addresses the issue of the marked differences in productivity and achievement of those who set goals compared to those who don't. Research is clear that specific and challenging goals lead to greater productivity. The major area of disagreement between goal-setting theory and MBO is that the goalsetting theory does not take into account the questions: who is setting the goal? and what is the ultimate purpose of the goal? MBO would contend that in order for goal-setting theory to be truly effective, the individual must be involved in the process of setting the goals. If the individual is not intrinsically motivated, the goal or reward becomes coercive and the target can actually lower production due to low motivation. 6. What are the four ingredients common to management by objectives (MBO) program? Difficulty: 3 35 .

QuestionID: 07-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the differences between goal setting theory, equity theory, and expectancy theory, and be able to apply each theory in a workplace setting. Miscellaneous: Type—ES Answer: Four ingredients are common to MBO programs: goal specificity, participation in decision making (including the setting of goals or objectives), an explicit time period, and performance feedback. Many elements in MBO programs match propositions of goal-setting theory. 7. What are the three relationships in Vroom's expectancy theory? Difficulty: 3 QuestionID: 07-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.3 Explain the differences between goal setting theory, equity theory, and expectancy theory, and be able to apply each theory in a workplace setting. Miscellaneous: Type—ES Answer: Expectancy theory argues that the strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. The theory focuses on three relationships. a) The effort-performance relationship is the probability perceived by the individual that exerting a given amount of effort will lead to performance. b) The performance-reward relationship is the degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome. c) The rewards-personal goals relationship is the degree to which organizational rewards satisfy an individual's personal goals or needs and the attractiveness of those potential rewards for the individual. 8. Discuss distributive justice, procedural justice, and interactional justice. Difficulty: 3 QuestionID: 07-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.4 Discuss organizational justice and the four types of justice that influence it. Miscellaneous: Type—ES Answer: Distributive justice indicates the employee's perceived fairness of the amount and allocation of rewards among individuals. Procedural justice indicates the perceived fairness of the process used to determine the distribution of rewards. Interactional justice indicates an individual's perception of the degree to which she is treated with dignity, concern, and respect. Of these three forms of justice, distributive justice is most strongly related to organizational commitment and satisfaction with outcomes such as pay. Procedural justice relates most strongly to job satisfaction, employee trust, withdrawal from the organization, job performance, and citizenship behaviours. There is less evidence about interactional justice.

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9. Andrew is a software tester. He runs through the same types of programs day after day looking for bugs and reporting them. He is taking night classes on programming. Often, he knows the best solution to many of the bugs, but he is still learning to code. Describe two job characteristics that Andrew is striving to improve, and explain two ways that Andrew's manager can redesign his current job to help him reach his goals. Difficulty: 3 QuestionID: 07-3-99 Skill: Synthesis Notes: AACSB—Reflective thinking Objective: 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. Miscellaneous: Type—ES Answer: Andrew is striving to have greater task identity, which is the degree to which a job requires completion of a whole and identifiable piece of work. He would like to not only look for the programming bugs, but be able to fix them. He is also looking for skill variety, or the degree to which a job requires a variety of different activities so the worker can use a number of different skills and talents. It is clear that he is bored with only the testing aspect of his job. Andrew's boss needs to redesign his job to include aspects of job enrichment, which refers to the vertical expansion of jobs. Job enrichment increases the degree to which the worker controls the planning, execution, and evaluation of his or her work. One way to enrich Andrew's job would be to put him in contact with his internal clients, the programmers. They could establish a set of bug recommendations that Andrew could fix, where he could begin to learn the types of code required. His boss should also open the feedback channels so that the programmers can tell Andrew when he is making proper adjustments and using his new skills adequately. 10. What is job enrichment? Describe the five methods of job enrichment that are based on the job characteristics model. Give an example of each of the methods. Difficulty: 3 QuestionID: 07-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. Miscellaneous: Type—ES Answer: Job enrichment expands jobs by increasing the degree to which the worker controls the planning, execution, and evaluation of the work. Various methods of job enrichment that are based on the job characteristics model are: 1. Combining tasks: It puts fractionalized tasks back together to form a new and larger module of work. 2. Forming natural work units: It makes an employee's tasks create an identifiable and meaningful whole. 3. Establishing client relationships: It increases the direct relationships between workers and their clients (clients can be internal as well as outside the organization). 4. Expanding jobs vertically: It gives employees responsibilities and control formerly reserved for management. 5. Opening feedback channels: It lets employees know how well they are doing and whether their performance is improving, deteriorating, or remaining constant. 37 .

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 08: Foundations of Group Behaviour Multiple Choice Questions 1. Which one of the following characteristics is not necessarily true about groups? A) Group members are interdependent. B) Groups have two or more members. C) Groups are determined by the organization chart. D) Groups interact. E) Groups have particular objectives. Difficulty: 1 QuestionID: 08-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) Groups are determined by the organization chart. 2. Which of the following statements is true regarding informal groups? A) Informal groups are defined by the organization's structure. B) In informal groups, the behaviours team members should engage in are stipulated by and directed toward organizational goals. C) A group of people who come together to protest against a new law is an informal group. D) The six members of an airline flight crew are an informal group. E) Command groups and task groups are examples of informal groups. Difficulty: 1 QuestionID: 08-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) A group of people who come together to protest against a new law is an informal group. 3. Tammy, Lisa, Bart, Madaline, and Roberto all work at Frink Electronics. After work, Tammy, Lisa, and Madaline all enjoy going to the Lux Lounge for Happy Hour. Tammy, Lisa, Bart, Madaline, and Roberto constitute a(n) group. A) task B) formal C) informal D) performance E) action Difficulty: 2 1

QuestionID: 08-1-03 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: B) formal 4. Tammy, Lisa, Bart, Madaline, and Roberto all work at Frink Electronics. After work, Tammy, Lisa, and Madaline all enjoy going to the Lux Lounge for Happy Hour. Tammy, Lisa, and Madaline constitute a(n) group. A) task B) formal C) informal D) performance E) action Difficulty: 2 QuestionID: 08-1-04 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) informal 5. Julia, Bree, and David work in different departments but often eat lunch together. They are an example of a(n) group. A) formal B) informal C) command D) task E) interest Difficulty: 2 QuestionID: 08-1-05 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: B) informal 6. What happens during the adjourning stage of the five-stage group-development model? A) wrapping up activities B) assimilating a common set of expectations C) solidifying the group structure D) resisting the constraints of the group E) dealing with uncertainty about leadership 2

Difficulty: 1 QuestionID: 08-1-06 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: A) wrapping up activities 7. What are the five stages of group development? A) generation, implementation, construction, production, and termination B) introduction, development, production, deterioration, and adjournment C) initiation, evolution, maturation, degeneration, and termination D) forming, storming, norming, performing, and adjourning E) introducing, developing, performing, controlling, and terminating Difficulty: 2 QuestionID: 08-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: D) forming, storming, norming, performing, and adjourning 8. Which of the following stages of a five-stage group-development model is characterized by a great deal of uncertainty about the group's purpose, structure, and leadership? A) introduction B) storming C) forming D) evolution E) norming Difficulty: 1 QuestionID: 08-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) forming 9. During the second stage of group development, A) close relationships are developed B) the group demonstrates cohesiveness C) intragroup conflicts occur D) the job task is performed E) groups disband

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Difficulty: 1 QuestionID: 08-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) intragroup conflicts occur 10. Astro Inc. is reorganizing and you have started working with your new workgroup just a day ago. According to the five-stage group-development model, at present your work group is in the stage. A) storming B) norming C) forming D) performing E) adjourning Difficulty: 2 QuestionID: 08-1-10 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) forming 11. According to the five-stage group-development model, at the forming stage your group is most likely to be characterized by . A) intragroup conflicts B) high cohesiveness C) a common set of expectations of what defines correct member behaviour D) a great deal of uncertainty E) a strong sense of group identity and camaraderie Difficulty: 1 QuestionID: 08-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: D) a great deal of uncertainty 12. During the stage of group development, members accept the existence of the group but resist the constraints it imposes on individuality. A) norming B) storming 4

C) performing D) evolution E) forming Difficulty: 1 QuestionID: 08-1-12 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: B) storming 13. Which stage of group development is characterized by the development of close relationships and cohesiveness? A) bonding B) norming C) performing D) initiating E) forming Difficulty: 1 QuestionID: 08-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: B) norming 14. Which of the following statements is most likely true regarding the norming stage of group development? A) According to the five-stage group-development model, this is the second stage in the group development model. B) This stage is characterized by a great deal of uncertainty about the group's purpose, structure, and leadership. C) During this stage, members accept the existence of the group but resist the constraints it imposes on individuality. D) During this stage, the group develops a common set of expectations of what defines correct member behaviour. E) During this stage, the group performs the task at hand. Difficulty: 1 QuestionID: 08-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC 5

Answer: D) During this stage, the group develops a common set of expectations of what defines correct member behaviour. 15. When the group energy is focused on the task at hand, the group has moved to the A) storming B) norming C) production D) maturation E) performing

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Difficulty: 1 QuestionID: 08-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: E) performing 16. Tammy, Lisa, Bart, Madaline, and Roberto all work at Frink Electronics. Though they have not been working at the organization for terribly long, they recently went out for a drink after completing the first stage of a project. These five are in which stage of team development? A) forming B) storming C) norming D) performing E) adjourning Difficulty: 2 QuestionID: 08-1-16 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: C) norming 17. Which of the following statements is most likely to be true regarding the performing stage? A) The performing stage is characterized by a great deal of uncertainty about the group's purpose, structure, and leadership. B) During the performing stage, there is conflict over who will control the group. C) The performing stage is complete when members have begun to think of themselves as part of a group. D) For permanent work groups, performing is the last stage in development. E) During the performing stage, members accept the existence of the group but resist the constraints it imposes on individuality. Difficulty: 1 QuestionID: 08-1-17 6

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—MC Answer: D) For permanent work groups, performing is the last stage in development. 18. Temporary groups with deadlines have their own unique sequencing of actions. The first of these actions is . A) forming B) first meeting C) norming D) transitioning E) performing Difficulty: 1 QuestionID: 08-1-18 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1b Discuss how the punctuated equilibrium model helps us to better understand group behaviours. Miscellaneous: Type—MC Answer: B) first meeting 19. Which term refers to a set of expected behaviour patterns attributed to someone occupying a given position in a social unit? A) norms B) status C) role D) cohesiveness E) diversity Difficulty: 1 QuestionID: 08-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: C) role 20. Role perception indicates . A) others' belief regarding how you should act in a given situation B) the skills required for performing the job C) the social norms that are to be followed while performing the role D) our view of how we're supposed to act in a given situation E) acceptable standards of behaviour shared by nongroup members Difficulty: 1 7

QuestionID: 08-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: D) our view of how we're supposed to act in a given situation 21. Role indicates the way others believe you should act in a given context. A) perception B) identity C) expectation D) criterion E) style Difficulty: 1 QuestionID: 08-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: C) expectation 22. Rhoda is an executive assistant at a major medical centre. Because she works directly with the head doctor, Rhoda feels that it is appropriate to counsel patients on their upcoming procedures. Marge, a recent graduate with a degree in Healthcare Administration, also works at the medical centre and is responsible for new patients. Marge typically becomes irritated when Rhoda attempts to counsel new patients. Rhoda is struggling with her . A) role perception B) role expectation C) role norms D) social norms E) performance norm Difficulty: 3 QuestionID: 08-1-22 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: A) role perception 23. Rhoda is an executive assistant at a major medical centre. Because she works directly with the head doctor, Rhoda feels that it is appropriate to counsel patients on their upcoming procedures. Marge, a recent graduate with a degree in Healthcare Administration, also works at the medical centre and is responsible for new patients. Marge typically becomes irritated when Rhoda attempts to counsel new patients. Marge's irritation with Rhoda can be explained by . 8

A) role perception B) role expectation C) role norms D) social norms E) performance norm Difficulty: 3 QuestionID: 08-1-23 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: B) role expectation 24. Zach is devout and very active in his church. He is also a very dedicated employee. His manager offers him a promotion but the new role will require him to work Sundays. Zach would like the promotion, but realizes that it would force him to miss some church activities. In such a situation, Zach is most likely to experience . A) role conflict B) emotional contagion C) cognitive dissonance D) emotional labour E) self-concordance Difficulty: 3 QuestionID: 08-1-24 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: A) role conflict 25. When , the result is role conflict. A) we lack the skills required for performing the role B) we do not approve of the behavioural requirements of a role C) our view of the role is different from others' expectations of that role D) compliance with one role requirement may make it difficult to comply with another E) different groups of people associate different norms with a role Difficulty: 2 QuestionID: 08-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—MC Answer: D) compliance with one role requirement may make it difficult to comply with another 9

26. Which of the following terms best describes the acceptable standards of behaviour that are shared by a group's members? A) norms B) rules C) status D) traditions E) role perception Difficulty: 1 QuestionID: 08-1-26 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: A) norms 27. Which of the following types of norms are likely to be the most common? A) appearance norms B) social arrangement norms C) resource allocation norms D) performance norms E) behavioural norms Difficulty: 2 QuestionID: 08-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: D) performance norms 28. Which of the following is not an example of a performance norm? A) when an employee needs to look busy B) how hard an employee should work C) the appropriate levels of tardiness D) the acceptable level of output E) how to get the job done Difficulty: 2 QuestionID: 08-1-28 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: A) when an employee needs to look busy 10

29. The norms refer to aspects such as dress code and unspoken rules about when to look busy. A) appearance B) social arrangement C) performance D) leisure E) confluence Difficulty: 1 QuestionID: 08-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: A) appearance 30. The norms dictate behaviour such as whether to form friendships with coworkers off the job. A) appearance B) social arrangement C) performance D) leisure E) confluence Difficulty: 1 QuestionID: 08-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: B) social arrangement 31. A local government work crew cleans up parks and other public spaces. In this crew, the dirtiest jobs are generally given to the newest members, while the more senior members of the crew tend to do little except draw their pay. Which of the following classes of norms encompasses arrangements like this? A) performance norms B) appearance norms C) resource allocation norms D) leisure norms E) confluence norms Difficulty: 3 QuestionID: 08-1-31 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. 11

Miscellaneous: Type—MC Answer: C) resource allocation norms 32. Which of the following terms refers to the process by which an individual's desire for acceptance by the group and the pressure by the group on individual members to match its standards results in a change in individual attitudes and behaviours? A) conformity B) coercion C) commitment D) convergence E) confluence Difficulty: 1 QuestionID: 08-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: A) conformity 33. Milhouse, a classically trained violinist, recently joined a country band. The members of the band, though they like Milhouse, do not appreciate his attention to details and the formal way he dresses. The band is pressuring Milhouse to change in order to fit into the group. Which of the following represents the most likely conformity expected of Milhouse? A) for Milhouse to bathe less B) for Milhouse to wear jeans and boots C) for Milhouse to play the fiddle D) both A and B E) both A and C Difficulty: 3 QuestionID: 08-1-33 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: B) for Milhouse to wear jeans and boots 34. The important groups to which an individual belongs or hopes to belong are known as the groups. A) conformation B) reference C) status D) power E) appearance

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Difficulty: 1 QuestionID: 08-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: B) reference 35. Which of the following terms best represents voluntary actions that violate significant organizational norms and, in doing so, threatens the well-being of the organization or its members? A) negativity offset B) deviant workplace behaviour C) self-concordance D) emotional contagion E) positivity offset Difficulty: 1 QuestionID: 08-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: B) deviant workplace behaviour 36. Which of the following statements is true regarding behaviour in a group? A) Group norms do not press us toward conformity. B) A recent study suggests those working in a group were less likely to lie, cheat, and steal than individuals working alone. C) Conformity to social norms is higher in individualistic cultures as compared to that in collectivist cultures. D) Deviant workplace behaviour is likely to occur when supported by group norms. E) The low-status people in the group speak more often as compared to the high-status people. Difficulty: 2 QuestionID: 08-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: D) Deviant workplace behaviour is likely to occur when supported by group norms. 37. Leaving early, intentionally working slowly, and wasting resources are examples of which category of deviant workplace behaviours? A) property deviance B) political deviance C) personal aggression deviance 13

D) production deviance E) group deviance Difficulty: 2 QuestionID: 08-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: D) production deviance 38. Showing favouritism, gossiping and spreading rumours, and blaming coworkers, are examples of which category of deviant workplace behaviours? A) property deviance B) political deviance C) personal aggression deviance D) production deviance E) group deviance Difficulty: 2 QuestionID: 08-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—MC Answer: B) political deviance 39. According to status characteristics theory, which of the following factors does not determine status? A) control over the resources needed by the group B) contribution to goals C) ability to conform to group norms D) personality E) talent Difficulty: 1 QuestionID: 08-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: C) ability to conform to group norms 40. Julio and Waylin both work at a trendy uptown clothing store and were hired at the same time. Julio was recently promoted over Waylin (who is balding), even though Julio often misses work. Which element of status explains this occurrence? A) power a person wield over others 14

B) person's ability to contribute to group goals C) an individual's personal characteristics D) group interactions E) the size of the organization Difficulty: 3 QuestionID: 08-1-40 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: C) an individual's personal characteristics 41. Which of the following statements is true regarding the effect of status on conformity pressure? A) High-status individuals are often given less freedom to deviate from norms than are other group members. B) High-status people are often given more freedom to deviate from norms than are other group members. C) Lower-status people are better able to resist conformity pressures than their high-status peers. D) Groups exert equal conformity pressure on all individuals regardless of their status. E) As compared to high-status members, low-status members are given a wider range of discretion as long as their activities aren't severely detrimental to group goal achievement. Difficulty: 2 QuestionID: 08-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: B) High-status people are often given more freedom to deviate from norms than are other group members. 42. Which of the following statements is true regarding the effect of status on group interaction? A) Lower-status members state fewer commands than high status members. B) Lower-status members tend to be more assertive group members as compared to high-status members. C) Lower-status members speak more often as compared to high-status members. D) Lower-status members interrupt others more often compared to high-status members. E) As compared to high-status members, lower-status members tend to participate in group discussions more actively. Difficulty: 2 QuestionID: 08-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: A) Lower-status members state fewer commands than high status members. 15

43. Groups of approximately A) two B) seven C) eleven D) sixteen E) twenty-one

members tend to be more effective for taking action.

Difficulty: 1 QuestionID: 08-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: B) seven 44. Most likely, what would be the size of the group that is expected to implement a marketing plan? A) two B) five C) seven D) ten E) over twelve Difficulty: 1 QuestionID: 08-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: C) seven 45. Joe is the manager of the marketing department of an organization. He is restructuring his department and is creating teams to increase the effectiveness of his department. He recognizes that the size of groups impacts their overall behaviour and effectiveness. Joe is forming a fact-finding group. What would be the better group size to gain diverse input? A) two B) five C) seven D) ten E) over twelve Difficulty: 2 QuestionID: 08-1-45 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. 16

Miscellaneous: Type—MC Answer: E) over twelve 46. Which of the following terms indicates the tendency of individuals to spend less effort when working collectively? A) groupthink B) collective efficacy C) social loafing D) groupshift E) clustering Difficulty: 1 QuestionID: 08-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: C) social loafing 47. Since group results cannot be attributed to any single person, the relationship between an individual's input and the group's output is clouded and this increases the possibility of . A) self-concordance B) emotional contagion C) negative offset D) social loafing E) emotional labour Difficulty: 2 QuestionID: 08-1-47 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: D) social loafing 48. Which of the following is an effective means of countering social loafing? A) increase the rewards the group is given if it succeeds B) increase the amount by which the group's progress is monitored C) engage in peer evaluation, so each person evaluates each other person's contribution D) increase the size of the group E) increase the group's work load Difficulty: 2 QuestionID: 08-1-48 Skill: Concept Notes: AACSB—Analytical Thinking 17

Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: C) engage in peer evaluation, so each person evaluates each other person's contribution 49. The idea of social loafing is most prominent in which country? A) China B) Israel C) Serbia D) Russia E) Canada Difficulty: 2 QuestionID: 08-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—MC Answer: E) Canada 50. Which of the following terms indicates the degree to which group members are attracted to one another and are motivated to stay in the group? A) cohesiveness B) integration C) sociability D) reliability E) interdependence Difficulty: 1 QuestionID: 08-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—MC Answer: A) cohesiveness 51. Which of the following statements is true regarding the effect of group cohesiveness and performance norms on group productivity? A) When cohesiveness is low and performance norms are also low, productivity will be high. B) The productivity of the group is affected by the performance norms but not by the cohesiveness of the group. C) If cohesiveness is high and performance norms are low, productivity will be high. D) If cohesiveness is low and performance norms are high, productivity will be low. E) When both cohesiveness and performance norms are high, productivity will be high. Difficulty: 2 QuestionID: 08-1-51 18

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—MC Answer: E) When both cohesiveness and performance norms are high, productivity will be high. 52. Which of the following is not likely to encourage group cohesiveness? A) stimulating competition with other groups B) increasing the size of the group C) obtaining agreement upon the established goals D) increasing the group's status and the perceived difficulty of attaining membership E) physically isolating the group Difficulty: 1 QuestionID: 08-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—MC Answer: B) increasing the size of the group 53. Alberto is working with a group of fifteen people to coordinate the merger of two corporations. Everyone in the group is highly qualified, offers relevant information, and has high norms. Still, the group seems to be slow at outlining a definitive plan for the merger. With the information provided, what would be the fastest and best way for Alberto to increase cohesiveness and productivity? A) hold long meetings at a restaurant or in a social setting B) stimulate competition within the group C) decrease the time members spend together D) decrease the size of the group E) invite more members into the group Difficulty: 3 QuestionID: 08-1-53 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—MC Answer: D) decrease the size of the group 54. Which of the following factors corresponds to deep-level diversity in groups? A) national origin, race, and gender B) roles, status, and power C) ability, intelligence, and personality D) underlying attitudes, values, and opinions E) security, self-esteem, and affiliation

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Difficulty: 1 QuestionID: 08-1-54 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—MC Answer: D) underlying attitudes, values, and opinions 55. Which of the following is not a characteristic of group diversity? A) increased conflicts B) lower group morale C) higher dropout rates D) decreased cohesiveness E) greater factual errors Difficulty: 2 QuestionID: 08-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—MC Answer: E) greater factual errors 56. Which is not a weakness of group decision making? A) Group decision making is time consuming. B) Group decisions tend to be less creative than individual decisions. C) Group decisions suffer from ambiguous responsibility. D) Group decisions can be dominated by one or a few members. E) In a group decision, the responsibility of any single member is diluted. Difficulty: 2 QuestionID: 08-1-56 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: B) Group decisions tend to be less creative than individual decisions. 57. Which of the following statements is true regarding group decision making? A) If creativity is important, then individuals tend to be more effective than groups. B) Group decision making tends to decrease the acceptance of the solution. C) Group decisions are typically less time consuming than individual decisions. D) Group decisions are generally less accurate than the decisions of the average individual in a group. E) Groups generate more complete information and knowledge than individuals. Difficulty: 2 20

QuestionID: 08-1-57 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: E) Groups generate more complete information and knowledge than individuals. 58. Your organization has recently started using group decision making. You are most likely to observe that . A) group decision making is slower than individual decision making B) group decision making leads to decreased acceptance of the solution C) groups generate less information and knowledge than individuals D) group decisions are less creative than individual decisions E) group decisions are more accurate than the judgments of the most accurate individual in the group Difficulty: 2 QuestionID: 08-1-58 Skill: Application Notes: AACSB—Reflective thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: A) group decision making is slower than individual decision making 59. The phenomenon of describes situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views. A) social loafing B) groupshift C) groupthink D) group polarization E) satisficing Difficulty: 1 QuestionID: 08-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: C) groupthink 60. If you ever felt like speaking up in a meeting, a classroom, or an informal group but decided against it, then the reason behind it could be . A) self-efficacy B) positivity offset C) groupthink D) self-concordance E) groupshift 21

Difficulty: 1 QuestionID: 08-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: C) groupthink 61. Which of the following steps can be taken by a manager to minimize groupthink? A) Increase the group size. B) Encourage group leaders to express their own opinions especially in the early stages of deliberation. C) Prevent all team members from playing the role of "devil's advocate." D) Ask the group members to first focus on the positives of an alternative rather than the negatives. E) Ask the group leader to actively seek input from all members. Difficulty: 2 QuestionID: 08-1-61 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: E) Ask the group leader to actively seek input from all members. 62. You have observed that the group tends to come to consensus very quickly and there appears to be an illusion of unanimity. You conclude that they may be suffering from . A) negative affect B) groupshift C) cognitive dissonance D) groupthink E) positivity offset Difficulty: 2 QuestionID: 08-1-62 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: D) groupthink 63. In discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions they hold. This phenomenon is called . A) self-concordance B) groupshift C) satisficing D) emotional labour 22

E) groupthink Difficulty: 1 QuestionID: 08-1-63 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: B) groupshift 64. Gurpreet, Gale, and Xufi are on the board of directors for a local non-profit organization. At a recent meeting, guest David delivered a rousing speech on how group leadership is often too complex and that non-profits could often be better served by a CEO and no board of directors. Gurpreet emphatically disagreed with David stating that not having the board could open the organization up to massive levels of corruption. Gale agreed with David and feels that maybe the organization might do better if only one of the ladies were in charge, namely herself. Xufi chose not to comment on the matter, thus leading Gurpreet to assume that she agreed with her. It could be said that Gurpreet is suffering from . A) groupthink B) groupshift C) group polarization D) both A and B E) A, B, and C Difficulty: 3 QuestionID: 08-1-64 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: D) both A and B 65. Gurpreet, Gale, and Xufi are on the board of directors for a local non-profit organization. At a recent meeting, guest David delivered a rousing speech on how group leadership is often too complex and that non-profits could often be better served by a CEO and no board of directors. Gurpreet emphatically disagreed with David stating that not having the board could open the organization up to massive levels of corruption. Gale agreed with David and feels that maybe the organization might do better if only one of the ladies were in charge, namely herself. Xufi chose not to comment on the matter, thus leading Gurpreet to assume that she agreed with her. It could be said that Gurpreet and Gale are suffering from . A) groupthink B) groupshift C) group polarization D) both B and C E) all, A, B, and C Difficulty: 3 23

QuestionID: 08-1-65 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—MC Answer: D) both B and C 66. While using which of the following types of group decision-making techniques is a group more likely to experience increased groupthink? A) interacting group B) brainstorming C) video conference D) nominal group technique E) electronic meeting Difficulty: 2 QuestionID: 08-1-66 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: A) interacting group 67. Maya just got out of a meeting. She is extremely frustrated because nothing got done and now she has to deal with workplace drama. Sophia is threatening to quit because the group members severely criticized her idea without even giving her a chance to complete her point. The entire meeting turned into a conflict management session for Maya. Which of the following meeting techniques was most likely used by Maya? A) interacting group B) brainstorming C) nominal group D) electronic meeting E) video conferencing Difficulty: 3 QuestionID: 08-1-67 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: A) interacting group 68.

is good for achieving commitment to a solution. A) An interacting group B) Brainstorming C) Nominal group technique 24

D) Electronic meeting E) Delphi technique Difficulty: 2 QuestionID: 08-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: A) An interacting group 69. Which of the following is a group decision-making technique? A) mind mapping B) brainstorming C) lateral thinking D) group polarization E) morphological analysis Difficulty: 1 QuestionID: 08-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: B) brainstorming 70. In this group discussion technique, the group leader states the problem in a clear manner so all participants understand. Members then freewheel as many alternatives as they can in a given length of time. No criticism is allowed, and all alternatives are recorded for later discussion and analysis. One idea stimulates others, and judgments of even the most bizarre suggestions are withheld until later to encourage group members to "think the unusual." Identify the decision-making technique in the discussion. A) group polarization B) morphological analysis C) mind mapping D) electronic meeting E) brainstorming Difficulty: 2 QuestionID: 08-1-70 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: E) brainstorming

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71. Which of the following statements is true regarding brainstorming? A) Brainstorming encourages criticizing an idea as early as possible. B) Brainstorming overcomes the problem of "production blocking." C) Brainstorming can overcome the pressures for conformity. D) Research consistently shows that a group in a brainstorming session generates more ideas than an individual working alone. E) Brainstorming fails to develop group cohesiveness. Difficulty: 2 QuestionID: 08-1-71 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: C) Brainstorming can overcome the pressures for conformity. 72. Hubert needs an instruction manual for his new product. He needs a small team of technical writers to work together closely to rapidly write the manual. He needs them to communicate ideas quickly, creatively, and affordably. Which of the following group techniques should Hubert consider? A) nominal and electronic B) nominal and interacting C) brainstorming and electronic D) electronic and interacting E) interacting and brainstorming Difficulty: 3 QuestionID: 08-1-72 Skill: Application Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: E) interacting and brainstorming 73. Puya needs as many creative ideas as she can get for the new advertising campaign, and her small agency doesn't have a lot of money for high-tech meeting facilities. Given the information provided, which meeting technique will provide the highest number of quality ideas? A) interacting groups B) brainstorming C) nominal group technique D) electronic meeting E) social interaction Difficulty: 2 QuestionID: 08-1-73 Skill: Application Notes: AACSB—Analytical Thinking 26

Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: C) nominal group technique 74. You decide that your company's choice of which new product to manufacture needs to have widespread acceptance and that this decision needs to be of the highest quality possible. Having read the literature on decision making, you believe that this choice needs to be made by a group of your best managers. You have decided to use the nominal group technique. Which of the following statements is true about this method? A) This method is good for building group cohesiveness. B) This method is good for processing ideas rapidly. C) This method is good for encouraging independent thinking. D) This method is not an inexpensive means for generating a large number of ideas. E) This method is good for achieving commitment to a solution. Difficulty: 2 QuestionID: 08-1-74 Skill: Application Notes: AACSB—Reflective thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: C) This method is good for encouraging independent thinking. 75. You are likely to select nominal group technique over brainstorming because A) nominal group technique involves a great deal of face-to-face interaction B) brainstorming encourages severe criticism to all ideas C) research generally shows nominal groups outperform brainstorming groups D) brainstorming decreases group cohesiveness E) during brainstorming sessions, group members feel high pressure for conformity

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Difficulty: 2 QuestionID: 08-1-75 Skill: Application Notes: AACSB—Reflective thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—MC Answer: C) research generally shows nominal groups outperform brainstorming groups True or False Questions 1. During the forming stage of group development, close relationships develop and the group demonstrates cohesiveness. a True b False Difficulty: 1 27

QuestionID: 08-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—TF Answer: b. False 2. During the group development process, when the storming stage is complete, there will be a relatively clear hierarchy of leadership within the group. a True b False Difficulty: 1 QuestionID: 08-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—TF Answer: a. True 3. Temporary groups with deadlines follow the five-stage group-development model of forming, storming, norming, performing, and adjourning. a True b False Difficulty: 1 QuestionID: 08-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1b Discuss how the punctuated equilibrium model helps us to better understand group behaviours. Miscellaneous: Type—TF Answer: b. False 4. A role indicates a set of expected behaviour patterns attributed to someone occupying a given position in a social unit. a True b False Difficulty: 1 QuestionID: 08-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—TF Answer: a. True

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5. Role expectations indicate our view of how we're supposed to act in a given situation. a True b False Difficulty: 1 QuestionID: 08-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—TF Answer: b. False 6. As compared to collectivist cultures, conformity to social norms is higher in individualistic cultures. a True b False Difficulty: 1 QuestionID: 08-2-81 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—TF Answer: b. False 7. High-status members of groups are often given less freedom to deviate from norms than are other group members. a True b False Difficulty: 1 QuestionID: 08-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—TF Answer: b. False 8. High-status group members interrupt others more often than low-status members. a True b False Difficulty: 1 QuestionID: 08-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. 29

Miscellaneous: Type—TF Answer: a. True 9. If a group is highly cohesive then it will be highly productive even with low performance norms. a True b False Difficulty: 1 QuestionID: 08-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—TF Answer: b. False 10. Increasing the group's status and the perceived difficulty of attaining membership encourages group cohesiveness. a True b False Difficulty: 1 QuestionID: 08-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—TF Answer: a. True 11. The degree to which members of the group are similar to, or different from, one another is considered as diversity. a True b False Difficulty: 1 QuestionID: 08-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—TF Answer: a. True 12. If creativity is important, then individual decision making tends to be more effective than group decision making. a True b False

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Difficulty: 1 QuestionID: 08-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—TF Answer: b. False 13. Group decisions are generally less accurate than the judgments of the most accurate individual in the group. a True b False Difficulty: 1 QuestionID: 08-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—TF Answer: a. True 14. Research consistently shows that a group in a brainstorming session generates more ideas than an individual working alone. a True b False Difficulty: 1 QuestionID: 08-2-89 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—TF Answer: b. False 15. The chief advantage of the nominal group technique is that it permits the group to meet formally but does not restrict independent thinking, as does the interacting group. a True b False Difficulty: 1 QuestionID: 08-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Miscellaneous: Type—TF Answer: a. True 31

Essay Questions 1. Differentiate between formal and informal groups. Difficulty: 3 QuestionID: 08-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—ES Answer: Formal groups are those defined by the organization's structure, with designated work assignments establishing tasks. In formal groups, the behaviours that one should engage in are stipulated by and directed toward organizational goals. Informal groups are alliances that are neither formally structured nor organizationally determined. These groups are natural formations in the work environment that appear in response to the need for social contact. 2. List and briefly describe the stages in the five-stage model of group development. Difficulty: 3 QuestionID: 08-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.1a Define group, and identify the five stages of group development. Miscellaneous: Type—ES Answer: The five-stage group development model characterizes groups as proceeding through five distinct stages: forming, storming, norming, performing, and adjourning. 1) Forming is characterized by a great deal of uncertainty about the group's purpose, structure, and leadership. Members are testing the waters to determine what types of behaviour are acceptable. 2) In the storming stage, members accept the existence of the group, but there is resistance to the constraints that the group imposes on individuality. There is conflict over who will control the group. 3) The third stage, norming, is one in which close relationships develop and the group demonstrates cohesiveness. There is now a strong sense of group identity and camaraderie. This norming stage is complete when the group structure solidifies and the group has assimilated a common set of expectations of what defines correct member behaviour. 4) The fourth stage is performing. The structure at this point is fully functional and accepted. Group energy has moved from getting to know and understand each other to performing the task at hand. 5) In the adjourning stage, the group prepares for its disbandment. High task performance is no longer the group's top priority. Instead, attention is directed toward wrapping up activities. 3. Explain the following terms: "role perception" and "role expectation." Difficulty: 3 QuestionID: 08-3-93 Skill: Concept Notes: AACSB—Analytical Thinking 32

Objective: 8.2 Show how role requirements change in different situations. Miscellaneous: Type—ES Answer: Our view of how we're supposed to act in a given situation is role perception. We engage in certain types of behaviour based on how we believe we are supposed to behave. We get these perceptions from stimuli all around us—for example, friends, books, films, television. Role expectation is the way others believe you should act in a given context. The role of a federal judge is viewed as having propriety and dignity, whereas a football coach is seen as aggressive, dynamic, and inspiring to his players. 4. What are four common classes of norms? Difficulty: 3 QuestionID: 08-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—ES Answer: 1) The most common class of norms is performance norms. Work groups typically provide their members with explicit cues on how hard they should work, how to get the job done, their level of output, appropriate levels of tardiness, and the like. 2) Appearance norms include things like dress codes and unspoken rules about when to look busy. 3) Social arrangement norms are norms about with whom group members eat lunch and whether to form friendships on and off the job. 4) Resource allocation norms cover things like assignment of difficult jobs and distribution of resources like pay or equipment. 5. What is deviant workplace behaviour? How is deviant workplace behaviour influenced by the group to which the individual belongs? Difficulty: 3 QuestionID: 08-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.3 Demonstrate how norms exert influence on an individual's behaviour. Miscellaneous: Type—ES Answer: Deviant workplace behaviour (also called antisocial behaviour or workplace incivility) is voluntary behaviour that violates significant organizational norms and, in doing so, threatens the well-being of the organization or its members. Like norms in general, individual employees' antisocial actions are shaped by the group context within which they work. Evidence demonstrates that antisocial behaviour exhibited by a work group is a significant predictor of an individual's antisocial behaviour at work. In other words, deviant workplace behaviour is likely to flourish where it's supported by group norms. Workers who socialize either at or outside work with people who are frequently absent from work are more likely to be absent themselves. Someone who ordinarily wouldn't engage in deviant behaviour might be more likely to do so when working in a group. A recent study suggests those working in a group were more likely to lie, cheat, and steal than individuals working alone. Thus, deviant behaviour depends on the accepted norms of the group—or even whether an individual is part of a group. 33

6. According to the status characteristics theory, what are the three sources of status? Difficulty: 3 QuestionID: 08-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—ES Answer: According to status characteristics theory, status tends to derive from one of three sources: 1. The power a person wields over others. Because they likely control the group's resources, people who control the outcomes tend to be perceived as high status. 2. A person's ability to contribute to a group's goals. People whose contributions are critical to the group's success tend to have high status. 3. An individual's personal characteristics. Someone whose personal characteristics are positively valued by the group (good looks, intelligence, money, or a friendly personality) typically has higher status than someone with fewer valued attributes. 7. How does group size affect a group's behaviour? Difficulty: 3 QuestionID: 08-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.4 Discuss the impacts of status and group size on group behaviour. Miscellaneous: Type—ES Answer: The evidence indicates that smaller groups are faster at completing tasks than are larger ones, and that individuals perform better in smaller groups. However, if the group is engaged in problem solving, large groups consistently get better marks than their smaller counterparts. Translating these results into specific numbers is a bit more hazardous, but we can offer some parameters. Large groups—with a dozen or more members—are good for gaining diverse input. So if the goal of the group is fact-finding, larger groups should be more effective. On the other hand, smaller groups are better at doing something productive with that input. Groups of approximately seven members, therefore, tend to be more effective for taking action. 8. Describe the relationship between cohesiveness and productivity. Difficulty: 3 QuestionID: 08-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.5 Discuss the impact of cohesion and diversity on group effectiveness. Miscellaneous: Type—ES Answer: The relationship of cohesiveness and productivity depends on the performance-related norms established by the group. If performance-related norms are high, a cohesive group will be more productive than will a less cohesive group. But if cohesiveness is high and performance norms are low, productivity will be low. If cohesiveness is low and performance norms are high, productivity increases but less than in the high 34

cohesiveness/high norms situation. When cohesiveness and performance-related norms are both low, productivity will tend to fall into the low-to-moderate range. 9. Discuss the advantages and disadvantages of group decisions as compared to individual decisions. Difficulty: 3 QuestionID: 08-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—ES Answer: Group decisions are generally more accurate than the decisions of the average individual in a group but less accurate than the judgments of the most accurate. In terms of speed, individuals are superior. If creativity is important, groups tend to be more effective. And if effectiveness means the degree of acceptance the final solution achieves, the nod again goes to the group. With few exceptions, group decision making consumes more work hours than if an individual were to tackle the same problem alone. Because groups can include members from diverse areas, the time spent searching for information can be reduced. Groups are generally less efficient than individuals. 10. Explain the following terms: "groupthink" and "groupshift." Give an example of each term. Difficulty: 3 QuestionID: 08-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 8.6 Contrast the strengths and weaknesses of group decision making. Miscellaneous: Type—ES Answer: Groupthink is related to norms. It describes situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views. Groupthink is a disease that attacks many groups and can dramatically hinder their performance. Groupshift indicates that in discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions that they hold. What appears to happen in groups is that the discussion leads members toward a more extreme view of the position they already held. Conservatives become more cautious, and more aggressive types take on more risk.

35

Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 09: Understanding Work Teams Multiple Choice Questions 1. Which of the following helps explain the current popularity of teams? Teams A) are easier to manage B) better utilize employee talents C) are less expensive D) promote socialization and cohesion E) increase the speed of decision making

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Difficulty: 1 QuestionID: 09-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1a Analyze the growing popularity of teams in organizations. Miscellaneous: Type—MC Answer: B) better utilize employee talents 2. One of the dangers of teams is that . A) someone might be a slacker B) the same people end up doing all the work C) team members can be swayed by fads D) they are not truly effective E) There are no dangers of teams. Difficulty: 1 QuestionID: 09-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1a Analyze the growing popularity of teams in organizations. Miscellaneous: Type—MC Answer: C) team members can be swayed by fads 3. Which of the following statements best defines a work group? A) A work group's performance is generally greater than the sum of its inputs from individual members. B) A work group interacts primarily to share information, rather than to engage in work that requires joint effort. C) A work group consists of five or more people who work collaboratively. D) A work group has a positive synergy and no active group dynamics, resulting in greater outputs. E) A work group is a group comprised of 10 or more people who belong to the same department. Difficulty: 2 QuestionID: 09-1-03 Skill: Concept 1 .

Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: B) A work group interacts primarily to share information, rather than to engage in work that requires joint effort. 4. Which of the following statements is true regarding a work group? A) Individuals working in a work group work on different objectives and are not dependent on each other. B) Work groups primarily engage in collective work that requires joint effort. C) Work groups do not generate any positive synergy through coordinated effort. D) Information sharing is not the primary function of a work group. E) The performance level of the work group is greater than the summation of each group member's individual contribution. Difficulty: 2 QuestionID: 09-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: C) Work groups do not generate any positive synergy through coordinated effort. 5. Which of the following statements is true regarding a work team? A) Today, work teams are rarely used in organizations. B) Work teams are less flexible than traditional departments. C) Work teams generate positive synergy through coordinated effort. D) Work teams are less responsive to changing events than are traditional departments. E) Work teams impede employee participation in decision making. Difficulty: 2 QuestionID: 09-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: C) Work teams generate positive synergy through coordinated effort. 6.

results in a level of performance that is greater than the sum of the individual inputs. A) Synergy B) Positive affect C) Emotional labour D) Cognitive dissonance E) Emotional dissonance

Difficulty: 2 QuestionID: 09-1-06 2 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: A) Synergy 7. Laski United is a rock group that has been around for five years and has just had their first #1 hit. This band would be best described as a . A) work group B) work team C) problem-solving team D) cross-functional team E) self-managed team Difficulty: 2 QuestionID: 09-1-07 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: B) work team 8. After a successful 20 year career as a rock band, and 10 years apart, Laski United has reunited for a tour. Their lead singer, Chuck Corcoran, has returned to the band after a fairly successful solo album. In this scenario, Laski United could be most likely classified as a . A) work group B) work team C) problem-solving team D) cross-functional team E) self-managed team Difficulty: 2 QuestionID: 09-1-08 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: A) work group 9. Teams differ from groups because . A) teams have no limits on the number of members, while groups have a restricted membership B) members of teams work independently of each other, while those in groups show greater dependence on each other C) members of teams work toward individual goals that may or may not be related, while groups have a common goal D) teams are constructed to be purposeful (symbiotic) in their member interaction 3 .

E) teams have a no fixed duration, while groups have a fixed duration Difficulty: 3 QuestionID: 09-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—MC Answer: D) teams are constructed to be purposeful (symbiotic) in their member interaction 10. A team consists of employees from the same department who meet for a few hours each week to discuss ways of improving the work environment but they do not have the authority to unilaterally implement any of their suggestions. This is most likely to be a team. A) cross-functional B) virtual C) self-managed D) problem-solving E) task Difficulty: 2 QuestionID: 09-1-10 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: D) problem-solving 11. Which of the following types of teams is most likely to be assembled to improve the efficiency of a company's production process? A) cross-functional B) problem-solving C) self-managed D) critical E) task Difficulty: 2 QuestionID: 09-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: B) problem-solving 12. You are vice-president of a division of a large, multinational company that makes electronic equipment for consumers and the military. Your company has several teams and there are several managers managing those teams. Joan, your director of accounting, has created a team of seven 4 .

employees from the accounts payable department who meet for three hours a week to discuss ways of improving quality, efficiency and the work environment. This is an example of a team. A) problem-solving B) self-managed C) cross-functional D) virtual E) task-resolution Difficulty: 2 QuestionID: 09-1-12 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: A) problem-solving 13. Self-managed teams typically consist of A) two to four B) four to eight C) 10 to 15 D) 20 to 30 E) 40 to 50

employees.

Difficulty: 2 QuestionID: 09-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: C) 10 to 15 14. teams are groups of employees who perform highly related or interdependent jobs and take on many of the responsibilities of their former supervisors. A) Critical B) Self-managed work C) Cross-functional D) Problem-solving E) Task Difficulty: 2 QuestionID: 09-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: B) Self-managed work 5 .

15. Which of the following statements is true regarding self-managed work teams? A) Self-managed work teams typically consist of 40 to 50 employees. B) Self-managed work teams typically manage conflicts well. C) Members of self-managed work teams typically report lower job satisfaction. D) Self-managed work teams are typically composed of employees from different departments who work independent of each other. E) In the case of self-managed work teams, supervisory positions take on decreased importance. Difficulty: 2 QuestionID: 09-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: E) In the case of self-managed work teams, supervisory positions take on decreased importance. 16. In a team, the manager's job becomes more about managing outside the team. A) technical B) self-managed C) problem-solving D) task E) virtual Difficulty: 2 QuestionID: 09-1-16 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: B) self-managed 17. According to a study of 45 self-managed factory teams, improved for both individuals and the team as a whole when were dependent on input from teammates. A) attitudes; economic rewards B) economic rewards; performances C) performances; attitudes D) performance; economic rewards E) economic rewards; attitudes Difficulty: 2 QuestionID: 09-1-17 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC 6 .

Answer: D) performance; economic rewards 18. Jack, your director of manufacturing, has created a team of 11 employees from quality control. Jack gives the team members the responsibility of planning and scheduling their own work, and making operating decisions. Also, members of this team evaluate each other's performance. This is an example of a team. A) problem-solving B) self-managed C) cross-functional D) virtual E) task-resolution Difficulty: 2 QuestionID: 09-1-18 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: B) self-managed 19. Research suggests that when members feel confident to can be beneficial and boost team performance. A) speak up; training sessions B) complain; training sessions C) complain; conflict D) speak up; conflict E) speak up; gossip

without fear of punishment,

Difficulty: 2 QuestionID: 09-1-19 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: D) speak up; conflict 20. Which of the following teams are more likely to be made up of employees from about the same hierarchical level but different work areas? A) problem-solving B) self-managed C) cross-functional D) task E) rapid action Difficulty: 2 QuestionID: 09-1-20 7 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: C) cross-functional 21. teams are an effective way to allow people from diverse areas within an organization to exchange information, develop new ideas and solve problems, and coordinate complex projects. A) Self-managed B) Problem-solving C) Cross-functional D) Task E) Command Difficulty: 2 QuestionID: 09-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: C) Cross-functional 22. The Boeing Company created a team made up of employees from production, planning, quality control, tooling, design engineering, and information systems to automate shims on the company's C-17 program. This team is most likely to be an example of a team. A) command B) cross-functional C) self-managed D) problem-solving E) task Difficulty: 2 QuestionID: 09-1-22 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: B) cross-functional 23. Which of the following statements is true regarding a cross-functional team? A) A cross-functional team is made up of employees from different hierarchical levels. B) A cross-functional team is made up of employees from the same department. C) Today, cross-functional teams are rarely used in well-established organizations. D) In the case of a cross-functional team, the early stages of development are typically very short. E) Cross-functional teams are used for developing new ideas and coordinating complex projects.

8 .

Difficulty: 2 QuestionID: 09-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: E) Cross-functional teams are used for developing new ideas and coordinating complex projects. 24. Your company has recently landed a contract to design and manufacture a new state-of-the-art electronic device for the military. This will be a very complex project, requiring many different types of skills. Which of the following types of teams is most suited for the project? A) problem-solving B) self-managed C) cross-functional D) virtual E) task-resolution Difficulty: 2 QuestionID: 09-1-24 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: C) cross-functional 25. Which of the following types of teams allows for collaboration between team members who are physically dispersed? A) problem-solving teams B) self-managed teams C) task teams D) virtual teams E) command teams Difficulty: 1 QuestionID: 09-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: D) virtual teams 26. Eva is not getting the results she needs from her database administration team. She believes that this problem is occurring because the administration team is a virtual team. Which of the following is one of the things that Eva should do to create an effective virtual team? A) conduct training for improving interpersonal skills B) allow more independence among members 9 .

C) monitor progress of the team closely D) include peer evaluation in the appraisal system E) avoid publicizing team successes company-wide Difficulty: 2 QuestionID: 09-1-26 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: C) monitor progress of the team closely 27. Janice is your director of sales. Since her team members are located in Europe, Asia, and North America, she has decided to use instant messaging to tie her team members together in order to develop a marketing strategy for a new product line. This is an example of a team. A) problem-solving B) self-managed C) cross-functional D) virtual E) task-resolution Difficulty: 2 QuestionID: 09-1-27 Skill: Application Notes: AACSB—Diverse and multicultural work environments / Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—MC Answer: D) virtual 28. Which of the following is not one of the key components of effective teams? A) team efficacy B) large size C) adequate resources D) member flexibility E) leadership and structure Difficulty: 1 QuestionID: 09-1-28 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) large size 29. Which of the following is a key contextual factor influencing team effectiveness? A) team efficacy 10 .

B) adequate resources C) abilities of members D) member flexibility E) social loafing Difficulty: 1 QuestionID: 09-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) adequate resources 30. Amohalko Consulting is an independent consulting firm specializing in offering financial advice to companies in need. Amohalko operates in an independent contractor fashion, providing name recognition to consultants as well as basic needs such as office space and computers but nothing much past that. Amohalko Consulting has been losing business over the last three quarters and the average stay of a consultant is less than one year. Most likely, Amohalko Consulting is suffering from which problem? A) inadequate resources B) poor leadership C) flawed structure D) climate of mistrust E) poor reward system Difficulty: 3 QuestionID: 09-1-30 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: A) inadequate resources 31. Leadership is especially important in produce a desired outcome. A) technical teams B) self-managed teams C) problem-solving teams D) management teams E) multi-team systems

, in which different teams coordinate their efforts to

Difficulty: 2 QuestionID: 09-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC 11 .

Answer: E) multi-team systems 32. Not only is a climate of trust important within a team, but also . A) that teams have complete trust in their supervisor B) that trust levels are balanced in favour of the hardest working individuals C) that trust levels are symmetrical and balanced between team members D) that team members trust one another but are suspicious of the supervisor E) that teams form a coalition against other teams within the organization Difficulty: 2 QuestionID: 09-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) that trust levels are symmetrical and balanced between team members 33. With reference to the team effectiveness model, which of the following is one of the key components of an effective team, included under the category of contextual factors? A) team efficacy B) climate of trust C) common purpose D) social loafing E) specific goals Difficulty: 1 QuestionID: 09-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) climate of trust 34. Araceli is a team member in a large corporation. She never speaks in team meetings because she has seen members talk behind each other's back after the meetings. Members are constantly monitoring the other members' work, looking for mistakes to point out in a meeting. According to the information provided, which contextual factor is most likely hindering the success of Araceli's team? A) adequate resources B) climate of trust C) team structure D) performance evaluations E) leadership Difficulty: 3 QuestionID: 09-1-34 Skill: Application 12 .

Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) climate of trust 35. In addition to evaluating and rewarding employees for their individual contributions, management should consider using to reinforce team effort and commitment. A) personalized incentives B) consistent wages for all team members C) individual performance evaluations D) fixed hourly wages E) profit sharing Difficulty: 2 QuestionID: 09-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: E) profit sharing 36. All of the following can reinforce team effort and commitment except A) group efficacy B) small-group incentives C) gainsharing D) group-based appraisals E) profit sharing

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Difficulty: 2 QuestionID: 09-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: A) group efficacy 37. The team effectiveness model classifies the key components of effective teams into three general categories: context, composition, and process. Which of the following variables belongs to the composition category? A) adequate resources B) conflict level C) team efficacy D) performance evaluation system E) personality of team members Difficulty: 1 13 .

QuestionID: 09-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: E) personality of team members 38. With reference to the team effectiveness model, what does the personality factor of team composition focus on? A) members' knowledge and skills B) members' leadership qualities C) members' conscientiousness and openness to experience D) members' role allocation E) members' cultural and demographic diversity Difficulty: 2 QuestionID: 09-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) members' conscientiousness and openness to experience 39. People scoring high on are valuable in teams because they're good at backing up fellow team members and at sensing when that support is truly needed. A) conscientiousness B) positivity C) emotional stability D) agreeableness E) openness to experience Difficulty: 2 QuestionID: 09-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: A) conscientiousness 40. Teams that are composed of people who score high on A) emotional stability B) agreeableness C) openness to experience D) extraversion E) conscientiousness

14 .

are more creative and innovative.

Difficulty: 2 QuestionID: 09-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) openness to experience 41. Teams that consist of team members that score A) high on conscientiousness B) high on openness to experience C) high on emotional stability D) low on extraversion E) low on agreeableness

are more likely to perform poorly.

Difficulty: 2 QuestionID: 09-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: E) low on agreeableness 42. Which of the following terms indicates the degree to which members of a work unit (group, team, or department) share a common attribute, such as age, sex, race, or educational level? A) demographic environment B) residential mobility C) organizational demography D) population dynamics E) employee mobility Difficulty: 1 QuestionID: 09-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) organizational demography 43.

suggests that attributes such as age or the date of joining should help us predict turnover. A) Employee mobility B) Organizational demography C) Residential mobility D) Demographic environment E) Population dynamics

15 .

Difficulty: 3 QuestionID: 09-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) Organizational demography 44. According to the concept of organizational demography, if team members have dissimilar experiences, it will lead to . A) increased employee satisfaction B) decreased level of conflicts C) higher employee motivation D) higher employee turnover E) higher team efficacy Difficulty: 2 QuestionID: 09-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) higher employee turnover 45. Diversity of members includes all of the following except A) age B) sex C) marital status D) race E) educational level

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Difficulty: 1 QuestionID: 09-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) marital status 46. Which of the following statements is true regarding a culturally diverse team? A) Elements of diversity do not interfere with team processes. B) Culturally homogeneous teams have more difficulty learning to work with each other than culturally heterogeneous teams do. C) Generally, newly formed culturally diverse teams underperform when compared to newly formed culturally homogeneous teams. D) Cultural diversity within a team is not advisable for those tasks that call for a variety of viewpoints. 16 .

E) Solving problems is more difficult for culturally homogeneous teams than it is for culturally heterogeneous teams. Difficulty: 2 QuestionID: 09-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) Generally, newly formed culturally diverse teams underperform when compared to newly formed culturally homogeneous teams. 47. Diversity is an asset for teams where tasks . A) require a variety of viewpoints B) are simple C) involve emotional labour D) are highly technical E) required for completing the work are highly interdependent Difficulty: 2 QuestionID: 09-1-47 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: A) require a variety of viewpoints 48. Generally speaking, the most effective teams have A) two to four B) three to five C) five to nine D) 10 to 15 E) 15 to 20

members.

Difficulty: 1 QuestionID: 09-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) five to nine 49. Which of the following statements is true regarding size of teams? A) Generally speaking, the most effective teams have 12 to 15 members. B) When teams have excess members, cohesiveness declines. C) As team size increases, social loafing decreases. 17 .

D) When teams have excess members, mutual accountability increases. E) As team size increases, coordination problems tend to decrease. Difficulty: 2 QuestionID: 09-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) When teams have excess members, cohesiveness declines. 50. When selecting team members, managers should consider and skills. A) individual values B) individual preferences C) individual knowledge D) individual habits E) individual intelligence

along with abilities, personalities,

Difficulty: 2 QuestionID: 09-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) individual preferences 51. Effective teams begin their work by . A) allocating roles to team members according to their personalities and preferences B) analyzing the team's mission C) developing a climate of trust among team members D) developing team efficacy E) discussing individual goals Difficulty: 2 QuestionID: 09-1-51 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) analyzing the team's mission 52. Members of successful teams put a tremendous amount of time and effort into discussing, shaping, and agreeing on , which then provides direction and guidance under any and all conditions. A) the level of individual contribution B) allocation of resources 18 .

C) a common purpose D) allocation of roles E) developing team efficacy Difficulty: 3 QuestionID: 09-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) a common purpose 53. A team that has a good plan, but is also willing to adjust their master plan and adapt when conditions call for it demonstrates high , an important variable in successful team processes. A) goal specificity B) goal congruency C) social loafing D) diversity E) reflexivity Difficulty: 2 QuestionID: 09-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: E) reflexivity 54. Consistent with the research on individual goals, team goals should be A) general B) difficult C) valuable D) objective E) challenging

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Difficulty: 1 QuestionID: 09-1-54 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: E) challenging 55. According to the team effectiveness model, which of the following is a process variable that influences effectiveness of a team? A) leadership and structure 19 .

B) team efficacy C) member flexibility D) performance evaluation and reward systems E) abilities of members Difficulty: 1 QuestionID: 09-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) team efficacy 56. Effective teams have confidence in themselves and believe they can succeed. This confidence is called . A) social facilitation B) goal congruence C) social loafing D) team efficacy E) self-serving bias Difficulty: 1 QuestionID: 09-1-56 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) team efficacy 57. Alberto's team is evaluating and developing the database for the water pollution data of three cities. He wants to improve the efficacy of his team. Which of the following actions can Alberto take to increase team efficacy before the project starts? A) plan a team outing for the team members B) make sure that his team is not comprised of more than nine people C) spend considerable time evaluating team members and allocating proper roles for each D) provide software and database training for all the team members E) create team goals that are very challenging Difficulty: 3 QuestionID: 09-1-57 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) provide software and database training for all the team members

20 .

58. Which of the following is most likely to increase team efficacy? A) providing measurable goals B) helping the team achieve small successes C) improving the reflexivity of the team D) ensuring that team goals are challenging E) reducing the number of members on a team Difficulty: 2 QuestionID: 09-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) helping the team achieve small successes 59. When teams are under acute stress, they are particularly likely to have A) inaccurate mental models B) high team efficacy C) goal congruence D) a self-serving bias E) high reflexivity

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Difficulty: 2 QuestionID: 09-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: A) inaccurate mental models 60. If team members have similar mental models, then it means that the team members have similar . A) roles within the team B) self-efficacy C) knowledge and skills D) beliefs about how the work gets done E) attitudes towards social loafing Difficulty: 1 QuestionID: 09-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) beliefs about how the work gets done

21 .

61. According to studies, when team members share an accurate mental model, they A) have an indifferent attitude toward their work B) have frequent interactions C) face acute stress D) work independently E) display increased social loafing tendencies

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Difficulty: 2 QuestionID: 09-1-61 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) have frequent interactions 62. During an interview with one team member, you learn that several members of the team have had conflicts regarding the content of a task to which the team was recently assigned. Are these conflicts likely to be reducing the group's productivity? A) Yes, because interpersonal conflicts always hurt a team's performance. B) No, because conflicts based on personal animosity rarely affect team operations. C) Yes, because task-related conflicts lead to poor team decisions. D) No, because task-related conflicts usually benefit the performance of a team. E) Yes, because disagreements about tasks usually lessen groupthink. Difficulty: 3 QuestionID: 09-1-62 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) No, because task-related conflicts usually benefit the performance of a team. 63. Which type of conflict is almost always dysfunctional? A) task conflict B) efficacy conflict C) relationship conflict D) resource conflict E) goal conflict Difficulty: 2 QuestionID: 09-1-63 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) relationship conflict 22 .

64. On teams performing nonroutine activities, conflicts stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. A) relationship B) efficacy C) resource D) task E) social Difficulty: 2 QuestionID: 09-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) task 65. In the case of a team, when each member's contribution is not clearly visible, A) team efficacy tends to increase B) team cohesiveness tends to decrease C) motivation of the team members tends to increase D) team members tend to decrease their efforts E) mutual accountability of the team members tends to decrease Difficulty: 2 QuestionID: 09-1-65 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: D) team members tend to decrease their efforts 66. Coasting on the group effort is termed A) emotional labour B) cognitive dissonance C) social loafing D) positivity offset E) self-concordance

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Difficulty: 2 QuestionID: 09-1-66 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: C) social loafing 23 .

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67. You are the manager of a software design firm that develops software programs for clients using teams of specialists. One of your most successful teams has been together for nearly five years. In the past, this team has performed effectively, and you have been very satisfied with the team's output. Recently, however, you have noticed a marked decrease in the team's performance. You investigate to determine the problem. After interviewing all seven team members, you determine that one of the team members performs routine administrative tasks that are rarely visible to any of the other team members. You suspect that this team member may be loafing off and lagging in his duties. You could most likely improve that team member's output by . A) encouraging him to work more independently B) making his work clearly visible to the other team members C) empowering the team member to make decisions D) providing him with administrative training E) giving him additional assignments to complete Difficulty: 3 QuestionID: 09-1-67 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—MC Answer: B) making his work clearly visible to the other team members 68. You need to hire an analyst for an important project team. It is essential that the new employee work well on the already established team in order to meet the project's challenging deadlines. The most talented candidate doesn't have any team experience and when asked in the interview about his team experience he replied, "I prefer to work alone. I'm much more efficient alone." What should you do? A) Hire him and train him. B) Hire him and hope that he learns. C) Hire him and redesign the job. D) Look for a different candidate. E) Hire him and assign him a mentor. Difficulty: 3 QuestionID: 09-1-68 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—MC Answer: D) Look for a different candidate. 69. Exercises that help individuals become team players include workshops on A) negotiation B) individualism C) goal setting D) event planning 24 .

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E) recruiting Difficulty: 2 QuestionID: 09-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—MC Answer: A) negotiation 70. Which of the following techniques can be used for increasing the effectiveness of teams? A) Implement a reward system that encourages competitive efforts. B) The appraisal system should take into consideration peer evaluation. C) Avoid giving promotions and pay raises for individual contributions. D) Training should be provided to those candidates who lack team skills. E) The reward system should discourage cooperative efforts. Difficulty: 2 QuestionID: 09-1-70 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—MC Answer: D) Training should be provided to those candidates who lack team skills. 71. Evidence shows that teams that switch from a competitive to a cooperative system do not immediately . A) make poor decisions B) make rushed decisions C) share information D) have conflicts E) distrust each other Difficulty: 2 QuestionID: 09-1-71 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—MC Answer: C) share information 72. Which of following statements is true regarding a reward system that attempts to create good team players? A) The reward system should encourage competitive efforts. B) Rewards given to individuals should be based on peer evaluation. C) The reward system should ignore individual contributions. 25 .

D) Performance-based rewards could include a bonus based on achievement of team goals. E) The reward system should discourage cooperative efforts. Difficulty: 2 QuestionID: 09-1-72 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—MC Answer: D) Performance-based rewards could include a bonus based on achievement of team goals. 73. Myriam has been a standout team member at Amohalko Consulting for several years. She is always the first person to train new colleagues, share information, help resolve team conflicts, and master new and modern skills. Clearly, Myriam also does what in the organization? A) makes individual contributions B) seeks promotions and pay raises C) has a low level of trust in her teammates' abilities D) both A and C E) both B and C Difficulty: 3 QuestionID: 09-1-73 Skill: Application Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—MC Answer: A) makes individual contributions 74. As compared to individual work, teamwork A) involves fewer meetings B) takes more time C) needs less resources D) decreases communication demands E) decreases the need for conflict management

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Difficulty: 1 QuestionID: 09-1-74 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.5 Decide when to use individuals instead of teams. Miscellaneous: Type—MC Answer: B) takes more time 75. Work should be performed by an individual if . A) the work is complex and requires different perspectives B) the work creates a common purpose or set of goals for the people in the group that is more than the 26 .

aggregate of individual goals C) the work is simple and does not require diverse input D) several tasks that are interdependent are to be performed for completing the work E) performing the work requires learning a new technology or understanding a new system Difficulty: 2 QuestionID: 09-1-75 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.5 Decide when to use individuals instead of teams. Miscellaneous: Type—MC Answer: C) the work is simple and does not require diverse input True or False Questions 1. Compared to traditional departments, teams tend to be less flexible and less responsive to changing events. a True b False Difficulty: 1 QuestionID: 09-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1a Analyze the growing popularity of teams in organizations. Miscellaneous: Type—TF Answer: b. False 2. Teams are an effective means for management to democratize organizations and increase employee motivation. a True b False Difficulty: 1 QuestionID: 09-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1a Analyze the growing popularity of teams in organizations. Miscellaneous: Type—TF Answer: a. True 3. Work groups typically generate more positive synergy than do work teams. a True b False Difficulty: 1 27 .

QuestionID: 09-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—TF Answer: b. False 4. The primary goal of a work team is information sharing. a True b False Difficulty: 1 QuestionID: 09-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—TF Answer: b. False 5. In the case of a work team, individual efforts result in a level of performance greater than the sum of those individual inputs. a True b False Difficulty: 1 QuestionID: 09-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—TF Answer: a. True 6. You are a member of a team of eight individuals from the same department who meet for a few hours each week to discuss ways of improving quality, efficiency, and the work environment. You are most likely a member of a self-managed work team. a True b False Difficulty: 1 QuestionID: 09-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—TF Answer: b. False

28 .

7. One advantage of cross-functional teams is that they are easy to manage. a True b False Difficulty: 1 QuestionID: 09-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—TF Answer: b. False 8. Virtual teams tend to be less task-oriented than face-to-face teams. a True b False Difficulty: 1 QuestionID: 09-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—TF Answer: b. False 9. Teams composed of highly agreeable people are more creative and innovative. a True b False Difficulty: 1 QuestionID: 09-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—TF Answer: b. False 10. When teams have too many members, cohesiveness and mutual accountability decline. a True b False Difficulty: 1 QuestionID: 09-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—TF 29 .

Answer: a. True 11. Task conflicts are almost always dysfunctional. a True b False Difficulty: 1 QuestionID: 09-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—TF Answer: b. False 12. For creating good team players, an organization's reward system must be reworked to encourage competitive efforts rather than cooperative ones. a True b False Difficulty: 1 QuestionID: 09-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—TF Answer: b. False 13. Teams that switch from a competitive to a cooperative system tend to immediately start making better-quality decisions. a True b False Difficulty: 1 QuestionID: 09-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—TF Answer: b. False 14. Teamwork takes more time and often more resources than individual work. a True b False Difficulty: 1 QuestionID: 09-2-89 30 .

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.5 Decide when to use individuals instead of teams. Miscellaneous: Type—TF Answer: a. True 15. Teams should be used when tasks are interdependent. a True b False Difficulty: 1 QuestionID: 09-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.5 Decide when to use individuals instead of teams. Miscellaneous: Type—TF Answer: a. True Essay Questions 1. In organizations today it is advised that teams are the better solution to work in than groups. Discuss the difference between a work group and a work team. Give the positive aspects and challenges of working in either configuration. Difficulty: 3 QuestionID: 09-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.1b Contrast groups and teams. Miscellaneous: Type—ES Answer: A work group is a group that interacts primarily to share information and to make decisions to help each member perform within his or her area of responsibility. There is no positive synergy that would create an overall level of performance that is greater than the sum of the inputs. A work team generates positive synergy through coordinated effort. Their individual efforts result in a level of performance that is greater than the sum of those individual inputs. 2. Teams are important in organizations. Describe and discuss self-managed work teams. Give an example of both types of teams and discuss the pros and cons of each type of team. Difficulty: 3 QuestionID: 09-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—ES Answer: Self-managed work teams are groups of employees (typically 10 to 15 in number) who perform highly 31 .

related or interdependent jobs and take on many of the responsibilities of their former supervisors. Typically, this includes planning and scheduling of work, assigning tasks to members, collective control over the pace of work, making operating decisions, taking action on problems, and working with suppliers and customers. Fully self-managed work teams even select their own members and have the members evaluate each other's performance. As a result, supervisory positions take on decreased importance and may even be eliminated. 3. What are some special challenges that virtual teams face? For virtual teams to be effective, what should management ensure? Give examples of effective and ineffective virtual teams. Difficulty: 3 QuestionID: 09-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.2 Contrast the five types of teams. Miscellaneous: Type—ES Answer: Virtual teams may suffer from less social rapport and less direct interaction among members. They aren't able to duplicate the normal give-and-take of face-to-face discussion. Especially when members haven't personally met, virtual teams tend to be more task-oriented and exchange less social-emotional information. Not surprisingly, virtual team members report less satisfaction with the group interaction process than do face-toface teams. For virtual teams to be effective, management should ensure that: (a) trust is established among team members (research has shown that one inflammatory remark in a team member e-mail can severely undermine team trust); (b) team progress is monitored closely (so the team doesn't lose sight of its goals, and no team member "disappears"); and (c) the efforts and products of the virtual team are publicized throughout the organization (so the team does not become invisible). 4. The team effectiveness model identifies three categories of key components making up effective teams. What are these three categories? Give examples of each category. Difficulty: 3 QuestionID: 09-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—ES Answer: The key components making up effective teams can be subsumed into three general categories. a) The first category is related to the resources and contextual influences that make teams effective. The four contextual factors that appear to be most significantly related to team performance are the presence of adequate resources, effective leadership, a climate of trust, and a performance evaluation and reward system that reflects team contributions. b) The second category relates to the team's composition. It takes into consideration the abilities of team members, their personalities, size of the team, and preferences of team members. c) Finally, process variables reflect the things that go on in the team that influence effectiveness. These include member commitment to a common plan and purpose, establishment of specific team goals, team efficacy, establishment of mental models, a managed level of conflict, and minimization of social loafing. 5. How does climate of trust improve effectiveness of teams? 32 .

Difficulty: 3 QuestionID: 09-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—ES Answer: Interpersonal trust among team members facilitates cooperation, reduces the need to monitor each other's behaviour, and bonds members around the belief that others on the team won't take advantage of them. Team members are more likely to take risks and expose vulnerabilities when they believe they can trust others on their team. 6. The number of persons on a team is important for various reasons. Discuss the effect of team size on effectiveness of teams. Give examples of effective and ineffective team size and projects being worked on Difficulty: 3 QuestionID: 09-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—ES Answer: Generally speaking, the most effective teams have five to nine members. And experts suggest using the smallest number of people who can do the task. Unfortunately, managers often err by making teams too large. It may require only four or five members to develop diversity of views and skills, while coordination problems can increase exponentially as team members are added. When teams have excess members, cohesiveness and mutual accountability decline, social loafing increases, and more people communicate less. Members of large teams have trouble coordinating with one another, especially under time pressure. Keep teams at nine or fewer members. 7. The psychological state of a team is important when working on a project. What is team efficacy and how is it tied to effectiveness? What can management do to increase team efficacy? Give examples. Difficulty: 3 QuestionID: 09-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—ES Answer: Effective teams have confidence in themselves; they believe they can succeed. We call this team efficacy. Teams that have been successful raise their beliefs about future success, which, in turn, motivates them to work harder. The two ways in which management can increase team efficacy are: (1) helping the team achieve small successes that build confidence, (2) providing training to improve members' technical and interpersonal skills. 8. Discuss the impact of conflicts on effectiveness of teams. How can conflict be healthy for a team, and when is conflict unhealthy for a team? Give examples. 33 .

Difficulty: 3 QuestionID: 09-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.3 Identify the characteristics of effective teams. Miscellaneous: Type—ES Answer: Conflict on a team isn't necessarily bad. Teams completely devoid of conflict are likely to become apathetic and stagnant. Thus, conflict–but not all types—can actually improve team effectiveness. Relationship conflicts—those based on interpersonal compatibilities, tension, and animosity toward others—are almost always dysfunctional. However, on teams performing nonroutine activities, disagreements among members about task content (called task conflicts) stimulate discussion, promote critical assessment of problems and options, and can lead to better team decisions. 9. There are four steps a manager can take to create teams. Explain how organizations can create team players. Give an example in each step. Difficulty: 3 QuestionID: 09-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.4a Show how organizations can create team players. Miscellaneous: Type—ES Answer: The primary options managers have for trying to turn individuals into team players include: a) Selection: Some people already possess the interpersonal skills to be effective team players. When hiring team members, in addition to the technical skills required to fill the job, care should be taken to ensure that candidates can fulfill their team roles as well as technical requirements. Many job candidates don't have team skills. This is especially true for those socialized around individual contributions. When faced with such candidates, managers basically have three options. The candidates can undergo training to "make them into team players." If this isn't possible or doesn't work, the other two options are to transfer the individual to another unit within the organization, without teams (if this possibility exists); or don't hire the candidate. In established organizations that decide to redesign jobs around teams, it should be expected that some employees will resist being team players and may be untrainable. Unfortunately, such people typically become casualties of the team approach. b) Training: On a more optimistic note, a large proportion of people raised on the importance of individual accomplishments can be trained to become team players. Training specialists conduct exercises that allow employees to experience the satisfaction that teamwork can provide. They typically offer workshops to help employees improve their problem-solving, communication, negotiation, conflict-management, and coaching skills. Employees also learn the five-stage group development model. c) Rewards: The reward system needs to be reworked to encourage cooperative efforts rather than competitive ones. Promotions, pay raises, and other forms of recognition should be given to individuals for how effective they are as a collaborative team member. This doesn't mean individual contributions are ignored; rather, they are balanced with selfless contributions to the team. Examples of behaviours that should be rewarded include training new colleagues, sharing information with teammates, helping to resolve team conflicts, and mastering new skills that the team needs but in which it is deficient.

34 .

10. What are some of the cautions to be aware of when using teams? What tests should be applied to see if a team fits the situation? Please give examples. Difficulty: 3 QuestionID: 09-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 9.5 Decide when to use individuals instead of teams. Miscellaneous: Type—ES Answer: Teams have increased communication demands, conflicts to be managed, and meetings to be run. It has been suggested that three tests be applied to see if a team fits the situation. First, can the work be done better by more than one person? A good indicator is the complexity of the work and the need for different perspectives. Simple tasks that don't require diverse input are probably better left to individuals. Second, does the work create a common purpose or set of goals for the people in the group that is more than the aggregate of individual goals? The final test to assess whether teams fit the situation is: Are the members of the group interdependent? Teams make sense where there is interdependence between tasks; where the success of the whole depends on the success of each one and the success of each one depends on the success of the others.

35 .

Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 10: Communication Multiple Choice Questions 1. Before communication can take place, A) a message B) a channel C) a code D) a result E) an emotion

needs to be conveyed between a sender and a receiver.

Difficulty: 1 QuestionID: 10-1-01 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: A) a message 2. In a communication process, the A) receiver B) decoder C) channel D) sender E) signal

initiates a message by encoding a thought.

Difficulty: 1 QuestionID: 10-1-02 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: D) sender 3. Mary telephones her employee, Joe, to let him know that today's meeting has been moved to one o'clock. In the communication process, Mary is . A) the sender B) the receiver C) the decoder D) the channel E) the encoder Difficulty: 2 QuestionID: 10-1-03 Skill: Application 1 .

Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: A) the sender 4. In a communication process, the A) channel B) message C) feedback D) transmitter E) noise

is the actual physical product of the sender's encoding.

Difficulty: 1 QuestionID: 10-1-04 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: B) message 5. With reference to the communication process, when a sender speaks, the speech is the A) channel B) filter C) message D) noise E) transmitter

.

Difficulty: 1 QuestionID: 10-1-05 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: C) message 6. John writes a memo to his employees. Putting his thoughts onto paper is an example of A) encoding B) decoding C) transferring D) channelling E) editing Difficulty: 2 QuestionID: 10-1-06 Skill: Application Notes: AACSB—Written and oral communication 2 .

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Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: A) encoding 7. With reference to the communication process, the travels. A) feedback B) noise C) encoder D) channel E) decoder

is the medium through which the message

Difficulty: 1 QuestionID: 10-1-07 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: D) channel 8. With reference to the communication process, the is the one to whom the message is directed, who must first translate the symbols into understandable form. A) editor B) receiver C) encoder D) sender E) channel Difficulty: 1 QuestionID: 10-1-08 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: B) receiver 9. In a communication process, messages as originally intended. A) editing B) decoding C) feedback D) encoding E) noise

is the check on how successful we have been in transferring our

Difficulty: 1 QuestionID: 10-1-09 3 .

Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: C) feedback 10. Which of the following statements is definitely true regarding an informal communication channel? A) It traditionally follows the authority chain within the organization. B) It generally transmits messages related to the professional activities of members. C) It is established by the organization. D) It is generally used for communicating personal or social messages. E) Information regarding change in the policies of the organization is transmitted through it. Difficulty: 2 QuestionID: 10-1-10 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: D) It is generally used for communicating personal or social messages. 11. Helena and Laura were talking on the phone. Laura's two-year-old son fell and started crying loudly. Laura could no longer hear what Helena said. This is an example of . A) feedback B) decoding C) noise D) encoding E) filtering Difficulty: 2 QuestionID: 10-1-11 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: C) noise 12. The receiver of a communication must first A) encode B) reproduce C) transfer D) translate E) discard

the message.

Difficulty: 1 QuestionID: 10-1-12 4 .

Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: D) translate 13. A receiver who translates a sender's message is engaging in the process of A) encoding B) decoding C) transmission D) feedback E) recoding

.

Difficulty: 1 QuestionID: 10-1-13 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—MC Answer: B) decoding 14. Group leaders and managers communicating with employees to assign goals and to provide job instructions is an example of a(n) communication. A) downward B) lateral C) upward D) grapevine E) horizontal Difficulty: 1 QuestionID: 10-1-14 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: A) downward 15. The communication used by managers to offer feedback about performance is communication. A) downward B) lateral C) informal D) directional E) grapevine Difficulty: 1 5 .

QuestionID: 10-1-15 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: A) downward 16. Which of the following is an example of downward communication flow? A) An employee provides feedback to higher-ups regarding her progress toward goals. B) An employee suggests a way of improving efficiency of a process to his team lead. C) An employee receives mail from her team leader pointing out problems that need attention. D) An employee informs her colleague about changes in the company policy. E) An employee informs his friend from a different department about a new coffee shop that has just opened in the town. Difficulty: 2 QuestionID: 10-1-16 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: C) An employee receives mail from her team leader pointing out problems that need attention. 17. All of the following are examples of downward communication flows except A) managers assigning goals B) managers informing employees of procedures C) managers pointing out problems that need attention D) employees completing attitude surveys E) managers telling employees to work more quickly Difficulty: 2 QuestionID: 10-1-17 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: D) employees completing attitude surveys 18.

communication flows to a higher level in the group or organization. A) Horizontal B) Downward C) Lateral D) Upward E) Grapevine

Difficulty: 1 6 .

.

QuestionID: 10-1-18 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: D) Upward 19. Which of the following is an example of upward communication? A) A team leader sends an e-mail to one of her team members giving him feedback about his performance. B) A team leader sends an e-mail to his team members pointing out problems that need attention. C) A team member sends an e-mail to his team leader informing her about the problems faced by him on the current project. D) A manager sends an e-mail to all members in the organization informing them about new policies and procedures. E) A team member sends an e-mail to his colleague informing him about the latest changes in the specifications of the project. Difficulty: 2 QuestionID: 10-1-19 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: C) A team member sends an e-mail to his team leader informing her about the problems faced by him on the current project. 20. When engaging in upward communication an employee should not A) meet his manager alone in a conference room B) communicate in headlines C) support ideas with action D) engage in a meandering discussion E) prepare an agenda

.

Difficulty: 2 QuestionID: 10-1-20 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: D) engage in a meandering discussion 21. Which of the following types of communication is most likely to be used by employees to provide feedback to higher-ups, inform them of progress toward goals, and relay current problems? A) lateral communication B) upward communication C) downward communication 7 .

D) horizontal communication E) grapevine communication Difficulty: 2 QuestionID: 10-1-21 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: B) upward communication 22. Communication that takes place among members of work groups at the same level is known as communication. A) diagonal B) grapevine C) upward D) lateral E) downward Difficulty: 1 QuestionID: 10-1-22 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—MC Answer: D) lateral 23. Peter is working on a project. He feels that the parameters need to be changed to meet client specifications. First he must talk to his immediate supervisor, who then discusses the issue with her department director. Peter is most likely part of which of the following types of small-group communication networks? A) star network B) mesh network C) chain network D) all-channel network E) ring network Difficulty: 2 QuestionID: 10-1-23 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: C) chain network 24. If a checkout clerk reports to a department manager, who in turn reports to a store manager, who 8 .

reports to a regional manager, the communication network is said to be a(n) A) mesh B) all-channel C) star D) chain E) wheel

network.

Difficulty: 2 QuestionID: 10-1-24 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: D) chain 25. Ideally, a chain network should be used when . A) high speed of information transfer is desired B) accuracy of information is most important C) the network is expected to facilitate emergence of a leader D) high member satisfaction is desired E) the teams using the chain network are self-managed teams Difficulty: 2 QuestionID: 10-1-25 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) accuracy of information is most important 26. Which of the following types of small-group communication networks is most effective for facilitating the emergence of a leader? A) chain network B) all-channel network C) wheel network D) mesh network E) bus network Difficulty: 1 QuestionID: 10-1-26 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: C) wheel network

9 .

27. When all communication is channelled through one central figure, a(n) network exists. A) all-channel B) chain C) mesh D) wheel E) ring

communication

Difficulty: 1 QuestionID: 10-1-27 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: D) wheel 28. Harriet has been charged with the task of evaluating two employees for possible promotions. She is interested in learning which employee has the most effective leadership skills. One of the employees is assigned to Team B, and the other is assigned to Team C. Which network structure should Harriet choose for these teams if she wishes to place the two employees in clear leadership positions on the teams? A) wheel B) chain C) concentric D) all-channel E) mesh Difficulty: 2 QuestionID: 10-1-28 Skill: Application Notes: AACSB—Written and oral communication / Analytical Thinking Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: A) wheel 29. Harriet has been assigned the task of setting up work teams for a complex software development project. Each team has different work requirements. Harriet must choose the best structure for each team, based on its specific requirements. Team A must operate very quickly to meet stringent deadlines. The quality of the final project depends highly on Team A's output, so Team A must also work very accurately. Which of the following network structures should Harriet choose for this team? A) chain B) wheel C) mesh D) star E) all-channel Difficulty: 3 10 .

QuestionID: 10-1-29 Skill: Application Notes: AACSB—Written and oral communication / Analytical Thinking Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) wheel 30. In a(n) other member. A) wheel B) all-channel C) mesh D) chain E) star

communication network, any group member can actively communicate with any

Difficulty: 1 QuestionID: 10-1-30 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) all-channel 31. The communication network is best illustrated by self-managed teams. A) wheel B) all-channel C) mesh D) chain E) ring Difficulty: 1 QuestionID: 10-1-31 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) all-channel 32. Which of the following types of small-group communication networks should be used if high member satisfaction is desired? A) star network B) wheel network C) mesh network D) all-channel network E) chain network

11 .

Difficulty: 1 QuestionID: 10-1-32 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: D) all-channel network 33. After establishing Team D in a wheel network structure, Harriet receives negative feedback from members of the team. Many team members express frustration about working in the group, and most dislike the interpersonal style of the team leader. Which of the following strategies would most likely help to improve the team members' morale? A) leaving the team as a wheel network and encouraging team members to share the leadership responsibility B) restructuring the group as a chain network and replacing the leader with another group member C) leaving the team leader in place and restructuring the group as a chain network D) transferring the team leader to another group and restructuring the group as an all-channel network E) leaving the team as a wheel network and replacing the team leader with another group member Difficulty: 2 QuestionID: 10-1-33 Skill: Application Notes: AACSB—Written and oral communication / Analytical Thinking Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: D) transferring the team leader to another group and restructuring the group as an all-channel network 34. An informal communication network in an organization is typically called the A) wheel network B) grapevine C) chain network D) contextual system E) free acting system Difficulty: 1 QuestionID: 10-1-34 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) grapevine 35. Which of the following statements is true regarding the grapevine? A) It is a formal channel of communication in an organization. B) It is not an important source of information for employees. C) It does not serve employees' needs. 12 .

.

D) It has an impact on whether job applicants join an organization. E) The grapevine is a popular form of written communication. Difficulty: 2 QuestionID: 10-1-35 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: D) It has an impact on whether job applicants join an organization. 36. Which one of the following is an informal source of information for job applicants joining an organization? A) electronic communication B) nonverbal communication C) horizontal communication D) vertical communication E) grapevine communication Difficulty: 2 QuestionID: 10-1-36 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: E) grapevine communication 37. Rumours would most likely flourish in situations when . A) there is no ambiguity B) there is anxiety C) the issue at hand is trivial D) the management encourages transparency regarding all significant organizational issues E) the organization uses self-managed teams Difficulty: 2 QuestionID: 10-1-37 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) there is anxiety 38. With regard to the grapevine and rumours, a manager should try to A) ignore it B) destroy it C) limit its range and impact 13 .

.

D) use it to her advantage E) encourage its use Difficulty: 2 QuestionID: 10-1-38 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: C) limit its range and impact 39. For a manager, it is worth understanding the grapevine in the organization because A) it is the least costly way of transmitting information B) it improves employee motivation C) it helps tap into employee anxieties D) it increases job satisfaction for the employees E) it improves team efficiency

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Difficulty: 2 QuestionID: 10-1-39 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: C) it helps tap into employee anxieties 40. Which of the following is not a drawback of written messages? A) They're time consuming. B) They are unlikely to be well thought out. C) They lack built-in feedback mechanisms. D) It is difficult for senders to confirm whether they have been received. E) They may be misinterpreted by their receivers. Difficulty: 2 QuestionID: 10-1-40 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—MC Answer: B) They are unlikely to be well thought out. 41. Which of the following statements is true regarding oral communication? A) It is often tangible and verifiable. B) It can be stored for an indefinite period. C) The sender can quickly obtain feedback from the receiver. D) As compared to written communication, it is more likely to be well thought out, logical, and clear. 14 .

E) When the message has to pass through a number of people, as the number of people increases the possibility of distortion of the message decreases. Difficulty: 2 QuestionID: 10-1-41 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: C) The sender can quickly obtain feedback from the receiver. 42. Communication messages that are passed through a great many people will most likely suffer from which of the following? A) selective perception B) distortion C) lack of nonverbal cues D) information overload E) formal communication integration Difficulty: 2 QuestionID: 10-1-42 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: B) distortion 43. One of the major disadvantages of oral communication is that A) people unintentionally change the message and meaning B) people intentionally change the message and meaning C) people can ask for immediate feedback D) both A and B E) both A and C

.

Difficulty: 1 QuestionID: 10-1-43 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: D) both A and B 44. Genepa Corporation manufactures home appliances and other electronic products. Genepa is 15 .

planning to introduce a new refrigerator model. The marketing manager at Genepa has developed a marketing plan for this new product and wants to communicate this plan to all the employees in the marketing department. Which of the following is most likely to be the best form of communication for communicating this plan? A) nonverbal communication B) oral communication C) written communication D) grapevine communication E) lateral communication Difficulty: 2 QuestionID: 10-1-44 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: C) written communication 45. When communication is used for transferring a message, the message becomes tangible and verifiable and it can be stored for an indefinite period. A) oral B) grapevine C) written D) nonverbal E) lateral Difficulty: 1 QuestionID: 10-1-45 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: C) written 46. Generally, which of the following methods of communication should be used for communicating a complex and lengthy message when the message has to pass through a number of people? A) grapevine communication B) written communication C) oral communication D) nonverbal communication E) filtered communication Difficulty: 2 QuestionID: 10-1-46 16 .

Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: B) written communication 47. Which of the following forms of communication most likely deals with body movements, the intonations or emphasis we give to words, facial expressions, and the physical distance between the sender and receiver? A) written communication B) downward communication C) nonverbal communication D) lateral communication E) upward communication Difficulty: 1 QuestionID: 10-1-47 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: C) nonverbal communication 48. All of the following are examples of nonverbal communication except A) intonations or emphasis B) instant messaging C) physical distance between the sender and the receiver D) facial expressions E) hand gestures

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Difficulty: 2 QuestionID: 10-1-48 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—MC Answer: B) instant messaging 49. All of the following are high in channel richness except A) words B) postures C) writing D) gestures 17 .

.

E) smiles Difficulty: 1 QuestionID: 10-1-49 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.4 Explain how channel richness underlies the choice of communication channel. Miscellaneous: Type—MC Answer: C) writing 50. Miranda is a mid-level supervisor at a home improvement store. Over the last few weeks, Miranda has noticed that Leo has not been doing well at his job and the sales in his area have been slipping. Which method of communication would be best for Miranda to use to address this matter with Leo? A) e-mail B) memo C) phone call D) informal meeting E) formal meeting Difficulty: 3 QuestionID: 10-1-50 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.4 Explain how channel richness underlies the choice of communication channel. Miscellaneous: Type—MC Answer: D) informal meeting 51. Which is the best manner in which to introduce information-security to an organization's employees? A) memo B) letter C) meeting D) discussion forum E) training video Difficulty: 2 QuestionID: 10-1-51 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.4 Explain how channel richness underlies the choice of communication channel. Miscellaneous: Type—MC Answer: C) meeting 52. People often rely on making use of heuristics. A) cognitive thinking B) encoding

, a relatively superficial consideration of evidence and information

18 .

C) decoding D) automatic processing E) filtering Difficulty: 1 QuestionID: 10-1-52 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.5 Differentiate between automatic and controlled processing of persuasive messages. Miscellaneous: Type—MC Answer: D) automatic processing 53. Which of the following refers to a detailed consideration of evidence and information relying on facts, figures, and logic? A) cognition processing B) emotion processing C) message processing D) automatic processing E) controlled processing Difficulty: 1 QuestionID: 10-1-53 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.5 Differentiate between automatic and controlled processing of persuasive messages. Miscellaneous: Type—MC Answer: E) controlled processing 54. All of the following might make messages more or less persuasive to an employee except _ A) his/her level of interest in the outcome B) his/her previous knowledge of the subject C) his/her personality D) the characteristics of the messages themselves E) his/her emotion Difficulty: 2 QuestionID: 10-1-54 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.5 Differentiate between automatic and controlled processing of persuasive messages. Miscellaneous: Type—MC Answer: E) his/her emotion 55. People who are high in A) need for affiliation B) need for cognition

are most likely to be persuaded by evidence and facts.

19 .

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C) need for power D) need for achievement E) need for safety Difficulty: 2 QuestionID: 10-1-55 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.5 Differentiate between automatic and controlled processing of persuasive messages. Miscellaneous: Type—MC Answer: B) need for cognition 56. Filtering is a barrier to effective communication. Filtering takes place when . A) the interpretation of the message gets affected by the receiver's emotion B) the information we have to work with exceeds our processing capacity C) a sender purposely manipulates information so the receiver will see it more favourably D) the receivers in the communication process selectively see and hear based on their motivations, experience, and other personal characteristics E) receivers also project their interests and expectations into communications as they decode them Difficulty: 1 QuestionID: 10-1-56 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: C) a sender purposely manipulates information so the receiver will see it more favourably 57. Jake tells his boss only what he believes the boss wants to hear. Jake is engaging in A) filtering information B) selective perception of information C) communication apprehension D) emotional blockage E) emotional contagion

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Difficulty: 2 QuestionID: 10-1-57 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: A) filtering information 58. Zeus Industries sells satellite television systems. Recently, the company invested heavily in one of the many new technologies available. Employees tell senior management that this investment was the right choice, but sales keep decreasing. Some sales employees have also given incorrect information to 20 .

suppliers, even though the company has held numerous intensive training sessions to keep sales personnel apprised of changes in the industry. The company has also received low customer service ratings from recent consumer surveys. These surveys indicate that customers are frustrated with the specialized technical knowledge necessary to operate their satellite systems. Which of the following best characterizes the communication problems occurring between employees and senior management? A) filtering B) sabotage C) communication apprehension D) information overload E) selective perception Difficulty: 3 QuestionID: 10-1-58 Skill: Application Notes: AACSB—Written and oral communication / Analytical Thinking Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: A) filtering 59. Receivers in communication see and hear based on their needs, motivations, experience, background, and other personal characteristics. This is called . A) communication apprehension B) filtering C) selective perception D) emotional block E) information overload Difficulty: 1 QuestionID: 10-1-59 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: C) selective perception 60. An employment interviewer who expects a female job applicant to put her family ahead of her career is likely to see that in all female applicants, regardless of whether they actually feel that way. This is an example of . A) information overload B) selective perception C) emotional labour D) filtering E) communication apprehension Difficulty: 2 QuestionID: 10-1-60 21 .

Skill: Application Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: B) selective perception 61. Information overload occurs when . A) the interpretation of the message gets affected by the receiver's cultural background B) the information we have to work with exceeds our processing capacity C) a sender purposely manipulates information so the receiver will see it more favourably D) the information transmitted to the receiver is distorted by the communication channel E) the information sent by the sender does not reach the receiver Difficulty: 1 QuestionID: 10-1-61 Skill: Concept Notes: AACSB—Written and oral communication / Information Technology Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: B) the information we have to work with exceeds our processing capacity 62. Mistakes committed by the sales staff after they have received intensive training suggest that sales personnel are probably experiencing which of the following? A) filtering B) emotional labour C) information overload D) communication apprehension E) selective perception Difficulty: 2 QuestionID: 10-1-62 Skill: Application Notes: AACSB—Written and oral communication / Analytical Thinking Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: C) information overload 63. Even when we're communicating in the same language, words mean different things to different people, and and context are two of the biggest factors that influence such differences. A) educational qualification B) gender C) age D) religion E) social class Difficulty: 2 22 .

QuestionID: 10-1-63 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: C) age 64. The phrase "get the low hanging fruit" means A) deal with the assumptions in communication B) eliminate communication difficulties C) deal with the easiest parts first D) find followers who will support you E) eliminate inconsistencies in communication style

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Difficulty: 2 QuestionID: 10-1-64 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: C) deal with the easiest parts first 65. Silence, as a communication barrier, is less likely where A) the organization is highly centralized B) the information is filtered by the sender C) the receiver engages in selective perception D) high procedural justice prevails E) people experience information overload

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Difficulty: 1 QuestionID: 10-1-65 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: D) high procedural justice prevails 66. What can managers do to make sure that important information isn't withheld from them through silence? A) engage in selective perception B) listen to and support diverse opinions C) deal with information overload D) hire employees with high emotional intelligence E) tell employees what they want to hear Difficulty: 2 23 .

QuestionID: 10-1-66 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: B) listen to and support diverse opinions 67. Which of the following is not a barrier to effective communication? A) filtering B) silence C) selective perception D) information overload E) the grapevine Difficulty: 1 QuestionID: 10-1-67 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: E) the grapevine 68. If Albert is apprehensive regarding oral communication, which of the following behaviours is he least likely to display? A) He prefers to talk on the phone. B) He distorts the communication demands of his job. C) He limits his oral communication and then tends to rationalize his behaviour. D) He relies on memos or letters. E) He avoids face-to-face communication. Difficulty: 2 QuestionID: 10-1-68 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—MC Answer: A) He prefers to talk on the phone. 69. In , people rely heavily on nonverbal and subtle situational cues in communicating with others, and a person's official status, place in society, and reputation carry considerable weight. A) individualistic cultures B) low power distance cultures C) cultures that score low on uncertainty avoidance D) high-context cultures E) cultures that have long time orientation

24 .

Difficulty: 2 QuestionID: 10-1-69 Skill: Concept Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: D) high-context cultures 70. Which of the following values is most likely to be important to low-context cultures? A) status B) directness C) titles D) trust E) space Difficulty: 2 QuestionID: 10-1-70 Skill: Concept Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: B) directness 71. Brenda is a new employee orientation trainer for a global corporation with subsidiaries all over the world. She needs to convey information to new employees that will help them in communicating across cultures. Brenda explains to new employees that cultures rely heavily on nonverbal cues and subtle situational cues in communicating with others, and a person's official status, place in society, and reputation carry considerable weight. A) low power distance B) high power distance C) uncertainty avoiding D) low-context E) high-context Difficulty: 2 QuestionID: 10-1-71 Skill: Application Notes: AACSB—Written and oral communication / Diverse and multicultural work environments / Analytical Thinking Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: E) high-context 72. Which of the following is not something a manager should do to communicate better across cultures? A) assume similarity until difference is proven B) foster a climate of mutual respect, fairness, and democracy 25 .

C) proactively maintain the identity of the group D) learn the cultural context of each person E) consider the other person's viewpoint Difficulty: 2 QuestionID: 10-1-72 Skill: Concept Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: A) assume similarity until difference is proven 73. James and Neung are negotiating a purchase from Neung's Thai corporation. James notices that Neung is very quiet. Rather than assume that Neung is upset at how the negotiations are going, James continues to discuss the details of how the purchase will ensue. Finally James closes the deal and later learns that Neung's quiet moments were respectful moments to allow James to reveal his deal. Which strategy did James use to succeed? A) assume certain universal similarities B) emphasize description rather than interpretation C) practice empathy D) assume differences until similarity is proven E) treat interpretations as a working hypothesis Difficulty: 3 QuestionID: 10-1-73 Skill: Application Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: B) emphasize description rather than interpretation 74. In dealing with cross-cultural communication, a manager should foster a climate of means clearly establishing an environment of equality and mutual concern. A) status B) fairness C) complicity D) commiseration E) apathy Difficulty: 2 QuestionID: 10-1-74 Skill: Concept Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: B) fairness 26 .

, which

75. Brenda should advise new employees to do which of the following when dealing with others from different cultures? A) remember that individuals are similar in many ways B) avoid interpreting another's actions until you know the full story C) act decisively and quickly to demonstrate your power D) minimize opportunities for feedback E) do your best to avoid conflict Difficulty: 3 QuestionID: 10-1-75 Skill: Application Notes: AACSB—Written and oral communication / Diverse and multicultural work environments / Analytical Thinking Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—MC Answer: B) avoid interpreting another's actions until you know the full story True or False Questions 1. In the communication process, decoding precedes encoding. a True b False Difficulty: 1 QuestionID: 10-2-76 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—TF Answer: b. False 2. Communication that flows from one level of a group or organization to a lower level is lateral communication. a True b False Difficulty: 1 QuestionID: 10-2-77 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—TF Answer: b. False 3. Lateral communications are often created to short-circuit the vertical hierarchy within an 27 .

organization. a True b False Difficulty: 1 QuestionID: 10-2-78 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—TF Answer: a. True 4. Although rumours and gossip transmitted through the grapevine may be informal, it is still an important source of information for employees. a True b False Difficulty: 1 QuestionID: 10-2-79 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—TF Answer: a. True 5. The advantages of oral communication are precision and tangibility. a True b False Difficulty: 1 QuestionID: 10-2-80 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—TF Answer: b. False 6. In the case of oral communication, when the message has to pass through a number of people, as the number of people increases the possibility of distortion of the message decreases. a True b False Difficulty: 1 QuestionID: 10-2-81 Skill: Concept 28 .

Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—TF Answer: b. False 7. The advantages of written communication are speed and feedback. a True b False Difficulty: 1 QuestionID: 10-2-82 Skill: Concept Notes: AACSB—Written and oral communication / Information Technology Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—TF Answer: b. False 8. Ideally, oral communication should be used for conveying a complex and lengthy message to a large number of people. a True b False Difficulty: 1 QuestionID: 10-2-83 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—TF Answer: b. False 9. A major disadvantage of written communication is that it is more time consuming than oral communication. a True b False Difficulty: 1 QuestionID: 10-2-84 Skill: Application Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—TF Answer: a. True 29 .

10. Generally, a body position or movement by itself has a precise and universal meaning. a True b False Difficulty: 1 QuestionID: 10-2-85 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—TF Answer: b. False 11. People are usually forced to think more thoroughly about what they want to convey in a spoken message than in a written one. a True b False Difficulty: 1 QuestionID: 10-2-86 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.4 Explain how channel richness underlies the choice of communication channel. Miscellaneous: Type—TF Answer: b. False 12. Selective perception refers to how a sender purposely manipulates information so the receiver will see it more favourably. a True b False Difficulty: 1 QuestionID: 10-2-87 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—TF Answer: b. False 13. Filtering is most likely to occur in organizations in which there are many vertical levels. a True b False Difficulty: 1 QuestionID: 10-2-88 30 .

Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—TF Answer: a. True 14. High-context cultures rely essentially on spoken and written words to convey meaning; body language and formal titles are secondary. a True b False Difficulty: 1 QuestionID: 10-2-89 Skill: Concept Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—TF Answer: b. False 15. Individuals from individualistic cultures tend to acknowledge conflict only implicitly and avoid emotionally charged disputes. a True b False Difficulty: 1 QuestionID: 10-2-90 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—TF Answer: b. False Essay Questions 1. Communication is very important in any organization. What are the eight key parts of the communication process? Define each part and give an example of the entire process. What is the most important process and why? Difficulty: 3 QuestionID: 10-3-91 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.1 Describe the communication process and formal and informal communication. Miscellaneous: Type—ES Answer: The eight key parts of the communication process are (1) the sender, (2) encoding, (3) the message, (4) the channel, (5) decoding, (6) the receiver, (7) noise, and (8) feedback. The sender initiates a message by 31 .

encoding a thought. The message is the actual physical product of the sender's encoding. The channel is the medium through which the message travels. The receiver is the person(s) to whom the message is directed, who must first translate the symbols into understandable form. This step is the decoding of the message. Noise represents communication barriers that distort the clarity of the message. The final link in the communication process is a feedback loop. Feedback is the check on how successful we have been in transferring our messages as originally intended. 2. Explain and provide a workplace example for each of the following communication situations: oral communication in downward flowing direction; written communication in upward flowing direction; and nonverbal communication in lateral flowing direction. Difficulty: 3 QuestionID: 10-3-92 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—ES Answer: Communication that flows from one level of a group or organization to a lower level is downward communication. When a sales manager holds a sales meeting to explain new products or to motivate the team he is using downward flowing oral communication. Upward communication flows to a higher level in the group or organization. It's used to provide feedback to higher-ups, inform them of progress toward goals, and relay current problems. A monthly status report from a project manager sent to his department director is an example of upward flowing written communication. When communication takes place among members of the same work group, members of work groups at the same level, managers at the same level, or any other horizontally equivalent workers, we describe it as lateral communication. Nonverbal communication includes body movements, the intonations or emphasis we give to words, facial expressions, and the physical distance between the sender and receiver. When two programmers confer on the best way to crack a code for a common project, they are engaging in oral lateral communication. If one of them shows a puzzled face or raises an eyebrow at the other's suggestion, that is an example of nonverbal lateral communication. 3. There are many types of communication in an organization. What is lateral communication? Give examples. Difficulty: 3 QuestionID: 10-3-93 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2a Contrast downward, upward, and lateral communication. Miscellaneous: Type—ES Answer: When communication takes place among members of the same work group, members of work groups at the same level, managers at the same level, or any other horizontally equivalent workers, we describe it as lateral communication. Lateral communication saves time and facilitates coordination. Some lateral relationships are formally sanctioned. More often, they are informally created to short-circuit the vertical hierarchy and expedite action. So from management's viewpoint, lateral communications can be good or bad. Because strictly adhering to the formal vertical structure for all communications can be inefficient, lateral 32 .

communication occurring with management's knowledge and support can be beneficial. But it can create dysfunctional conflicts when the formal vertical channels are breached, when members go above or around their superiors to get things done, or when bosses find actions have been taken or decisions made without their knowledge. 4. Formal and informal communication exists in organizations. Explain how the grapevine functions and why it exists in organizational communication. Give examples of healthy and unhealthy communication using the grapevine. Difficulty: 3 QuestionID: 10-3-94 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.2b Compare and contrast formal small-group networks and the grapevine. Miscellaneous: Type—ES Answer: The informal communication network in a group or organization is called the grapevine. Although rumours and gossip transmitted through the grapevine may be informal, it's still an important source of information for employees. Grapevine or word-of-mouth information about a company also has an impact on whether job applicants join an organization. Rumours emerge as a response to situations that are important to us, when there is ambiguity, and under conditions that arouse anxiety. The fact that work situations frequently contain these three elements explains why rumours flourish in organizations. The secrecy and competition that typically prevail—around the appointment of new bosses, the relocation of offices, downsizing decisions, or the realignment of work assignments—encourage and sustain rumours on the grapevine. A rumour will persist until either the wants and expectations creating the uncertainty are fulfilled or the anxiety has been reduced. 5. Face-to-face communication is important. Discuss the advantages and disadvantages of oral communication. Give examples. Difficulty: 3 QuestionID: 10-3-95 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—ES Answer: The chief means of conveying messages is oral communication. The advantages of oral communication are speed and feedback. We can convey a verbal message and receive a response in minimal time. If the receiver is unsure of the message, rapid feedback allows the sender to quickly detect and correct it. The major disadvantage of oral communication surfaces whenever a message has to pass through a number of people: the more people, the greater the potential for distortion. In an organization, where decisions and other communiqués are verbally passed up and down the authority hierarchy, considerable opportunities arise for messages to become distorted. 6. Discuss the advantages and disadvantages of written communication. Give examples. Difficulty: 3 33 .

QuestionID: 10-3-96 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—ES Answer: Written communication includes any method that conveys written words or symbols. Thus, the earliest forms of written communication date back thousands of years, and since we have samples from these earliest writings, written communication is the longest-lasting form. Written business communication today is usually conducted via letters, e-mail, instant messaging, text messaging, social media, and blogs. A significant limitation of written communication is lack of "tone" or emotional expression, which can lead to misunderstandings. The increased use of emoticons helps; however, such use is often considered unprofessional in work contexts, creating a dilemma for those who seek clearer written communication. Generational differences also interfere with the effectiveness of written communication. Textspeak is likely to hinder written communication effectiveness in diverse organizations and is therefore also considered unprofessional. 7. Oral communication is important and so is nonverbal communication. Describe the various forms of nonverbal communication. Give two examples of nonverbal communication. Difficulty: 3 QuestionID: 10-3-97 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.3a Discuss the strengths and weaknesses of oral, written [including electronic], and nonverbal communication. Miscellaneous: Type—ES Answer: Nonverbal communication includes body movements, the intonations or emphasis we give to words, facial expressions, and the physical distance between the sender and receiver. The two most important messages body language conveys are (1) the extent to which we like another and are interested in his or her views and (2) the perceived status between a sender and receiver. A body position or movement does not by itself have a precise or universal meaning, but when it is linked with spoken language, it gives fuller meaning to a sender's message. Intonations can change the meaning of a message. Facial expressions also convey meaning. Physical distance also has meaning and what is considered proper spacing between people largely depends on cultural norms. 8. You have recently been promoted to district manager of a large-scale restaurant chain which specializes in affordable meals in a pleasant environment. In accordance with management objectives, you are responsible for increasing sales of appetizers by 20% by the next quarter for the 15 locations in your area. Keeping channel richness in mind, how will you make contact with the restaurant employees to facilitate the sales increase? Outline the exact steps you would take. Difficulty: 3 QuestionID: 10-3-98 Skill: Application Notes: AACSB—Reflective thinking Objective: 10.5 Differentiate between automatic and controlled processing of persuasive messages. 34 .

Miscellaneous: Type—ES Answer: Responses will vary. Responses which include discussion regarding face-to-face interactions between the district manager and the restaurant managers should be viewed as the strongest as those are using channel richness most effectively. 9. Communication is amazing when the process goes right, however it can also go so wrong. List and explain four of the barriers to effective communication. Give examples of each of the four. Difficulty: 3 QuestionID: 10-3-99 Skill: Concept Notes: AACSB—Written and oral communication Objective: 10.6a Identify common barriers to effective communication and recommend mitigation strategies. Miscellaneous: Type—ES Answer: Some of the barriers to effective communication are: a) Filtering refers to a sender purposely manipulating information so it will be seen more favourably by the receiver. b) Selective perception occurs when receivers process communication selectively to see and hear based on their needs, motivations, experience, background, and other personal characteristics. c) When the information we have to work with exceeds our processing capacity, the result is information overload. d) How the receiver feels at the time of receipt of a communication message will influence how he or she interprets it. e) Words mean different things to different people. Age, education, and cultural background are three of the most obvious variables that influence the language a person uses and the definitions he or she gives to words. 10. Cultures tend to differ in the degree to which context influences the meaning that individuals take from communication. Distinguish between high-context and low-context cultures. Give examples. Difficulty: 3 QuestionID: 10-3-100 Skill: Concept Notes: AACSB—Written and oral communication / Diverse and multicultural work environments Objective: 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Miscellaneous: Type—ES Answer: Cultures tend to differ in the degree to which context influences the meaning individuals take from communication. In high-context cultures such as China, Korea, Japan, and Vietnam, people rely heavily on nonverbal and subtle situational cues in communicating with others, and a person's official status, place in society, and reputation carry considerable weight. What is not said may be more significant than what is said. In contrast, people from Europe and North America reflect their low-context cultures. They rely essentially on spoken and written words to convey meaning; body language and formal titles are secondary.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 11: Leadership Multiple Choice Questions 1. Leadership is best defined as . A) the ability to influence a group toward the achievement of a vision or set of goals B) the process of drawing up formal plans and monitoring their implementation C) the process of carrying out the vision and strategy provided by management D) the process of coordinating and staffing the organization and handling day-to-day problems E) the proper use of the influence gained exclusively as a result of one's organizational position Difficulty: 1 QuestionID: 11-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—MC Answer: A) the ability to influence a group toward the achievement of a vision or set of goals 2. Which of the following statements regarding leadership is true? A) All leaders are managers. B) Formal rights ensure good leadership. C) All managers are leaders. D) All leaders are hierarchically superior to followers. E) Nonsanctioned leadership is as important as formal positions of influence. Difficulty: 1 QuestionID: 11-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—MC Answer: E) Nonsanctioned leadership is as important as formal positions of influence. 3. Within organizations, leaders are needed to and managers are needed to A) oversee the manager; execute the leaders ideas B) challenge the status quo; create visions of the future C) formulate detailed plans; create efficient organizational structures D) inspire organizational members; oversee day-to-day operations E) Leaders and managers both do all of the above. Difficulty: 1 QuestionID: 11-1-03 Skill: Concept Notes: AACSB—Analytical Thinking 1

_.

Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—MC Answer: D) inspire organizational members; oversee day-to-day operations 4. Leaders who emerge from outside of the formal structures of the organization are called A) nonsanctioned leaders B) transformational leaders C) transactional leaders D) managers E) mentors

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Difficulty: 1 QuestionID: 11-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—MC Answer: A) nonsanctioned leaders 5. Sharla, Thom, and Irving started working at the Golden Hotel one year ago. Though they were all hired at the same time and for the same position, Sharla is often viewed as being a leader on the team. Sharla is an example of a leader. A) transactional B) transformational C) sanctioned D) nonsanctioned E) charismatic Difficulty: 2 QuestionID: 11-1-05 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—MC Answer: D) nonsanctioned 6. Which theory of leadership differentiates leaders from nonleaders by focusing on personal qualities and characteristics? A) Fiedler's model B) attributes theory C) LMX theory D) contingency theory E) trait theory Difficulty: 1 QuestionID: 11-1-06 2

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—MC Answer: E) trait theory 7. The most common trait-based approach to develop insight into the relationship between traits and leadership. A) uses the Big Five personality framework B) uses the Keirsey Temperament Sorter C) uses Cattell's 16 personality factors D) focuses on Eysencks three factor model E) considers the Revised NEO Personality Inventory Difficulty: 1 QuestionID: 11-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—MC Answer: A) uses the Big Five personality framework 8. According to research, which of the Big Five personality traits is the most important in effective leaders? A) conscientiousness B) openness C) extraversion D) agreeableness E) emotional stability Difficulty: 1 QuestionID: 11-1-08 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—MC Answer: C) extraversion 9.

and people are more likely to assert themselves in group situations. A) Sociable; manipulative B) Sociable; dominant C) Stern; manipulative D) Stern; dominant E) Sociable; withdrawn

Difficulty: 2 3

QuestionID: 11-1-09 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—MC Answer: B) Sociable; dominant 10. Which of the following statements accurately reflects the conclusions about the trait theories of leadership? A) Traits were better predictors of leadership 20 years ago than they are now. B) The Big Five traits are inadequate for predicting leadership. C) An individual who exhibits the right traits can successfully motivate the group to achieve its goals. D) Traits do a good job of predicting the emergence of leaders. E) Overall, traits are poor predictors of leadership. Difficulty: 2 QuestionID: 11-1-10 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—MC Answer: D) Traits do a good job of predicting the emergence of leaders. 11. Your company's HR director is a believer in trait theories of leadership. He believes that he can differentiate leaders from nonleaders by focusing on personal qualities and characteristics. The HR director plans to promote Lawrence, a highly extraverted manager with a great deal of ambition and energy to the position of VP, Manufacturing. He asks for your expertise in helping him to apply trait theory to leadership selection within your company. The director believes that because of his innate characteristics, Lawrence will be highly effective at helping the company achieve its production goals. You advise the director against basing his decision purely on traits because . A) research has identified emotional stability as the strongest predictor of leadership effectiveness B) studies have found that the Big Five traits are difficult to identify in leaders C) studies have shown that traits are poor predictors of leadership effectiveness D) research has found that conscientiousness is a better predictor of effectiveness than extraversion E) research has shown that effective managers are often unlikely to become effective leaders Difficulty: 3 QuestionID: 11-1-11 Skill: Application Notes: AACSB—Reflective thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—MC Answer: C) studies have shown that traits are poor predictors of leadership effectiveness 12. Which of the following theories of leadership implies that individuals can be trained to become leaders? 4

A) trait theories B) LMX theory C) contingency theories D) behavioural theories E) Fiedler model Difficulty: 1 QuestionID: 11-1-12 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: D) behavioural theories 13. The Ohio State Studies narrowed the independent dimensions of leader behaviour to two that substantially accounted for most of the leadership behaviour described by employees: consideration and . A) employee-orientation B) empathy C) constructing vision D) initiating structure E) charisma Difficulty: 2 QuestionID: 11-1-13 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: D) initiating structure 14. A leader high in initiating structure is most likely to A) emphasize meeting deadlines B) yell at people in meetings C) allow workers to define their own standards of performance D) both A and B E) both A and C

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Difficulty: 1 QuestionID: 11-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: A) emphasize meeting deadlines

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15. In the context of behavioural dimensions of leadership identified in the Ohio State Studies, initiating structure refers to the extent to which _. A) a person's job relationships are characterized by mutual trust, respect for employees' ideas, and regard for their feelings B) a leader engages in participative management C) a leader is accepting of and respects individual differences among various team members D) a leader is likely to define and structure his or her role and those of employees in the search for goal attainment E) a leader initiates efforts to communicate personally with employees Difficulty: 1 QuestionID: 11-1-15 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: D) a leader is likely to define and structure his or her role and those of employees in the search for goal attainment 16. Kimberley, a manager at a large company, tends to assign group members to particular tasks, expects workers to maintain definite standards of performance, and emphasizes the meeting of deadlines. In the light of the Ohio State Studies, this indicates that Kimberley, as a leader, is . A) low in task orientation B) high in consideration C) relationship oriented D) employee oriented E) high in initiating structure Difficulty: 3 QuestionID: 11-1-16 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: E) high in initiating structure 17. In the context of behavioural dimensions of leadership identified in the Ohio State Studies, is the extent to which a person's job relationships are characterized by mutual trust, respect for employees' ideas, and regard for their feelings. A) consideration B) initiating structure C) production orientation D) task orientation E) position power Difficulty: 1 6

QuestionID: 11-1-17 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: A) consideration 18. The two dimensions of leadership behaviour identified in the University of Michigan studies are . A) absolute leadership and contingency leadership B) transformational leaders and authentic leaders C) employee-oriented leaders and production-oriented leaders D) initiating structure and consideration E) initiation and completion Difficulty: 1 QuestionID: 11-1-18 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: C) employee-oriented leaders and production-oriented leaders 19. The University of Michigan studies define a(n) in the needs of his/her subordinates. A) contingency B) task-oriented C) employee-oriented D) production-oriented E) structure initiating

leader as one who takes a personal interest

Difficulty: 1 QuestionID: 11-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: C) employee-oriented 20. If a leader's main concern is accomplishing his/her group's tasks, the University of Michigan studies label this leader . A) employee-oriented B) high in consideration C) relationship-oriented D) low in initiating structure E) production-oriented 7

Difficulty: 1 QuestionID: 11-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: E) production-oriented 21. The behavioural dimensions identified by the University of Michigan's Survey Research Center are closely related to those identified in the Ohio State Study. Employee-oriented leadership is similar to , and production-oriented leadership is similar to . A) initiating structure; consideration B) task-orientation; relationship-orientation C) transformational leadership; authentic leadership D) authentic leadership; transformational leadership E) consideration; initiating structure Difficulty: 1 QuestionID: 11-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: E) consideration; initiating structure 22. Leo supervises a global team of project members based in multiple countries. Maria is Brazilian, Jean-Paul is French, Amit is Egyptian, and Xiang is Chinese. Leo is American and is based in the United States. In light of the findings of the GLOBE project, which team members can be expected to respond most favourably when Leo exhibits high levels of initiating structure? A) Jean-Paul and Xiang B) Amit and Xiang C) Maria and Jean-Paul D) Amit and Maria E) Xiang and Maria Difficulty: 3 QuestionID: 11-1-22 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: A) Jean-Paul and Xiang 23. Leo supervises a global team of project members based in multiple countries. Maria is Brazilian, Jean-Paul is French, Amit is Egyptian, and Xiang is Chinese. Leo is American and is based in the United 8

States. Which of the following team members would be least likely to respond favourably if Leo made project-related decisions independently, without consulting the team? A) Maria B) Jean-Paul C) Amit D) Xiang E) Maria and Jean-Paul Difficulty: 3 QuestionID: 11-1-23 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—MC Answer: A) Maria 24. Contingency theories focus on the that impact leadership success. A) leader's personal characteristics and qualities B) leader's abilities to inspire and transform followers C) situational variables D) values and ethics E) aspects of the leader's behaviour Difficulty: 1 QuestionID: 11-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: C) situational variables 25. The first comprehensive contingency model for leadership was developed by A) Hersey and Blanchard B) Blake and Mouton C) Fred Fiedler D) John Kotter E) Douglas Surber Difficulty: 1 QuestionID: 11-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: C) Fred Fiedler

9

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26. Which model represents the theory that effective group performance depends on the proper match between a leader's style and the degree to which the situation gives control to the leader? A) leader-member exchange model B) Fiedler's contingency model C) Hersey and Blanchard's situational leadership model D) Vroom and Yetton's leader-participation model E) House's path-goal model of leadership Difficulty: 2 QuestionID: 11-1-26 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: B) Fiedler's contingency model 27. If a survey respondent sees his or her least preferred coworker in unfavourable terms, Fiedler would categorize the respondent as . A) high in consideration B) task-oriented C) low in initiating structure D) employee-oriented E) relationship oriented Difficulty: 2 QuestionID: 11-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: B) task-oriented 28. Fran has just completed and scored the LPC questionnaire given to her during an evaluation exercise. She is surprised when she finds out that she described her least preferred coworker in relatively positive terms because she recalls being particularly annoyed by this difficult coworker several times in the past. Based on your understanding of Fiedler's model, you explain to Fran that her LPC score makes sense within the model because . A) Fran tends to become very dominating when given ambiguous tasks B) Fran is usually much more focused on productivity than on developing relationships C) Fran tends in general to focus on building good relationships with the other employees D) Fran has a spotty work history and has tended to switch jobs every couple of years E) Fran is usually chosen for positions of high responsibility within the organization Difficulty: 3 QuestionID: 11-1-28 Skill: Application 10

Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: C) Fran tends in general to focus on building good relationships with the other employees 29. Fiedler labels the degree of confidence, trust, and respect that subordinates have in their leader as . A) leader-member relations B) task structure C) position power D) leader-member exchange E) leader-member orientation Difficulty: 1 QuestionID: 11-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: A) leader-member relations 30. Which of the following situational dimensions identified by Fiedler relates to the degree to which job assignments are procedurized, that is, structured or unstructured? A) leader-member relations B) task orientation C) task structure D) initiating structure E) productivity oriented Difficulty: 1 QuestionID: 11-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: C) task structure 31. In the context of Fiedler's model, the situational dimension termed relates to the degree of influence a leader has over power variables such as hiring, firing, discipline, promotions, and salary increases. A) task structure B) leader-member exchange C) position power D) initiating structure E) leader-member relations

11

Difficulty: 1 QuestionID: 11-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: C) position power 32. If you were using the Fiedler contingency model of leadership to establish a scenario in your company that gives managers maximum control, which of the following combinations of situational dimensions would you seek to achieve? A) high task structure, good leader-member relations, and strong position power B) limited position power, good leader-member relations, and low task structure C) less structured jobs, strong position power, and moderate leader-member relations D) broad employee responsibilities, low position power, and moderate leader-member relations E) good leader-member relations, low position power, and unstructured jobs Difficulty: 3 QuestionID: 11-1-32 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: A) high task structure, good leader-member relations, and strong position power 33. According to the Fiedler contingency model of leadership, task-oriented leaders perform best in situations of , while relationship-oriented leaders perform best in situations. A) moderate control; high and low control B) high control; low and moderate control C) high and moderate control; low control D) high and low control; moderate control E) moderate and low control; high control Difficulty: 2 QuestionID: 11-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: D) high and low control; moderate control 34. Fiedler's contingency leadership model assumes that . A) an individual's leadership style is essentially fixed B) an individual can use the LPC to change his/her style to a more productive style C) there is no ideal way to match leadership styles with situations D) all leaders can learn to adapt to different contingencies 12

E) each person's style will change in accordance with the situation at hand Difficulty: 2 QuestionID: 11-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: A) an individual's leadership style is essentially fixed 35. Which leadership theory suggests that successful leadership depends on selecting the right leadership style contingent on the followers' readiness, the extent to which followers are willing and able to accomplish a specific task? A) path-goal theory B) situational leadership theory C) charismatic leadership theory D) transformational leadership theory E) authentic leadership theory Difficulty: 1 QuestionID: 11-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: B) situational leadership theory 36. If followers are A) unable; willing B) able; unwilling C) able; willing D) unable; unwilling E) able; complacent

and

, the leader needs to use a supportive and participative style.

Difficulty: 2 QuestionID: 11-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: B) able; unwilling 37. If followers are A) unable; willing B) able; unwilling C) able; willing

and

, the leader does not need to act.

13

D) unable; unwilling E) able; complacent Difficulty: 2 QuestionID: 11-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: C) able; willing 38. According to path-goal theory, yields greater satisfaction when tasks are ambiguous or stressful than when they are highly structured and well laid out. A) transformational leadership B) participative leadership C) achievement-oriented leadership D) supportive leadership E) directive leadership Difficulty: 1 QuestionID: 11-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: E) directive leadership 39. The research on leader–member exchange (LMX) theory indicates that a "high-quality exchange" relationship is associated with all of the following except . A) better performance B) reduced turnover C) increased organizational citizenship D) higher job satisfaction E) increased creativity Difficulty: 2 QuestionID: 11-1-39 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—MC Answer: E) increased creativity 40. Justin Trudeau, Mary Kay Ash, and Steve Jobs are often considered examples of A) transactional B) transformational 14

leaders.

C) sanctioned D) nonsanctioned E) charismatic Difficulty: 1 QuestionID: 11-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: E) charismatic 41. Who was the first researcher to consider charismatic leadership in terms of OB? A) Max Weber B) Robert House C) Fred Fiedler D) John Kotter E) Douglas Surber Difficulty: 1 QuestionID: 11-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: B) Robert House 42. Which theory of leadership proposes that followers attribute heroic or extraordinary leadership abilities when they observe certain behaviours? A) transformational leadership theory B) authentic leadership theory C) transactional leadership theory D) attributional leadership theory E) charismatic leadership theory Difficulty: 1 QuestionID: 11-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: E) charismatic leadership theory 43. Which of the following is not a key characteristic of a charismatic leader? A) sensitivity to follower needs B) unconventional behaviour 15

C) vision and articulation D) focus on maintaining status quo E) willingness to take risks Difficulty: 2 QuestionID: 11-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: D) focus on maintaining status quo 44. Which of the following is true regarding whether charismatic leaders are born or made? A) Charismatic individuals are not born with traits that make them charismatic. B) Charismatic leaders are usually not achievement oriented. C) Charisma cannot be learned. D) Individuals can develop, within their own limitations, a more charismatic leadership style. E) Personality has shown no link to charismatic leadership. Difficulty: 2 QuestionID: 11-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: D) Individuals can develop, within their own limitations, a more charismatic leadership style. 45. According to evidence, what is the first step a charismatic leader takes to influence followers? A) developing a formal vision statement B) engaging in emotion-inducing and often unconventional behaviour C) setting an example for followers through actions and words D) articulating an appealing vision E) communicating high performance expectations Difficulty: 2 QuestionID: 11-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: D) articulating an appealing vision 46. How do charismatic leaders reduce stress for their employees? A) They show their ability to leverage higher salaries even with mediocre performance. B) They advise a larger-than-life attitude that does not act in the best interest of the organization. C) They convince their followers to pursue a vision that can be ruinous. 16

D) They help make work seem more meaningful and interesting. E) They encourage those who follow them to be more creative. Difficulty: 1 QuestionID: 11-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: D) They help make work seem more meaningful and interesting. 47. Research indicates that charismatic leadership strategies work as followers " and values their leader is conveying. A) manipulate B) catch C) influence D) discourage E) mimic

" the emotions

Difficulty: 1 QuestionID: 11-1-47 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: B) catch 48. Individuals who are narcissistic are higher in some behaviours associated with A) charismatic leadership B) transactional leadership C) transformational leadership D) authentic leadership E) servant leadership

.

Difficulty: 2 QuestionID: 11-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: A) charismatic leadership 49. Leaders who clarify role and task requirements to accomplish established goals exhibit a(n) style of leadership. A) transformational B) transactional 17

C) charismatic D) authentic E) situational Difficulty: 1 QuestionID: 11-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: B) transactional 50.

leaders inspire followers to transcend their self-interests for the good of the organization. A) Transformational B) Transactional C) Task-oriented D) Laissez-faire E) Transcendental

Difficulty: 1 QuestionID: 11-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: A) Transformational 51. Which of the following is a key characteristic of transactional leadership? A) contingent reward B) idealized influence C) inspirational motivation D) intellectual stimulation E) individualized consideration Difficulty: 1 QuestionID: 11-1-51 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: A) contingent reward 52. Which of the following is a key characteristic of transformational leadership? A) individualized consideration B) laissez-faire C) contingent reward 18

D) active management by exception E) passive management by exception Difficulty: 1 QuestionID: 11-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: A) individualized consideration 53. In terms of the full range of leadership model, which leader behaviour is the least effective? A) management by exception (active) B) contingent reward C) management by exception (passive) D) individualized consideration E) laissez-faire Difficulty: 1 QuestionID: 11-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: E) laissez-faire 54. According to the full range of leadership model, which of the following leader behaviours will enable leaders to motivate followers to perform above expectations and transcend their self-interest for the sake of the organization? A) management by exception (active) B) contingent reward C) individualized consideration D) management by exception (passive) E) laissez-faire Difficulty: 1 QuestionID: 11-1-54 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: C) individualized consideration 55. Why are management by exception leaders considered ineffective? A) They are not team oriented, participative, or humane. B) They tend to be available only when there are crisis exceptions to normal operating procedures. 19

C) They describe their least preferred coworker in favourable terms. D) They provide considerable freedom to their employees. E) They fail to build followers' self-esteem and confidence. Difficulty: 2 QuestionID: 11-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.5 Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: B) They tend to be available only when there are crisis exceptions to normal operating procedures. 56. According to the GLOBE study, which of the following elements is the most important element of transformational leadership in any culture? A) value B) personality C) charisma D) vision E) commitment Difficulty: 1 QuestionID: 11-1-56 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—MC Answer: D) vision 57. Two companies, Roland Media and Go! Corp., are both headed by transformational leaders. However, Roland Media showed much greater profitability over a five-year time period than did Go! Corp. Which of the following best explains why Roland Media performed better than Go! Corp. under transformational leadership? A) Roland Media's leader goes through a complex bureaucratic structure, whereas Go! Corp.'s leader regularly interacts with the company's workforce to make decisions. B) Unlike Go! Corp.'s employees, Roland Media's employees don't readily give up decision-making authority. C) Roland Media is a small, privately held firm, whereas Go! Corp. is a large, complex public company. D) Roland Media is headquartered in a low power distance region, whereas Go! Corp. is headquartered in a country that is high in power distance. E) Roland Media's managers were born with transformational leadership traits. Difficulty: 3 QuestionID: 11-1-57 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. 20

Miscellaneous: Type—MC Answer: C) Roland Media is a small, privately held firm, whereas Go! Corp. is a large, complex public company. 58. Which of the following would best serve as evidence to support the conclusion that an individual is an authentic leader? A) The leader is cautious about information sharing and tends to provide updates only to top management. B) In business exchanges, the leader puts the company's bottom line before his or her ideals. C) The leader acts in the company's best interest as long as those interests don't conflict with his personal ambitions. D) The leader constantly questions his or her values. E) The leader inspires a great deal of trust in his or her followers. Difficulty: 3 QuestionID: 11-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. Miscellaneous: Type—MC Answer: E) The leader inspires a great deal of trust in his or her followers. 59. Ethics and leadership intersect at a number of junctures. A) transformational B) production-oriented C) relational D) authentic E) transactional Difficulty: 1 QuestionID: 11-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. Miscellaneous: Type—MC Answer: D) authentic 60. is a psychological state that exists when you agree to make yourself vulnerable to another because you have positive expectations about how things are going to turn out. A) Consideration B) Trust C) Empowerment D) Empathy E) Respect Difficulty: 1 QuestionID: 11-1-60 21

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. Miscellaneous: Type—MC Answer: B) Trust 61. Trust is made up of A) integrity B) benevolence C) competence D) both A and B E) All A, B, and C

.

Difficulty: 1 QuestionID: 11-1-61 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. Miscellaneous: Type—MC Answer: E) All A, B, and C 62. All of the following are consequences of a relationship of trust between supervisors and employees, except that . A) trust facilitates information sharing B) trusting groups are more effective C) trust discourages taking risks D) trust enhances productivity E) company bottom lines are positively influenced by trust Difficulty: 2 QuestionID: 11-1-62 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. Miscellaneous: Type—MC Answer: C) trust discourages taking risks 63. Which of the following is a characteristic of a servant leader? A) one who uses power to achieve ends B) one who focuses on self-interest C) one who reduces team potency D) one who gives orders to followers E) one who serves the needs of others Difficulty: 1 QuestionID: 11-1-63 22

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: E) one who serves the needs of others 64. How is team potency described in the context of servant leadership? A) It is a belief that one's team has above-average skills and abilities. B) It is a psychological state when you agree to make yourself vulnerable to another. C) It is the ability to influence a group toward the achievement of a vision. D) It is the degree to which job assignments are procedurized. E) It is an attribution people make about other individuals. Difficulty: 1 QuestionID: 11-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: A) It is a belief that one's team has above-average skills and abilities. 65. A senior level employee who sponsors and supports a less-experienced employee is a A) protégé B) mentor C) guardian angel D) colleague E) protectorate

.

Difficulty: 1 QuestionID: 11-1-65 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: B) mentor 66. In formal mentoring relationships, potential. A) protégé; leadership B) mentor; leadership C) protégé; organizational D) mentor; organizational E) leadership; mentor

candidates are identified according to assessments of

Difficulty: 2 QuestionID: 11-1-66 23

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: B) mentor; leadership 67. Within mentoring relationships, . A) only the protégé benefits B) the protégé mainly benefits, but the mentor might also benefit C) both the protégé and the mentor benefit D) the mentor mainly benefits, but the protégé might also benefit E) only the mentor benefits Difficulty: 1 QuestionID: 11-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: C) both the protégé and the mentor benefit 68. When forming a mentoring relationship, what should be considered in relation to the mentor and the protégé? A) goal expectation B) preference C) personality D) values E) work style Difficulty: 1 QuestionID: 11-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: E) work style 69. The primary benefit(s) of mentoring is/are _ A) compensation B) performance C) psychological D) both B and C E) all A, B, and C

.

Difficulty: 1 QuestionID: 11-1-69 24

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: C) psychological 70. Iris is a new employee at Schmitt Enterprises, a company which specializes in the production and sale of personal protection items. Joe has been an employee at the company for close to two years, and has done well to move up in the company in regards to his sales as well as the respect he gets from his colleagues. When considering her working relationship with Joe, Iris should consider most . A) if Joe is a suitable formal mentor B) if Joe is a suitable informal mentor C) if Joe is a good match for Iris's style, needs, and skills D) both A and C E) both B and C Difficulty: 2 QuestionID: 11-1-70 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: B) if Joe is a suitable informal mentor 71. Iris is a new employee at Schmitt Enterprises, a company which specializes in the production and sale of personal protection items. Marshall founded the company ten years ago and has been working in law enforcement and personal security for fifteen years. When considering her working relationship with Marshall, Iris should consider most . A) if Marshall is a suitable formal mentor B) if Marshall is a suitable informal mentor C) if Marshall is a good match for Iris's style, needs, and skills D) both A and C E) both B and C Difficulty: 2 QuestionID: 11-1-71 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: A) if Marshall is a suitable formal mentor 72. The president of a small Asian country was hailed as an individual who goes beyond own self-interest and instead focus on opportunities to help followers grow and develop. This scenario reflects the leadership. A) traits 25

B) behavioural C) LMX D) substitutes E) servant Difficulty: 3 QuestionID: 11-1-72 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.4b Identify main differentiators between servant leadership and other forms of leadership. Miscellaneous: Type—MC Answer: E) servant 73. Which of the following statements accurately describes the indigenous leadership? A) Indigenous leadership is an attribution people make about other individuals. B) Indigenous leaders attribute their successes to their team or group members. C) Indigenous leadership qualities are attributions that are independent of performance. D) Business leaders in most Indigenous communities are not only community-oriented, they are also more spiritual than leaders in traditional Western organizations. E) Indigenous leadership is an attribute that individuals are born with. Difficulty: 2 QuestionID: 11-1-73 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.5b Compare and contrast traditional Western views on leadership with the views of Indigenous populations. Miscellaneous: Type—MC Answer: D) Business leaders in most Indigenous communities are not only community-oriented, they are also more spiritual than leaders in traditional Western organizations. 74. Zenith Technologies has a very flat organizational system with few managers. Instead, it has a rigid system of clear, formalized goals, clear procedures, and cohesive work groups. In this case, the various components of the organizational system are acting as to formal leadership by replacing the support and ability offered by leaders. A) detriments B) traits C) attributes D) substitutes E) supplements Difficulty: 3 QuestionID: 11-1-74 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.6 Identify leadership substitutes and neutralizers. 26

Miscellaneous: Type—MC Answer: D) substitutes 75. Regular leadership reviews after key organizational events are especially effective for leaders who are . A) high in self-efficacy B) high in agreeableness C) high in extraversion D) high in conscientiousness E) high in neuroticism Difficulty: 3 QuestionID: 11-1-75 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 11.7 Describe how organizations can find or create effective leaders and how individuals can improve their own leadership skills. Miscellaneous: Type—MC Answer: D) high in conscientiousness True or False Questions 1. Nonsanctioned leadership is usually less important than formal positions of influence. a True b False Difficulty: 1 QuestionID: 11-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—TF Answer: b. False 2. All managers are effective leaders. a True b False Difficulty: 1 QuestionID: 11-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1a Contrast leadership and management. Miscellaneous: Type—TF Answer: b. False

27

3. A comprehensive review of the leadership literature, when organized around the Big Five, has found conscientiousness to be the most important trait of effective leaders. a True b False Difficulty: 1 QuestionID: 11-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—TF Answer: b. False 4. Behavioural studies imply that people can be trained to be leaders. a True b False Difficulty: 1 QuestionID: 11-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1b Summarize the conclusions of trait theories of leadership. Miscellaneous: Type—TF Answer: a. True 5. A leader designated as high on initiating structure would be likely to clearly define the roles of his or her subordinates. a True b False Difficulty: 1 QuestionID: 11-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—TF Answer: a. True 6. According to the University of Michigan studies, production-oriented leadership is defined as the extent to which a leader tends to emphasize the technical or task aspects of the job. a True b False Difficulty: 1 QuestionID: 11-2-81 Skill: Concept 28

Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—TF Answer: a. True 7. The Fiedler contingency model proposes that effective group performance depends upon the proper match between a leader's style and the degree to which a situation gives control to the leader. a True b False Difficulty: 1 QuestionID: 11-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—TF Answer: a. True 8. In Fiedler's approach, if a respondent uses unfavourable terms to describe the coworker in question, the respondent can be said to be primarily task-oriented. a True b False Difficulty: 1 QuestionID: 11-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—TF Answer: a. True 9. According to Fiedler's contingency model, task-oriented leaders are most effective in situations of high or low control. a True b False Difficulty: 1 QuestionID: 11-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—TF Answer: a. True 10. According to the trait theories of leadership, followers attribute heroic or extraordinary leadership abilities when they observe certain behaviours and tend to give these leaders power. 29

a True b False Difficulty: 1 QuestionID: 11-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—TF Answer: b. False 11. Transactional and transformational leadership are opposing approaches to getting things done. a True b False Difficulty: 1 QuestionID: 11-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—TF Answer: b. False 12. Transactional leaders inspire followers to transcend their self-interests for the good of the organization. a True b False Difficulty: 1 QuestionID: 11-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—TF Answer: b. False 13. Servant leaders know who they are, know what they believe in, and act on those values and beliefs openly and candidly. a True b False Difficulty: 1 QuestionID: 11-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. 30

Miscellaneous: Type—TF Answer: b. False 14. Neutralizers are the attributes, such as experience and training, that can replace the need for leadership behaviour. a True b False Difficulty: 1 QuestionID: 11-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.6 Identify leadership substitutes and neutralizers. Miscellaneous: Type—TF Answer: b. False 15. Effective followers are defined as people who tend to "manage up." a True b False Difficulty: 1 QuestionID: 11-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.8 Outline strategies that can help employees become more effective followers. Miscellaneous: Type—TF Answer: a. True Essay Questions 1. Identify and explain the two dimensions of leadership described in the Ohio State studies. Give examples Difficulty: 3 QuestionID: 11-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—ES Answer: The Ohio State studies proposed that two categories accounted for most of the leadership behaviour described by employees. They called these two dimensions initiating structure and consideration. a) Initiating structure refers to the extent to which a leader is likely to define and structure his or her role and those of employees in the search for goal attainment. It includes behaviour that attempts to organize work, work relationships, and goals. A leader high in initiating structure is someone who "assigns group members to particular tasks," "expects workers to maintain definite standards of performance," and "emphasizes the meeting of deadlines." 31

b) Consideration is described as the extent to which a person is likely to have job relationships that are characterized by mutual trust, respect for employees' ideas, and regard for their feelings. A leader high in consideration helps employees with personal problems, is friendly and approachable, treats all employees as equals, and expresses appreciation and support. 2. Identify and explain the two dimensions of leadership described in the leadership studies at the University of Michigan's Survey Research Center. Give examples. Difficulty: 3 QuestionID: 11-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.1c Identify the central tenets and main limitations of behavioural theories of leadership. Miscellaneous: Type—ES Answer: The Michigan group identified two behavioural types: the employee-oriented leader emphasized interpersonal relationships by taking a personal interest in employees' needs and accepting individual differences, and the production-oriented leader emphasized technical or task aspects of jobs, focusing on accomplishing the group's tasks. These dimensions are closely related to the Ohio State dimensions. Employeeoriented leadership is similar to consideration, and production-oriented leadership is similar to initiating structure. In fact, most researchers use the terms synonymously. 3. According to the Fiedler model of leadership, how can leader effectiveness be improved? Give two examples. Difficulty: 3 QuestionID: 11-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.2 Assess contingency theories of leadership. Miscellaneous: Type—ES Answer: Fiedler views an individual's leadership style as fixed. Therefore, there are only two ways to improve leader effectiveness. First, you can change the leader to fit the situation—in the same way a baseball manager puts a right- or left-handed pitcher into the game depending on whether the hitter is right- or left-handed. If a group situation rates as highly unfavourable but is currently led by a relationship-oriented manager, for example, the group's performance might be improved under a manager who is task-oriented. The second alternative is to change the situation to fit the leader by restructuring tasks, or increasing or decreasing the leader's power to control factors such as salary increases, promotions, and disciplinary actions. 4. Are charismatic leaders born or made? Difficulty: 3 QuestionID: 11-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—ES 32

Answer: Individuals are born with traits that make them charismatic. In fact, studies of identical twins found that twins scored similarly on charismatic leadership measures, even if they were raised in different households and never met. Personality is also relevant, as charismatic leaders are likely to be extraverted, self-confident, and achievement-oriented. Recent research indicates that all of us can develop, within our own limitations, a more charismatic leadership style. If you stay active and central in your leadership roles, you will naturally communicate your vision for achieving goals to your followers, which increases the likelihood that you will be seen as charismatic. To further develop an aura of charisma, use your passion as a catalyst for generating enthusiasm. Speak in an animated voice, reinforce your message with eye contact and facial expression, and gesture for emphasis. Bring out the potential in followers by tapping into their emotions, and create a bond that inspires them. 5. Great leaders today have to have a range of leadership styles. Describe the full range of leadership model. Give examples. Difficulty: 3 QuestionID: 11-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—ES Answer: According to the full range of leadership model, laissez-faire, which literally means "to let be" (that is, to do nothing), is the most passive and therefore least effective of leader behaviours. Management by exception, in which leaders primarily "put out fires" when there are crisis exceptions to normal operating procedures, often results in actions that are too late to be effective. Contingent reward leadership, in which predetermined rewards are given for employee efforts, can be an effective style of leadership but will not get employees to go above and beyond the call of duty. Only with the four remaining styles—all aspects of transformational leadership— are leaders able to motivate followers to perform above expectations and transcend their self-interest for the sake of the organization. Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence (known as the "four I's") all result in extra effort from workers, higher productivity, higher morale and satisfaction, higher organizational effectiveness, lower turnover, lower absenteeism, and greater organizational adaptability. 6. In light of the findings of the GLOBE project, what elements of transformational leadership appear most important in any culture? Give two examples. Difficulty: 3 QuestionID: 11-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—ES Answer: Vision is the most important element of transformational leadership in any culture, according to the GLOBE study. The GLOBE team concluded that "effective business leaders in any country are expected by their subordinates to provide a powerful and proactive vision to guide the company into the future, strong motivational skills to stimulate all employees to fulfill the vision, and excellent planning skills to assist in implementing the vision." 33

7. Discuss the commonalities and differences between transformational and charismatic leadership. Give two examples of each. Difficulty: 3 QuestionID: 11-3-97 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.3a Contrast charismatic and transformational leadership. Miscellaneous: Type—ES Answer: Charismatic leadership places somewhat more emphasis on how leaders communicate (are they passionate and dynamic) while transformational leadership focuses more on what is communicated (especially a compelling vision); the theories are more alike than different. At their heart, both theories focus on the ability of leaders to inspire followers, and some of the ways they do this are the same in both theories. Because of this, some researchers believe the concepts are interchangeable. 8. Discuss the advantages of trust between supervisors and employees. Give examples of how to gain trust. Difficulty: 3 QuestionID: 11-3-98 Skill: Application Notes: AACSB—Analytical Thinking Objective: 11.4a Describe the roles of ethics and trust in authentic leadership. Miscellaneous: Type—ES Answer: Trust between supervisors and employees has a number of advantages. Here are just a few that research has shown: 1) Trust encourages taking risks. Whenever employees decide to deviate from the usual way of doing things, or to take their supervisors' word on a new direction, they are taking a risk. In both cases, a trusting relationship can facilitate that leap. 2) Trust facilitates information sharing. One big reason employees fail to express concerns at work is that they don't feel psychologically safe revealing their views. When managers demonstrate they will give employees' ideas a fair hearing and actively make changes, employees are more willing to speak out. 3) Trusting groups are more effective. When a leader sets a trusting tone in a group, members are more willing to help each other and exert extra effort, which increases trust. Members of mistrusting groups tend to be suspicious of each other, constantly guard against exploitation, and restrict communication with others in the group. These actions tend to undermine and eventually destroy the group. 4) Trust enhances productivity. The bottom-line interest of companies appears to be positively influenced by trust. Employees who trust their supervisors tend to receive higher performance ratings. People respond to mistrust by concealing information and secretly pursuing their own interests. 9. While it is popular today to ascribe all successes to the concept of leadership, much of an organization's success or failure is due to factors outside the influence of leadership. Based on what you have studied, what do you see as the true value of leadership? Be specific in your two examples. Difficulty: 3 QuestionID: 11-3-99 Skill: Synthesis 34

Notes: AACSB—Reflective thinking Objective: 11.6 Identify leadership substitutes and neutralizers. Miscellaneous: Type—ES Answer: Responses will vary to this question and each response should be viewed based on its own merit. Responses should, though, address some elements of substitutes, and neutralizers of leadership. 10. You recently earned your real estate sales license and are looking to find a good local real estate brokerage to begin your career. While you are particularly adept at real estate rules and regulations, you are not confident in your sales abilities or in your ability to make "cold calls" to perspective clients. You feel that you need a good mentor at this stage of your career as you look to the future. What factors should you consider as you make this decision? Difficulty: 3 QuestionID: 11-3-100 Skill: Application Notes: AACSB—Reflective thinking Objective: 11.7 Describe how organizations can find or create effective leaders and how individuals can improve their own leadership skills. Miscellaneous: Type—ES Answer: Responses will certainly vary; however, quality responses will be centred around the student determining if they should look for a formal or informal mentoring relationship.

35

Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 12: Power and Politics Multiple Choice Questions 1. Which one of the following is not implied in the definition of power? A) influence B) potential C) dependency D) actualization E) control Difficulty: 1 QuestionID: 12-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1a Define power. Miscellaneous: Type—MC Answer: D) actualization 2. Power is a function of A) goal congruency B) realization C) inheritance D) dependence E) altruism

.

Difficulty: 1 QuestionID: 12-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1a Define power. Miscellaneous: Type—MC Answer: D) dependence 3. Which of the following statements is true regarding power? A) A is said to have power over B if B controls something that A desires. B) The greater A's dependence on B, the greater A's power in the relationship. C) If A has the capacity to influence the behaviour of B, then A is said to have power over B. D) A can have power over B only if A is B's leader. E) A can have power over B only when A and B have similar goals. Difficulty: 2 QuestionID: 12-1-03 Skill: Concept Notes: AACSB—Analytical Thinking 1

Objective: 12.1a Define power. Miscellaneous: Type—MC Answer: C) If A has the capacity to influence the behaviour of B, then A is said to have power over B. 4. For power to exist, one person must have control over A) people B) property C) knowledge D) finances E) all of the above

.

Difficulty: 1 QuestionID: 12-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1a Define power. Miscellaneous: Type—MC Answer: E) all of the above 5. Which of the following terms best represents a point of difference between power and leadership? A) control B) potential C) cognitive dissonance D) goal compatibility E) negative affect Difficulty: 2 QuestionID: 12-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—MC Answer: D) goal compatibility 6. Leadership requires . A) congruence between the goals of the leader and those being led B) focus on tactics for gaining compliance C) a dependency of those being led on the leader D) followers who share behavioural traits with their leaders E) a dependency of the leader on those being led Difficulty: 1 QuestionID: 12-1-06 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. 2

Miscellaneous: Type—MC Answer: A) congruence between the goals of the leader and those being led 7. Leadership focuses on the . A) importance of lateral and upward influence patterns B) elimination of dependency in relationships C) downward influence of a leader on his or her followers D) ways to increase a leader's following E) resolution of conflicts among followers Difficulty: 1 QuestionID: 12-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—MC Answer: C) downward influence of a leader on his or her followers 8. Unlike leadership research, research on power tends to focus on A) individual styles in using power B) strategies for goal attainment C) tactics for gaining compliance D) the administration of rewards E) gaining dependency Difficulty: 2 QuestionID: 12-1-08 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—MC Answer: C) tactics for gaining compliance 9. The two general groupings of power are A) informational and personal B) formal and informal C) informal and legitimate D) personal and formal E) direct and indirect

.

Difficulty: 1 QuestionID: 12-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC 3

.

Answer: D) personal and formal 10.

power is based on the fear of the negative results from failing to comply. A) Legitimate B) Coercive C) Punitive D) Referent E) Abusive

Difficulty: 1 QuestionID: 12-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: B) Coercive 11. At the organizational level, if Jenn can dismiss, suspend, or demote Colby, assuming Colby values his job, Jenn has power over Colby. A) reward B) legitimate C) coercive D) expert E) referent Difficulty: 3 QuestionID: 12-1-11 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) coercive 12. When a bank robber points a gun at a bank employee, his base of power is A) coercive B) referent C) positional D) authoritative E) expert Difficulty: 2 QuestionID: 12-1-12 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC 4

.

Answer: A) coercive 13. Larry can assign Oliver work activities that Oliver finds unpleasant. Larry possesses over Oliver. A) reward B) expert C) legitimate D) coercive E) referent

power

Difficulty: 3 QuestionID: 12-1-13 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: D) coercive 14. Your colleagues at work are constantly talking about the vice president in your region. He is perceived throughout the organization as a ruthless man who is not to be antagonized. It is necessary for you to bring him a report, and you are very nervous about having to deal with him. The vice president's major base of power seems to be . A) reward B) coercive C) referent D) expert E) personal Difficulty: 3 QuestionID: 12-1-14 Skill: Application Notes: AACSB—Reflective thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: B) coercive 15. The opposite of coercive power is A) referent B) reward C) legitimate D) charismatic E) expert

power.

Difficulty: 1 QuestionID: 12-1-15 Skill: Concept 5

Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: B) reward 16. If your superior tells you that she will offer you a raise provided you perform additional work beyond the requirements of your job, she is exercising power. A) legitimate B) coercive C) reward D) personal E) reflective Difficulty: 2 QuestionID: 12-1-16 Skill: Application Notes: AACSB—Reflective thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) reward 17. You know that the vice president has the authority to accept or reject your report. This is part of his power. A) reward B) coercive C) expert D) legitimate E) personal Difficulty: 2 QuestionID: 12-1-17 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: D) legitimate 18. Legitimate power is based on A) the ability to provide rewards B) interpersonal trust C) structural position D) expert knowledge E) respect and admiration

in the organization.

Difficulty: 1 QuestionID: 12-1-18 6

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) structural position 19. Which of the following types of power requires acceptance of the leader's authority by members of the organization? A) referent B) coercive C) legitimate D) expert E) charismatic Difficulty: 1 QuestionID: 12-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) legitimate 20. The power that the college dean has been granted by the university over the faculty is referred to as power. A) academic B) positional C) legitimate D) referent E) charismatic Difficulty: 2 QuestionID: 12-1-20 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) legitimate 21. Which of the following statements is true regarding legitimate power? A) Legitimate power develops out of admiration of another and a desire to be like that person. B) Legitimate power comes from an individual's unique characteristics. C) Legitimate power is broader than the power to coerce and reward. D) Celebrities who endorse products in commercials wield legitimate power over people. E) Legitimate power is a type of personal power. Difficulty: 2 7

QuestionID: 12-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) Legitimate power is broader than the power to coerce and reward. 22. Most of us follow our doctor's advice because our doctor has A) legitimate B) reward C) referent D) expert E) coercive

power.

Difficulty: 2 QuestionID: 12-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: D) expert 23. Which of the following types of power can be categorized as personal power? A) coercive B) legitimate C) reward D) referent E) positional Difficulty: 1 QuestionID: 12-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: D) referent 24. power is based on identification with a person who has desirable resources or personal traits. A) Coercive B) Legitimate C) Referent D) Expert E) Reward Difficulty: 1 8

QuestionID: 12-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) Referent 25. Your immediate supervisor is a nice person. He helps you solve your problems and gives valuable advice. You admire your supervisor and aspire to become like him. The power that your supervisor possesses over you is known as power. A) transactional B) coercive C) expert D) reward E) referent Difficulty: 1 QuestionID: 12-1-25 Skill: Application Notes: AACSB—Reflective thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: E) referent 26. John is good with numbers, but he wasn't sure what he wanted to study in college. During his senior year in high school he had a math teacher, Mr. Roury. John liked his teaching style and got interested in numbers. He also joined the Math Club to spend more time with Mr. Roury. As a result, John went on to study math and later engineering in college, and today tells his kids that he owes his career to Mr. Roury. Mr. Roury exhibited power over John. A) positional B) referent C) coercive D) reward E) legitimate Difficulty: 3 QuestionID: 12-1-26 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: B) referent 27. Celebrities are paid millions of dollars to endorse products in commercials because the advertisers believe the celebrities have power. A) coercive 9

B) referent C) expert D) legitimate E) reward Difficulty: 2 QuestionID: 12-1-27 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: B) referent 28. Of the bases of power, research indicates that A) personal B) coercive C) reward D) legitimate E) positional

power is most effective.

Difficulty: 2 QuestionID: 12-1-28 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: A) personal 29. Which of the following types of power is most likely to be negatively related to employee satisfaction and commitment? A) expert power B) reward power C) legitimate power D) coercive power E) referent power Difficulty: 1 QuestionID: 12-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: D) coercive power 30. Which of the five sources of power is most likely to negatively affect an employee's job satisfaction? A) reward 10

B) legitimate C) coercive D) expert E) referent Difficulty: 1 QuestionID: 12-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: C) coercive 31. People especially likely to comply with soft power tactics tend to . A) be more action oriented B) have a greater desire for control C) be extrinsically motivated D) have low self-esteem E) be more focused on getting along with others than with getting their own way Difficulty: 2 QuestionID: 12-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—MC Answer: B) have a greater desire for control 32. Power tactics are defined as . A) approaches for influencing goal setting B) techniques for translating power bases into specific action C) strategies for gathering and maintaining support D) characteristics of organizational structure E) approaches for reducing conflict Difficulty: 1 QuestionID: 12-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: B) techniques for translating power bases into specific action 33. Which of the following power tactics involves increasing the target's support by involving him or her in decision making? A) personal appeals 11

B) exchange C) consultation D) ingratiation E) pressure Difficulty: 1 QuestionID: 12-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: C) consultation 34. Which of the following power tactics is more effective when the audience is highly invested in the outcomes of a decision process? A) ingratiation B) consultation C) personal appeals D) exchange E) pressure Difficulty: 2 QuestionID: 12-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: B) consultation 35. Which of the following is not considered to be a power tactic? A) consultation B) substitution C) rational persuasion D) ingratiation E) coalition Difficulty: 2 QuestionID: 12-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: B) substitution 36. Joe comes to you with a request for funds for a project. He reminds you that company policy supports his position. He is using the tactic of . 12

A) coalition B) consultation C) ingratiation D) legitimacy E) pressure Difficulty: 1 QuestionID: 12-1-36 Skill: Application Notes: AACSB—Reflective thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: D) legitimacy 37. Jin approaches his supervisor with data and a logical presentation supporting his request for additional personnel. Which of the following power tactics is used by Jin? A) consultation B) legitimacy C) rational persuasion D) inspirational appeal E) exchange Difficulty: 2 QuestionID: 12-1-37 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: C) rational persuasion 38. Sally finds out that her salary is lower than her peers. She discusses this with her boss, showing him how her performance has increased company revenues. As a result, she gets a substantial raise. Which of the following power tactics did she use? A) pressure B) inspirational appeals C) exchange D) rational persuasion E) legitimacy Difficulty: 2 QuestionID: 12-1-38 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: D) rational persuasion 13

39. Which of the following power tactics emphasizes rewarding the target with benefits or favours in exchange for following a request? A) exchange B) consultation C) inspirational appeal D) ingratiation E) coalition Difficulty: 1 QuestionID: 12-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: A) exchange 40. Which of the following power tactics emphasizes developing emotional commitment by appealing to a target's values, needs, hopes, and aspirations? A) exchange B) consultation C) inspirational appeal D) ingratiation E) coalition Difficulty: 1 QuestionID: 12-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: C) inspirational appeal 41. The power tactic of using flattery and creating goodwill before making a request is known as . A) ingratiation B) consultation C) inspirational appeal D) motivational appeal E) affective appeal Difficulty: 1 QuestionID: 12-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. 14

Miscellaneous: Type—MC Answer: A) ingratiation 42. Vivian has not been handling one portion of her duties in a satisfactory manner. As a result, her manager threatens to withhold her promotion. Which power tactic is being used by Vivian's manager? A) exchange B) ingratiation C) pressure D) personal appeals E) inspirational appeals Difficulty: 2 QuestionID: 12-1-42 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: C) pressure 43. Which of the following power tactics tends to backfire and is typically the least effective of the nine power tactics? A) coalitions B) exchange C) pressure D) rational persuasion E) consultation Difficulty: 2 QuestionID: 12-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: C) pressure 44. When the power tactic of A) exchange B) coalition C) ingratiation D) pressure E) legitimacy

works, it's generally downward only.

Difficulty: 2 QuestionID: 12-1-44 Skill: Concept Notes: AACSB—Analytical Thinking 15

Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: D) pressure 45. Which of the following power tactics can be used most effectively for exerting lateral influence? A) legitimacy B) inspirational appeal C) coalition D) ingratiation E) pressure Difficulty: 2 QuestionID: 12-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: C) coalition 46. is the only power tactic that is effective for exerting upward influence, downward influence, and lateral influence. A) Legitimacy B) Exchange C) Ingratiation D) Pressure E) Rational persuasion Difficulty: 2 QuestionID: 12-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: E) Rational persuasion 47. Which of the following influence tactics is considered a "harder" tactic that emphasizes formal power and incurs greater costs and risks? A) personal appeal B) coalition C) rational persuasion D) inspirational appeal E) consultation Difficulty: 1 QuestionID: 12-1-47 Skill: Concept 16

Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: B) coalition 48. Individuals from individualistic countries tend to see power as a means of collectivist countries tend to see power as a means of . A) advancing their personal ends; helping others B) advancing their personal ends; gaining advantage over others C) gaining advantage over others; advancing their personal ends D) helping others; advancing their personal ends E) helping others; gaining advantage over others

while those from

Difficulty: 2 QuestionID: 12-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: A) advancing their personal ends; helping others 49. Evidence indicates people in different countries tend to prefer different power tactics. Chinese managers prefer . A) rational persuasion B) exchange C) ingratiation D) coalition E) inspirational appeals Difficulty: 2 QuestionID: 12-1-49 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—MC Answer: D) coalition 50. Which of the following skills best represents the ability of people to influence others to enhance their own objectives? A) analytical skill B) critical thinking skill C) political skill D) reflective thinking skill E) cognitive skill Difficulty: 1 17

QuestionID: 12-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.5 Define organizational politics and evaluate the role of politics in organizations. Miscellaneous: Type—MC Answer: C) political skill 51. Political behaviours usually . A) lie outside of an individual's specified job requirements B) are counter-productive to individual goals C) are seen only in large organizations D) are frowned upon by organizational leaders E) are expected as part of each job requirement Difficulty: 1 QuestionID: 12-1-51 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.5 Define organizational politics and evaluate the role of politics in organizations. Miscellaneous: Type—MC Answer: A) lie outside of an individual's specified job requirements 52. Employees exhibiting which of the following traits are more likely to engage in political behaviour? A) lack of sensitivity to social cues B) external locus of control C) low need for power D) Machiavellian personality E) low self-monitoring Difficulty: 1 QuestionID: 12-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: D) Machiavellian personality 53. If an individual , then he is less likely to engage in illegitimate political behaviour. A) has invested a lot in the organization in terms of time and efforts B) possesses a scarce skill or knowledge C) has influential contacts outside the organization D) does not expect any future benefits from the organization E) has an external locus of control Difficulty: 2 QuestionID: 12-1-53 18

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: A) has invested a lot in the organization in terms of time and efforts 54. occurs when people within organizations use whatever influence they can to taint facts to support their goals and interests. A) Legitimate political behaviour B) Politicking C) Illegitimate political behaviour D) Sabotage E) Whistle-blowing Difficulty: 2 QuestionID: 12-1-54 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) Politicking 55. To avoid politicking during performance evaluations, an organization should A) use subjective criteria B) use democratic decision making C) use a single outcome measure D) use objective criteria E) allow a long time lapse between the time of an action and its appraisal Difficulty: 2 QuestionID: 12-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: D) use objective criteria 56. Which of the following factors encourages politicking? A) clear performance evaluation systems B) role clarity C) zero-sum reward allocation practices D) increase in organizational resources E) low pressures for performance Difficulty: 3 QuestionID: 12-1-56 19

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Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: C) zero-sum reward allocation practices 57. Which of the following organizational factors encourages political behaviour? A) use of objective criteria in the appraisal B) using multiple outcomes to measure performance C) allowing significant time to pass between the time of an action and its appraisal D) avoiding the zero-sum approach for resource allocation E) ensuring role clarity Difficulty: 2 QuestionID: 12-1-57 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: C) allowing significant time to pass between the time of an action and its appraisal 58. Reactive and protective behaviours designed to avoid action, blame, or change are termed A) zero-sum approach B) defensive behaviours C) protectionism D) impression management E) shielding bias Difficulty: 1 QuestionID: 12-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) defensive behaviours 59. Which of the following is a self-focused impression management technique? A) flattery B) enhancement C) apology D) excuses E) conformity Difficulty: 1 QuestionID: 12-1-59 Skill: Concept 20

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Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) enhancement 60. Jerrod is relatively new to Xenon Corporation and wants to make sure that he makes a good impression on his coworkers and supervisor. He agrees with the supervisor's opinion most of the time and constantly compliments others about their good work. Jerrod is attempting to use . A) illegitimate political behaviour B) impression management C) defensive behaviour D) referral power E) expert power Difficulty: 3 QuestionID: 12-1-60 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) impression management 61. Jerrod is relatively new to Xenon Corporation and wants to make sure that he makes a good impression on his coworkers and supervisor. He agrees with the supervisor's opinion most of the time and constantly compliments others about their good work. Jerrod is engaging in which of the following impression management techniques as far as his supervisor is concerned? A) enhancement B) self-promotion C) excuses D) conformity E) apologizing Difficulty: 3 QuestionID: 12-1-61 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: D) conformity 62. Jerrod is relatively new to Xenon Corporation and wants to make sure that he makes a good impression on his coworkers and supervisor. He agrees with the supervisor's opinion most of the time and constantly compliments others about their good work. Which of the following is most likely to help Jerrod earn higher performance evaluations? A) apologies B) ingratiation 21

C) excuses D) buffing E) self-promotion Difficulty: 3 QuestionID: 12-1-62 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) ingratiation 63. A journalist tells his editor, "My work on this celebrity divorce story was really a major boost to our sales" (even though the story only made it to page 3 in the entertainment section.) Which impression management technique is the journalist using? A) self-promotion B) enhancement C) conformity D) excuse E) favour Difficulty: 2 QuestionID: 12-1-63 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) enhancement 64. Which of the following statements is true regarding impression management (IM) techniques? A) During interviews, applicants appear to use ingratiation more than self-promotion. B) Ingratiation is negatively related to performance ratings. C) Those who self-promote receive higher performance evaluations. D) Ingratiation works well in interviews. E) Giving excuses is considered as an assertive IM technique. Difficulty: 2 QuestionID: 12-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: D) Ingratiation works well in interviews. 65. Delray is about to sit down with his boss for his performance review. Which IM technique should Delray avoid using in the performance evaluation? 22

A) ingratiation B) self-promotion C) flattery D) conformity E) rationalization Difficulty: 2 QuestionID: 12-1-65 Skill: Application Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: B) self-promotion 66. Which of the following statements is true regarding effectiveness of power tactics in different countries? A) People from politically turbulent countries in the Middle East tend to be less willing to use aggressive political tactics in the workplace than people from countries such as Great Britain or Switzerland. B) American managers tend to evaluate "gentle persuasion" tactics such as consultation and inspirational appeal as less effective than their Chinese counterparts. C) In Israel, perception of organizational politics relates to decreased job satisfaction. D) In countries that are more politically unstable, employees seem to demonstrate lower tolerance of intense political processes in the workplace. E) Chinese managers prefer the influence tactic of rational persuasion. Difficulty: 2 QuestionID: 12-1-66 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC Answer: C) In Israel, perception of organizational politics relates to decreased job satisfaction. 67. Which of the following would be an example of politicking? A) complimenting your supervisor on her new car B) stating that you were an NCAA athlete when you only played intramurals C) accepting a compliment for work you did not do D) All are examples of politicking. E) None are examples of politicking. Difficulty: 3 QuestionID: 12-1-67 Skill: Application Notes: AACSB—Ethical understanding and reasoning / Reflective thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—MC 23

Answer: D) All are examples of politicking. 68. What is the relationship between unethical politicking and impression management? A) Unethical politicking is always the result of impression management. B) Impression management may be the motive for unethical politicking. C) Impression management usually causes someone to unethically politick. D) Unethical politicking and impression management go hand in hand. E) There is no relationship between unethical politicking and impression management. Difficulty: 3 QuestionID: 12-1-68 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 12.6b Assess whether a political action is ethical. Miscellaneous: Type—MC Answer: B) Impression management may be the motive for unethical politicking. 69. Which of the following would be an example of unethical politicking? A) complimenting your supervisor on her new car B) stating that you were an NCAA athlete when you only played intramurals C) accepting a compliment for work you did not do D) All are examples of unethical politicking. E) Only B and C are examples of unethical politicking. Difficulty: 3 QuestionID: 12-1-69 Skill: Application Notes: AACSB—Ethical understanding and reasoning / Reflective thinking Objective: 12.6b Assess whether a political action is ethical. Miscellaneous: Type—MC Answer: E) Only B and C are examples of unethical politicking. 70. Marilyn is the department head for a large call centre and is responsible for conducting quarterly performance evaluations on her employees. While a good portion of the evaluation is based on areas such as friendliness, punctuality, and customer ratings, roughly half of the appraisal is based on call volume and the conversion of callers to customers. An employee's evaluations are used to determine quarterly raises. Algemar and Nick both work for Marilyn. Marilyn feels that she is a mentor for Nick while she feels that she simply inherited Algemar from another department; thus, Marilyn sometimes strikes from Nick's call records customers who are extremely difficult or perhaps too set against buying the product. For the last quarter, Marilyn awarded Nick a raise while she did not award one to Algemar. Marilyn's awarding Nick a raise based on his evaluations could best be called . A) politicking B) unethical politicking C) identity management D) self-serving E) All are logical responses. 24

Difficulty: 3 QuestionID: 12-1-70 Skill: Critical thinking Notes: AACSB—Ethical understanding and reasoning Objective: 12.6b Assess whether a political action is ethical. Miscellaneous: Type—MC Answer: B) unethical politicking 71. Marilyn is the department head for a large call centre and is responsible for conducting quarterly performance evaluations on her employees. While a good portion of the evaluation is based on areas such as friendliness, punctuality, and customer ratings, roughly half of the appraisal is based on call volume and the conversion of callers to customers. An employee's evaluations are used to determine quarterly raises. Algemar and Nick both work for Marilyn. Marilyn feels that she is a mentor for Nick while she feels that she simply inherited Algemar from another department; thus, Marilyn sometimes strikes from Nick's call records customers who are extremely difficult or perhaps too set against buying the product. For the last quarter, Marilyn awarded Nick a raise while she did not award one to Algemar. Marilyn's striking the difficult customers from Nick's record could most logically be called . A) politicking B) unethical politicking C) identity management D) self-serving E) All are logical responses. Difficulty: 3 QuestionID: 12-1-71 Skill: Critical thinking Notes: AACSB—Ethical understanding and reasoning Objective: 12.6b Assess whether a political action is ethical. Miscellaneous: Type—MC Answer: E) All are logical responses. 72. Marilyn is the department head for a large call centre and is responsible for conducting quarterly performance evaluations on her employees. While a good portion of the evaluation is based on areas such as friendliness, punctuality, and customer ratings, roughly half of the appraisal is based on call volume and the conversion of callers to customers. An employee's evaluations are used to determine quarterly raises. Algemar and Nick both work for Marilyn. Marilyn feels that she is a mentor for Nick while she feels that she simply inherited Algemar from another department; thus, Marilyn sometimes strikes from Nick's call records customers who are extremely difficult or perhaps too set against buying the product. For the last quarter, Marilyn awarded Nick a raise while she did not award one to Algemar. Nick's accepting the raise based on his performance evaluation could best be described as . A) politicking B) unethical politicking C) identity management D) both A and C E) both B and C 25

Difficulty: 3 QuestionID: 12-1-72 Skill: Application Notes: AACSB—Ethical understanding and reasoning Objective: 12.6b Assess whether a political action is ethical. Miscellaneous: Type—MC Answer: A) politicking 73. Those who are are most vulnerable to ethical lapses because they are likely to be able to get away with unethical practices. A) powerful, sinister, and cunning B) quiet, methodical, and persuasive C) powerful, articulate, and persuasive D) quiet, articulate, and persuasive E) powerful, articulate, and cunning Difficulty: 3 QuestionID: 12-1-73 Skill: Concept Notes: AACSB—Ethical understanding and reasoning Objective: 12.6b Assess whether a political action is ethical. Miscellaneous: Type—MC Answer: C) powerful, articulate, and persuasive 74. When considering how you can use power and politics in your own career, which questions should you ask yourself? A) What are my ambitions? B) Who has the power to help me get there? C) What is my relationship to these people? D) Both B and C E) All A, B and C Difficulty: 2 QuestionID: 12-1-74 Skill: Concept Notes: AACSB—Reflective thinking Objective: 12.7 Describe the political mapping process and its advantages. Miscellaneous: Type—MC Answer: E) All A, B and C 75. A political map is useful for . A) selecting which candidate to support for office B) selecting which relationships can influence your career C) determining which policies should be in place D) all of the above 26

E) none of the above Difficulty: 1 QuestionID: 12-1-75 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.7 Describe the political mapping process and its advantages. Miscellaneous: Type—MC Answer: B) selecting which relationships can influence your career True or False Questions 1. Unlike power, leadership requires a significant degree of goal compatibility. a True b False Difficulty: 1 QuestionID: 12-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—TF Answer: a. True 2. Power does not require goal compatibility. a True b False Difficulty: 2 QuestionID: 12-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—TF Answer: a. True 3. Leadership focuses on the lateral and upward influence patterns. a True b False Difficulty: 1 QuestionID: 12-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—TF 27

Answer: b. False 4. Legitimate power is influence wielded as a result of expertise, special skill, or knowledge. a True b False Difficulty: 1 QuestionID: 12-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—TF Answer: b. False 5. Personal power is based on an individual's position in an organization. It can come from the ability to coerce or reward, or from formal authority. a True b False Difficulty: 1 QuestionID: 12-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—TF Answer: b. False 6. Expert power develops out of admiration of another and a desire to be like that person. a True b False Difficulty: 1 QuestionID: 12-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—TF Answer: b. False 7. Rational persuasion is the only power tactic that is effective across all organizational levels. a True b False Difficulty: 1 QuestionID: 12-2-82 Skill: Concept 28

Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—TF Answer: a. True 8. You're more likely to be effective if you begin with "harder" tactics and move to "softer" tactics only if the harder tactics fail. a True b False Difficulty: 1 QuestionID: 12-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—TF Answer: b. False 9. People especially likely to comply with hard power tactics tend to be intrinsically motivated. a True b False Difficulty: 1 QuestionID: 12-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—TF Answer: b. False 10. People in individualistic countries tend to see power in social terms and as a legitimate means of helping others. a True b False Difficulty: 1 QuestionID: 12-2-85 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—TF Answer: b. False 11. Extraverts tend to be more influential in team-oriented organizations. a True b False 29

Difficulty: 1 QuestionID: 12-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—TF Answer: a. True 12. Employees with an internal locus of control are more likely to engage in political behaviour. a True b False Difficulty: 1 QuestionID: 12-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—TF Answer: a. True 13. The most important factor leading to politics within organizations is the realization that most of the "facts" used to allocate the limited resources are not open to interpretation. a True b False Difficulty: 1 QuestionID: 12-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—TF Answer: b. False 14. The more organizations use objective criteria in the appraisal, the greater the likelihood that an employee can get away with politicking. a True b False Difficulty: 1 QuestionID: 12-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—TF Answer: b. False 30

15. Employees who self-promote receive lower performance evaluations than employees who ingratiate. a True b False Difficulty: 1 QuestionID: 12-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—TF Answer: a. True Essay Questions 1. Both leadership and power are important today. Contrast leadership and power. Give examples of both. Difficulty: 3 QuestionID: 12-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.1b Contrast leadership and power. Miscellaneous: Type—ES Answer: Power does not require goal compatibility, merely dependence. Leadership, on the other hand, requires some congruence between the goals of the leader and those being led. A second difference relates to the direction of influence. Leadership focuses on the downward influence on one's followers. It minimizes the importance of lateral and upward influence patterns. Power does not. Still another difference deals with research emphasis. Leadership research, for the most part, emphasizes style. It seeks answers to such questions as: How supportive should a leader be? How much decision making should be shared with followers? The research on power encompasses a broader area and focus on tactics for gaining compliance. Power can be used by groups as well as by individuals to control other individuals or groups. 2. List and discuss the three bases of formal power. Give examples of each base. Difficulty: 3 QuestionID: 12-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—ES Answer: Formal power can come from the ability to coerce or reward, from formal authority, or from control of information. a) Coercive power: The coercive power base is dependent on fear. One reacts to this power out of fear of the negative results that might occur if one failed to comply. A has coercive power over B if A can dismiss, suspend, or demote B, assuming that B values his or her job. 31

b) Reward power: The opposite of coercive power is reward power. People comply with the wishes or directives of another because doing so produces positive benefits. Therefore, one who can distribute rewards that others view as valuable will have power over those others. These rewards can be either financial or nonfinancial. c) Legitimate power: In formal groups and organizations, probably the most common access to one or more of the power bases is through legitimate power. It represents the formal authority to control and use organizational resources based on structural position in the organization. 3. List and discuss the two bases of personal power. Give examples of each base. Difficulty: 3 QuestionID: 12-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.2 Describe the five bases of power. Miscellaneous: Type—ES Answer: Personal power comes from an individual's unique characteristics. Three bases of personal power are expertise, the respect and admiration of others, and charisma. a) Expert power is influence wielded as a result of expertise, special skill, or knowledge. Expertise has become one of the most powerful sources of influence as the world has become more technologically oriented. b) Referent power is based on identification with a person who has desirable resources or personal traits. If I like, respect, and admire you, you can exercise power over me because I want to please you. 4. There are nine power tactics an employee can use to translate their power into effective action. What five power tactics can employees use to translate their power bases into specific actions and how does each one work? Give examples of these five tactics. Difficulty: 3 QuestionID: 12-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.3 Identify nine power or influence tactics and their contingencies. Miscellaneous: Type—ES Answer: Research has identified nine distinct tactics of political influence. a) Legitimacy involves relying on one's authority position or stressing that a request is in accordance with organizational policies or rules. b) Rational persuasion involves presenting logical arguments and factual evidence to demonstrate that a request is reasonable. c) Inspirational appeals involve developing emotional commitment by appealing to a target's values, needs, hopes, and aspirations. d) Consultation involves increasing a target's motivation and support by involving him or her in deciding how a plan or change will be implemented. e) Exchange involves rewarding targets with benefits or favours in exchange for following a request. f) Personal appeals involve asking for compliance based on friendship or loyalty. g) Ingratiation involves using flattery, praise, or friendly behaviour prior to making a request. h) Pressure involves using warnings, repeated demands, and threats. i) Coalitions involve enlisting the aid of other people to persuade a target or using the support of others as a 32

reason for the target to agree. 5. What are the various individual factors that make a person more likely to engage in political behaviour? Give examples. Difficulty: 3 QuestionID: 12-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.5 Define organizational politics and evaluate the role of politics in organizations. Miscellaneous: Type—ES Answer: At the individual level, researchers have identified certain personality traits, needs, and other factors likely to be related to political behaviour. In terms of traits, employees who are high self-monitors, possess an internal locus of control, and have a high need for power are more likely to engage in political behaviour. The high self-monitor is more sensitive to social cues, exhibits higher levels of social conformity, and is more likely to be skilled in political behaviour than the low self-monitor. Because they believe they can control their environment, individuals with an internal locus of control are more prone to taking a proactive stance and attempt to manipulate situations in their favour. Not surprisingly, the Machiavellian personality, characterized by the will to manipulate and the desire for power, is comfortable using politics as a means to further his or her self-interest. 6. Describe the various organizational factors that are related to political behaviour. Give specific examples. Difficulty: 3 QuestionID: 12-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—ES Answer: Political activity is probably more a function of the organization's characteristics than of individual difference variables. When an organization's resources are declining, when the existing pattern of resources is changing, and when there is opportunity for promotions, politics is more likely to surface. In addition, cultures characterized by low trust, role ambiguity, unclear performance evaluation systems, zero-sum reward allocation practices, democratic decision making, high pressures for performance, and self-serving senior managers will create breeding grounds for politicking. 7. How do people react to organizational politics? Provide a specific example. Difficulty: 3 QuestionID: 12-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—ES Answer: Strong evidence indicates that perceptions of organizational politics are negatively related to job 33

satisfaction. The perception of politics also tends to increase job anxiety and stress. This seems due to the perception that, by not engaging in politics, a person may be losing ground to others who are active politickers or, conversely, to the additional pressures felt from having entered into and competed in the political arena. When politicking becomes too much to handle, it can lead employees to quit. Finally, evidence suggests that politics leads to self-reported declines in employee performance, perhaps because employees perceive political environments to be unfair, which demotivates them. 8. It is so important today to create a great impression of yourself. What is impression management? Who is more likely to engage in impression management? Provide a specific example. Difficulty: 3 QuestionID: 12-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—ES Answer: The process by which individuals attempt to control the impression others form of them is called impression management. High self-monitors are more likely to engage in impression management. Low selfmonitors tend to present images of themselves that are consistent with their personalities, regardless of the beneficial or detrimental effects for them. In contrast, high self-monitors are good at reading situations and molding their appearances and behaviour to fit each situation. 9. Describe, with examples, the two self-focused impression management techniques. Difficulty: 3 QuestionID: 12-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. Miscellaneous: Type—ES Answer: Self-promotion and enhancement are the two self-focused impression management techniques. Self-promotion: Highlighting one's best qualities, downplaying one's deficits, and calling attention to one's achievements. For example: A salesperson tells his boss, "Matt worked unsuccessfully for three years to try to get that account. I sewed it up in six weeks. I'm the best closer this company has." Enhancement: Claiming that something you did is more valuable than most other members of the organization would think. For example: A journalist tells his editor, "My work on this celebrity divorce story was really a major boost to our sales" (even though the story only made it to page 3 in the entertainment section). 10. Describe impression management (IM) techniques and the impact they have on interview success. Provide two specific examples. Difficulty: 3 QuestionID: 12-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 12.6a Identify the causes and consequences of political behaviour. 34

Miscellaneous: Type—ES Answer: The process by which individuals attempt to control the impression others form of them is called impression management. The evidence indicates IM behaviour works. In one study, interviewers felt that those applicants for a position as a customer service representative who used IM techniques performed better in the interview, and they seemed somewhat more inclined to hire these people. It was the IM techniques alone that influenced the interviewers. It didn't seem to matter if applicants were well or poorly qualified. If they used IM techniques, they did better in the interview. Research indicates that some IM techniques work better than others in the interview. Researchers have compared applicants who used IM techniques that focused on promoting one's accomplishments (called selfpromotion) to applicants who used techniques that focused on complimenting the interviewer and finding areas of agreement (referred to as ingratiation). In general, applicants appear to use self-promotion more than ingratiation. What's more, self-promotion tactics may be more important to interviewing success. Applicants who work to create an appearance of competence by enhancing their accomplishments, taking credit for successes, and explaining away failures do better in interviews. These effects reach beyond the interview: Applicants who use more self-promotion tactics also seem to get more follow-up job-site visits, even after adjusting for grade-point average, gender, and job type. Ingratiation also works well in interviews, meaning that applicants who compliment the interviewer, agree with his or her opinions, and emphasize areas of fit do better than those who don't.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 13: Conflict and Negotiation Multiple Choice Questions 1. is defined as a process that begins when one party perceives another party has, or is about to, negatively affect something the first party cares about. A) Problem solving B) Assessment C) Conflict D) Negotiation E) Collective bargaining Difficulty: 1 QuestionID: 13-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: C) Conflict 2. According to the traditional view of conflict, conflict is A) harmful B) natural C) necessary D) healthy E) rational

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Difficulty: 1 QuestionID: 13-1-02 Skill: Synthesis Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: A) harmful 3. It seems that your work group is in conflict much of the time. One colleague has suggested that you, as the supervisor, are responsible for eliminating the conflict so that your work group can function harmoniously. Another colleague has suggested that conflict is good for stimulating creativity and productivity within the work environment. You are unsure about whether you should try to eliminate the conflict within your group or learn to deal with it positively. If you support the idea that conflict should be eliminated, you are supporting which of the following views of conflict? A) the traditional view B) the human relations view C) the interactionist view D) the moderated acceptance view 1

E) the optimistic view Difficulty: 2 QuestionID: 13-1-03 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: A) the traditional view 4. According to the interactionist's perspective, a group that functions without conflict is A) dysfunctional B) static and apathetic C) responsive to the need for change and innovation D) the most productive E) viable, self-critical, and creative

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Difficulty: 2 QuestionID: 13-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: B) static and apathetic 5.

conflict supports the goals of the group while A) Interactionist; dysfunctional B) Functional; dysfunctional C) Dysfunctional; functional D) Dysfunctional; interactionist E) Functional; interactionist

conflict hinders group performance.

Difficulty: 1 QuestionID: 13-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: B) Functional; dysfunctional 6. You decide to do more research on the view that conflict should be encouraged as a means to achieve change and innovation. This view is termed . A) the traditional view B) the human relations view C) the interactionist view D) the acceptance view 2

E) the promotional view Difficulty: 2 QuestionID: 13-1-06 Skill: Application Notes: AACSB—Reflective thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: C) the interactionist view 7. According to the interactionist view, performance. A) formal B) informal C) functional D) dysfunctional E) reactive

conflicts support the goals of the group and improve its

Difficulty: 1 QuestionID: 13-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—MC Answer: C) functional 8. With reference to the interactionist view of conflict, conflict that relates to the content and goals of work is called conflict. A) job B) task C) relationship D) process E) communication Difficulty: 1 QuestionID: 13-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: B) task 9. Which of the following statements is true regarding task conflicts? A) Task conflicts relate to how the work gets done. B) Task conflicts are almost always dysfunctional. C) Task conflict among top management teams was positively associated with their performance. 3

D) Task conflict focuses on interpersonal relationships. E) If task and relationship conflict occur together, task conflict is more likely positive. Difficulty: 2 QuestionID: 13-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: C) Task conflict among top management teams was positively associated with their performance. 10. When your work group disagrees, the disagreements usually concern how the group's work should be accomplished. The type of conflict experienced by your group is . A) task conflict B) relationship conflict C) process conflict D) traditional conflict E) reactive conflict Difficulty: 2 QuestionID: 13-1-10 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: C) process conflict 11. You are a marketing director for a large food manufacturer. Lately, you have noticed that you are spending a great deal more time at work, sometimes 14 hours a day, because your best friend, who is head of product development, continues to ask you to serve on taste test panels for new products. Which type(s) of conflict are you experiencing? A) task B) relationship C) process D) both A and B E) all A, B, and C Difficulty: 3 QuestionID: 13-1-11 Skill: Application Notes: AACSB—Reflective thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: B) relationship 12. Some studies suggest that

levels of task conflict in the early development stages 4

creativity in groups. A) low; increases B) moderate; increases C) high; mitigates D) moderate; decreases E) low; decreases Difficulty: 2 QuestionID: 13-1-12 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: B) moderate; increases 13. Which of the following refers to the conflict between two people? A) task conflict B) dyadic conflict C) intragroup conflict D) intergroup conflict E) process conflict Difficulty: 1 QuestionID: 13-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: B) dyadic conflict 14. Intense can be quite stressful to group members and might well affect the way they interact. A) task conflict B) dyadic conflict C) functional conflict D) intergroup conflict E) process conflict Difficulty: 1 QuestionID: 13-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: D) intergroup conflict 15. Jennifer has come to realize that conflict has both functional, as well as dysfunctional, outcomes. She 5

has observed examples of both in her organization. Last month, Jennifer's department experienced constructive conflict during a meeting. Which of the following is not an outcome of this functional conflict? A) The quality of decisions is improved. B) Creativity and innovation are stimulated. C) Tensions are released. D) Groupthink is increased. E) Interest and curiosity are encouraged. Difficulty: 3 QuestionID: 13-1-15 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—MC Answer: D) Groupthink is increased. 16. All of the following communication barriers could create conflict except A) semantic difficulties B) information source C) jargon D) insufficient information E) misunderstandings

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Difficulty: 1 QuestionID: 13-1-16 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) information source 17. Conditions that can create conflicts can be classified into three categories. Which of the following is one of these three categories that includes variables such as jurisdictional clarity, member-goal compatibility, and leadership styles? A) communication B) structure C) personal variables D) group interactions E) process variables Difficulty: 2 QuestionID: 13-1-17 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. 6

Miscellaneous: Type—MC Answer: B) structure 18. Which of the following statements is true regarding conflict? A) The smaller the group, the greater the likelihood of conflict. B) The less specialized the activities of the group, the greater the likelihood of conflict. C) People low in the personality traits of disagreeableness, neuroticism, or self-monitoring are more likely to engage in a conflict. D) Diversity of goals among groups is a major source of conflict. E) As the ambiguity about where responsibility for actions lies decreases, the potential for conflict increases. Difficulty: 1 QuestionID: 13-1-18 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) Diversity of goals among groups is a major source of conflict. 19. All of the following personal variables are potential sources of conflict except A) emotions B) values C) disagreeableness D) self-monitoring E) openness to experience Difficulty: 1 QuestionID: 13-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) openness to experience 20. Stage II of the conflict process deals with the conflict being A) perceived and felt B) apparent and experienced C) expressed and perceived D) cooperative and assertive E) accommodated and compromised Difficulty: 1 QuestionID: 13-1-20 Skill: Concept Notes: AACSB—Analytical Thinking 7

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Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: A) perceived and felt 21. Which of the following is not a possible result of felt conflict? A) anxiety B) tension C) frustration D) indifference E) hostility Difficulty: 1 QuestionID: 13-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) indifference 22. The stage of the conflict process is important because it's where conflict issues tend to be defined. A) potential opposition B) cognition and personalization C) intuitions D) behaviour E) reaction and transference Difficulty: 1 QuestionID: 13-1-22 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) cognition and personalization 23. is the third stage in the conflict process and it intervenes between people's perceptions and their overt behaviour. A) Potential for opposition B) Intention C) Cognition D) Attribution E) Behavioural manifestation Difficulty: 1 QuestionID: 13-1-23 Skill: Concept 8

Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) Intention 24. The conflict-handling techniques are characterized by two dimensions, cooperativeness and assertiveness. Cooperativeness indicates the degree to which . A) one party attempts to satisfy his or her own concerns B) one party attempts to suppress the conflict C) the parties attempt to find a win-win solution D) one party attempts to satisfy the other party's concerns E) the parties are willing to involve third-party conflict resolution techniques Difficulty: 1 QuestionID: 13-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) one party attempts to satisfy the other party's concerns 25. The conflict-handling techniques are characterized by two dimensions, cooperativeness and assertiveness. Assertiveness indicates the degree to which . A) one party attempts to satisfy his or her own concerns B) one party attempts to suppress the conflict C) the parties attempt to find a win-win solution D) one party attempts to satisfy the other party's concerns E) the parties are willing to involve third-party conflict resolution techniques Difficulty: 1 QuestionID: 13-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: A) one party attempts to satisfy his or her own concerns 26. When one person seeks to satisfy his or her own interests regardless of the impact on the other parties to the conflict, that person is . A) competing B) avoiding C) accommodating D) compromising E) collaborating Difficulty: 1 9

QuestionID: 13-1-26 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: A) competing 27. Based on the dimensions of cooperativeness and assertiveness, the conflict-handling intentions are classified into five categories. Which of the following is not one of these five conflict-handling intentions? A) collaborating B) competing C) accommodating D) avoiding E) resisting Difficulty: 1 QuestionID: 13-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) resisting 28. The conflict-handling intention of collaborating is A) assertive and uncooperative B) assertive and cooperative C) unassertive and uncooperative D) unassertive and cooperative E) affective and reflective

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Difficulty: 1 QuestionID: 13-1-28 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) assertive and cooperative 29. Which of the following conflict-handling intentions is unassertive and uncooperative? A) competing B) collaborating C) avoiding D) compromising E) accommodating Difficulty: 1 10

QuestionID: 13-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: C) avoiding 30. The conflict-handling intention of accommodating is A) assertive and uncooperative B) assertive and cooperative C) unassertive and uncooperative D) unassertive and cooperative E) reflective and assertive

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Difficulty: 1 QuestionID: 13-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) unassertive and cooperative 31. Which of the following conflict-handling intentions involves attempting to find a win-win solution? A) avoiding B) collaborating C) accommodating D) compromising E) competing Difficulty: 2 QuestionID: 13-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) collaborating 32. Leah has found some ethical problems with the healthcare policy of her organization. She knows she is right in considering this as a vital issue to her organization's welfare. She finds that others are taking advantage of her noncompetitive behaviour. Which conflict-handling strategy should Leah select in this situation? A) competition B) collaboration C) avoidance D) accommodation E) compromise 11

Difficulty: 3 QuestionID: 13-1-32 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: A) competition 33. Angelina feels that her cubicle neighbour, Lindsay, talks loudly on the phone, but in other ways she is a great neighbour. Angelina gets annoyed every time Lindsay's phone rings, but she has decided it's simply not worth the trouble to talk to her. Angelina's conflict-handling intention is called . A) competing B) avoiding C) accommodating D) compromising E) collaborating Difficulty: 3 QuestionID: 13-1-33 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) avoiding 34. Tyler has often been seen to be employing accommodation as his conflict-handling strategy. In which of the following situations would Tyler's strategy be most suitable? A) when he perceives no chance of satisfying his concerns B) when an issue is trivial or symptomatic of other issues C) when gathering information supersedes immediate decision D) when others can resolve the conflict more effectively E) when harmony and stability are especially important Difficulty: 3 QuestionID: 13-1-34 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) when harmony and stability are especially important 35. A party who seeks to appease an opponent may be willing to place the opponent's interests above his or her own, sacrificing to maintain the relationship. We refer to this intention as . A) collaborating B) avoiding 12

C) compromising D) competing E) accommodating Difficulty: 2 QuestionID: 13-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) accommodating 36. Which of the following conflict-handling intentions involves accepting a solution that provides incomplete satisfaction of both parties' concerns? A) collaborating B) compromising C) avoiding D) competing E) accommodating Difficulty: 1 QuestionID: 13-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) compromising 37. Supporting someone else's opinion despite your reservations about the opinion is an example of . A) collaborating B) compromising C) avoiding D) competing E) accommodating Difficulty: 1 QuestionID: 13-1-37 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) accommodating 38. Irma does not agree with the standard operating procedures adapted for the new project. However, she discusses the items with the team and comes to know that she was in the minority. She has, therefore, 13

decided to accept the new procedures to maintain smooth operations within the team. This type of intention is called . A) sacrificing B) accommodating C) collaborating D) compromising E) competing Difficulty: 2 QuestionID: 13-1-38 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) accommodating 39. In which stage of the conflict process does conflict become visible? A) outcomes B) intentions C) incompatibility D) behaviour E) personalization Difficulty: 1 QuestionID: 13-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) behaviour 40. All of the following are examples of conflict behaviours except A) overt effort to destroy the other party B) aggressive physical attack C) threat D) negotiation E) assertive verbal attack Difficulty: 1 QuestionID: 13-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) negotiation

14

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41.

is an antidote for groupthink. A) Politics B) Distributive bargaining C) Conflict D) Integrative bargaining E) Negotiation

Difficulty: 2 QuestionID: 13-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: C) Conflict 42. Which of the following outcomes is not a dysfunctional consequence of conflict? A) bringing group functioning to a halt B) reassessment of group goals C) threatening the group's survival D) poor communication E) reduced group cohesiveness Difficulty: 2 QuestionID: 13-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) reassessment of group goals 43. Jennifer's boss asks for her recommendations on strategies to promote functional conflicts within the company. Which of the following is Jennifer most likely to recommend? A) punishing individuals who support beliefs that management has rejected B) encouraging open, frank discussion focused on interests rather than issues C) implementing a policy of promoting personnel who are conflict avoiders D) instructing managers to discourage devil's advocacy in the decision-making process E) encouraging managers to reward employees who keep their opinions to themselves Difficulty: 3 QuestionID: 13-1-43 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: B) encouraging open, frank discussion focused on interests rather than issues

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44. Which of the following statements is true regarding negotiation that takes place in a collectivist culture? A) Collectivists are less likely to seek to preserve relationships and promote the good of the group as a whole than individualists. B) Collectivists are more likely to confront differences of opinion directly and openly as compared to individualists. C) Competing tactics are the most preferred methods of conflict management in China. D) As compared to individualists, collectivists are less likely to see offers from their counterparts as unfair and to reject them. E) The methods of conflict management preferred by American managers are avoiding and compromising. Difficulty: 2 QuestionID: 13-1-44 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: D) As compared to individualists, collectivists are less likely to see offers from their counterparts as unfair and to reject them. 45. A Chinese manager is more likely to use which of the following techniques for conflict management? A) direct confrontation B) authoritative command C) avoiding D) pressurizing E) competing tactics Difficulty: 2 QuestionID: 13-1-45 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: C) avoiding 46. People from which country are most likely to involve a third party to resolve disputes? A) United States B) Canada C) Great Britain D) Germany E) China Difficulty: 2 QuestionID: 13-1-46 Skill: Concept Notes: AACSB—Diverse and multicultural work environments 16

Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) China 47. People from which country are least likely to confront differences of opinion directly and openly? A) United States B) Canada C) Great Britain D) Germany E) Japan Difficulty: 2 QuestionID: 13-1-47 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 13.3a Outline the conflict process. Miscellaneous: Type—MC Answer: E) Japan 48. Which of the following terms best describes the process that occurs when two or more parties decide how to allocate scarce resources? A) mediation B) conflict management C) negotiation D) unionization E) arbitration Difficulty: 1 QuestionID: 13-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) negotiation 49. The terms negotiation and A) mediation B) bargaining C) collaboration D) accommodating E) arbitration

are used interchangeably.

Difficulty: 1 QuestionID: 13-1-49 Skill: Concept Notes: AACSB—Analytical Thinking 17

Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: B) bargaining 50. The two general approaches to bargaining are known as A) emotional and rational B) affective and reflective C) distributive and integrative D) formal and informal E) reflexive and restrictive

bargaining.

Difficulty: 1 QuestionID: 13-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) distributive and integrative 51. Labour and management at DJ Trucking cannot agree upon a contract for the truck drivers. The drivers are threatening to strike, and management knows that such a strike would be very costly. Each side contends that they are bargaining fairly, but no agreement seems to be possible. Both sides agree that they are competing over a fixed amount of resources. Each side feels that what one side wins, the other loses. Based on this information we can say that the two sides are engaged in . A) conciliation B) distributive bargaining C) mediation D) integrative bargaining E) arbitration Difficulty: 2 QuestionID: 13-1-51 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: B) distributive bargaining 52. Which of the following is a characteristic of distributive bargaining? A) win-win solution B) long-term focus C) good interpersonal relationships D) opposed interests E) high information sharing Difficulty: 1 18

QuestionID: 13-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: D) opposed interests 53.

bargaining is negotiation that seeks to divide a "fixed pie." A) Distributive B) Integrative C) Reflective D) Affective E) Conjunctive

Difficulty: 1 QuestionID: 13-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: A) Distributive 54. Emma is the labour union negotiator. Today, she is meeting with management to discuss the new fiveyear contract, including wages and benefits. This example of labour-management negotiations over wages exemplifies . A) integrative bargaining B) arbitration C) distributive bargaining D) mediation E) conciliation Difficulty: 2 QuestionID: 13-1-54 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) distributive bargaining 55. Which of the following statements is true regarding distributive bargaining? A) It operates under zero-sum conditions. B) It focuses on long-term relationships. C) It involves high information sharing. D) It attempts to create a win-win solution. E) In terms of intraorganizational behaviour, all things being equal, distributive bargaining is preferable to integrative bargaining. 19

Difficulty: 2 QuestionID: 13-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: A) It operates under zero-sum conditions. 56. Which of the following statements is true regarding integrative bargaining? A) Integrative bargaining leaves one party a loser. B) Integrative bargaining makes the first offer, and makes it an aggressive one. C) Integrative bargaining focuses on long-term relationships. D) Integrative bargaining operates under zero-sum conditions. E) Integrative bargaining involves low information sharing. Difficulty: 3 QuestionID: 13-1-56 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) Integrative bargaining focuses on long-term relationships. 57. At first, the disputing parties resist your offer to help create a win-win situation for both groups. They are each highly focused on their demands in the negotiation, otherwise known as their . A) focal points B) distribution points C) resistance points D) settlement ranges E) target points Difficulty: 2 QuestionID: 13-1-57 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: E) target points 58. In the case of distributive bargaining, the achieve out of a negotiation. A) resistance B) clarification C) target D) closure

point indicates what a person would like to

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E) focus Difficulty: 2 QuestionID: 13-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) target 59. In case of distributive bargaining, the point marks the lowest outcome that is acceptable– the point below which the party would break off negotiations rather than accept a less favourable settlement. A) resistance B) tolerance C) target D) focal E) clarification Difficulty: 2 QuestionID: 13-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: A) resistance 60. During a negotiation, making an initial offer leads to the A) self-serving B) framing C) attributional D) anchoring E) cognitive

bias.

Difficulty: 2 QuestionID: 13-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: D) anchoring 61. You have decided to try to find a win-win situation to help labour and management resolve their differences. You are attempting to engage in . A) integrative bargaining B) conciliation 21

C) mediation D) distributive bargaining E) arbitration Difficulty: 2 QuestionID: 13-1-61 Skill: Application Notes: AACSB—Reflective thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: A) integrative bargaining 62. Which of the following statements is a condition necessary for integrative bargaining to succeed in organizations? A) Opposing parties must not be guarded about their concerns. B) Opposing parties must not be sensitive to others' needs. C) Opposing parties must not trust each other. D) Opposing parties must not be open to sharing information. E) Opposing parties must not want to maintain flexibility. Difficulty: 3 QuestionID: 13-1-62 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: A) Opposing parties must not be guarded about their concerns. 63. Caleb, a manager, always displays anger when he negotiates with his team members. Which type of bargaining is Caleb employing to induce concessions from his team? A) integrative bargaining B) collective bargaining C) distributive bargaining D) individual bargaining E) dysfunctional bargaining Difficulty: 2 QuestionID: 13-1-63 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) distributive bargaining 64. All of the following techniques are ways to achieve more integrative outcomes, except A) bargaining in teams rather than bargaining as an individual 22

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B) introducing more negotiable issues of negotiation C) focusing on underlying interests of both parties D) creating more opportunities for logrolling E) making an aggressive first offer Difficulty: 3 QuestionID: 13-1-64 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: E) making an aggressive first offer 65. All things being equal, bargaining is preferable to distributive bargaining because the former builds long-term relationships. A) accommodative B) transformational C) integrative D) collaborative E) distributive Difficulty: 2 QuestionID: 13-1-65 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—MC Answer: C) integrative 66. In a negotiation process, which of the following activities is most likely to be included in the "preparation and planning" step? A) justifying your original demands B) determining your best alternative to a negotiated agreement C) determining where the negotiation will take place D) designing procedures for implementing the agreement that has been worked out E) exchange of the initial proposals or demands Difficulty: 2 QuestionID: 13-1-66 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: B) determining your best alternative to a negotiated agreement 67. Your

determines the lowest value acceptable to you for a negotiated agreement. 23

A) BATNA B) margin of error C) bid price D) asking price E) hidden value Difficulty: 1 QuestionID: 13-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: A) BATNA 68. During which phase of the negotiation process do the parties exchange their initial proposals or demands? A) opening and initiating B) definition of ground rules C) clarification and justification D) bargaining and problem-solving E) integration of preferences Difficulty: 1 QuestionID: 13-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: B) definition of ground rules 69. In a negotiation process, which of the following activities is most likely to be included in the "definition of ground rules" step? A) determining your best alternative to a negotiated agreement B) determining time constraints, if any, applicable to negotiation C) justifying your original demands D) formalizing the agreement that has been worked out E) determining the history leading up to the negotiation Difficulty: 2 QuestionID: 13-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: B) determining time constraints, if any, applicable to negotiation

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70. Carisa is negotiating for the labour union. Today, she is presenting the evidence and papers that demonstrate the average wages in the area, the cost of healthcare for the average worker, and a pie graph demonstrating how these costs affect the new salary request. Which phase of the negotiation process is Carisa currently in? A) preparation and planning B) definition of ground rules C) clarification and justification D) bargaining and problem solving E) closure and implementation Difficulty: 3 QuestionID: 13-1-70 Skill: Application Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: C) clarification and justification 71. Which of the following is not a step in the negotiation process? A) definition of ground rules B) clarification and justification C) bargaining and problem solving D) process evaluation E) preparation and planning Difficulty: 2 QuestionID: 13-1-71 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: D) process evaluation 72. In which of the five steps of the negotiation process do both parties have to undoubtedly make concessions? A) accommodating B) compromising C) bargaining and problem solving D) clarification and justification E) closure and implementation Difficulty: 1 QuestionID: 13-1-72 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. 25

Miscellaneous: Type—MC Answer: C) bargaining and problem solving 73. In a negotiation process, which of the following activities is most likely to be included in the "closure and implementation" step? A) determining your best alternative to a negotiated agreement B) justifying your original demands C) formalizing the agreement that has been worked out D) determining time constraints, if any, applicable to negotiation E) exchange of the initial proposals or demands Difficulty: 1 QuestionID: 13-1-73 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—MC Answer: C) formalizing the agreement that has been worked out 74. Which of the following is not an individual factor that influences the effectiveness of a negotiator? A) personality B) mood C) gender D) age E) culture Difficulty: 1 QuestionID: 13-1-74 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.6 Show how individual differences influence negotiations. Miscellaneous: Type—MC Answer: D) age 75. Managerial women and men differ in all of the following except A) confidence in anticipation of negotiating B) satisfaction with negotiation outcomes C) aggressiveness in negotiations D) selection of bargaining strategies E) initiation of negotiations Difficulty: 2 QuestionID: 13-1-75 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.6 Show how individual differences influence negotiations. 26

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Miscellaneous: Type—MC Answer: D) selection of bargaining strategies True or False Questions 1. The traditional view of conflict recognizes that a minimal level of conflict can help keep a group viable, self-critical, and creative. a True b False Difficulty: 1 QuestionID: 13-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—TF Answer: b. False 2. The interactionist view of conflict proposes that all conflicts are good. a True b False Difficulty: 1 QuestionID: 13-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—TF Answer: b. False 3. Relationship conflicts, at least in work settings, are almost always dysfunctional. a True b False Difficulty: 1 QuestionID: 13-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—TF Answer: a. True 4. Task conflict among top management teams was negatively associated with their performance, whereas conflict lower in the organization was positively associated with group performance. a True b False 27

Difficulty: 1 QuestionID: 13-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—TF Answer: b. False 5. Process conflict often becomes highly personalized and quickly devolves into relationship conflict. a True b False Difficulty: 1 QuestionID: 13-2-80 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.2 Describe the three types of conflict and the three loci of conflict. Miscellaneous: Type—TF Answer: a. True 6. The potential for conflict increases when too much communication takes place. a True b False Difficulty: 1 QuestionID: 13-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—TF Answer: a. True 7. During the intentions stage of the conflict process, the parties decide what the conflict is about. a True b False Difficulty: 1 QuestionID: 13-2-82 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—TF Answer: b. False 8. The conflict-handling intention of accommodating is unassertive and cooperative. 28

a True b False Difficulty: 1 QuestionID: 13-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—TF Answer: a. True 9. Compared to Japanese negotiators, their American counterparts are less likely to see offers from their counterparts as unfair and to reject them. a True b False Difficulty: 1 QuestionID: 13-2-84 Skill: Concept Notes: AACSB—Diverse and multicultural work environments Objective: 13.3a Outline the conflict process. Miscellaneous: Type—TF Answer: b. False 10. Distributive bargaining attempts to create a win-win solution for both the parties. a True b False Difficulty: 1 QuestionID: 13-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—TF Answer: b. False 11. When you are engaged in distributive bargaining, research consistently shows one of the best things you can do is make the first offer. a True b False Difficulty: 1 QuestionID: 13-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. 29

Miscellaneous: Type—TF Answer: a. True 12. In terms of intraorganizational behaviour, all things being equal, integrative bargaining is preferable to distributive bargaining. a True b False Difficulty: 1 QuestionID: 13-2-87 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—TF Answer: a. True 13. Individuals who bargain in teams reach fewer integrative agreements than those who bargain individually. a True b False Difficulty: 1 QuestionID: 13-2-88 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—TF Answer: b. False 14. The best alternative to a negotiated agreement (BATNA) determines the conflict-handling technique to be used during the negotiation process. a True b False Difficulty: 1 QuestionID: 13-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—TF Answer: b. False 15. Men and women negotiate differently. a True b False

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Difficulty: 1 QuestionID: 13-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.6 Show how individual differences influence negotiations. Miscellaneous: Type—TF Answer: b. False Essay Questions 1. Define and describe the traditional view of conflict. How has this view of conflict changed? Give examples. Difficulty: 3 QuestionID: 13-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—ES Answer: The traditional view of conflict was consistent with attitudes about group behaviour that prevailed in the 1930s and 1940s. Conflict was seen as a dysfunctional outcome resulting from poor communication, a lack of openness and trust between people, and the failure of managers to be responsive to the needs and aspirations of their employees. Conflict was discussed with the terms violence, destruction, and irrationality. While the idea that all conflict is bad and should be avoided certainly offers a simple approach to looking at the behaviour of people who create disagreements, researchers realized that some level of conflict was inevitable. We need merely study the causes of conflict and correct the malfunctions to improve group and organizational performance. 2. Define and describe the interactionist view of conflict. Give examples. Difficulty: 3 QuestionID: 13-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.1 Differentiate between the traditional and interactionist views of conflict. Miscellaneous: Type—ES Answer: The interactionist approach encourages conflict on the grounds that a harmonious, peaceful, tranquil, and cooperative group is prone to becoming static, apathetic, and nonresponsive to needs for change and innovation. The major contribution of the interactionist approach, therefore, is encouraging group leaders to maintain an ongoing minimum level of conflict—enough to keep the group viable, self-critical, and creative. The interactionist view classifies conflicts in two categories, functional conflicts and dysfunctional conflicts. Functional conflict supports the goals of the group and improves its performance and is, thus, a constructive form of conflict. A conflict that hinders group performance is a destructive or dysfunctional conflict. 3. What are the three general causes of conflict? Give an example of each.

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Difficulty: 3 QuestionID: 13-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—ES Answer: The three general categories of conditions which may be the sources of conflict are communication, structure, and personal variables. a) Communication represents those opposing forces that arise from semantic difficulties, misunderstandings, and "noise" in the communication channels. Differing word connotations, jargon, insufficient exchange of information, and noise in the communication channel are all barriers to communication and potential antecedent conditions to conflict. The potential for conflict increases when either too little or too much communication takes place. b) Structure includes variables such as size, degree of specialization in the tasks assigned to group members, jurisdictional clarity, member-goal compatibility, leadership styles, reward systems, and the degree of dependence between groups. c) Personal variables include individual value systems that each person has and the personality characteristics that account for individual idiosyncrasies and differences. 4. Describe the five conflict-handling intentions that are based on the dimensions of cooperativeness and assertiveness. Expand in detail on each of the intentions. Difficulty: 3 QuestionID: 13-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—ES Answer: The five conflict-handling intentions that are based on the dimensions of cooperativeness and assertiveness are: a) Competing: When one person seeks to satisfy his or her own interests, regardless of the impact on the other parties to the conflict, that person is competing. b) Collaborating: In collaborating, the intention of the parties is to solve the problem by clarifying differences rather than by accommodating various points of view. c) Avoiding: In avoiding, a person may recognize that a conflict exists and want to withdraw from it or suppress it. d) Accommodating: A party who seeks to appease an opponent may be willing to place the opponent's interests above his or her own, sacrificing to maintain the relationship. We refer to this intention as accommodating. e) Compromising: In compromising, there is no clear winner or loser. Rather, there is a willingness to ration the object of the conflict and accept a solution that provides incomplete satisfaction of both parties' concerns. 5. What are the various functional and dysfunctional outcomes of conflict? Give an example of functional conflict and dysfunctional conflict. Difficulty: 3 QuestionID: 13-3-95 32

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—ES Answer: Conflict is functional when it improves the quality of decisions, stimulates creativity and innovation, encourages interest and curiosity among group members, provides the medium through which problems can be aired and tensions released, and fosters an environment of self-evaluation and change. Conflict can improve the quality of decision making by allowing all points, particularly the ones that are unusual or held by a minority, to be weighed in important decisions. Conflict is an antidote for groupthink. It doesn't allow the group passively to "rubber stamp" decisions that may be based on weak assumptions, inadequate consideration of relevant alternatives, or other debilities. Conflict challenges the status quo and therefore furthers the creation of new ideas, promotes reassessment of group goals and activities, and increases the probability that the group will respond to change. Dysfunctional conflicts can reduce group effectiveness. Uncontrolled opposition breeds discontent, which acts to dissolve common ties and eventually leads to the destruction of the group. More undesirable consequences are hampered communication, reductions in group cohesiveness, and subordination of group goals to the primacy of infighting among members. All forms of conflict—even the functional varieties–appear to reduce group member satisfaction and reduce trust. When active discussions turn into open conflicts between members, information sharing between members has been shown to decrease significantly. At the extreme, conflict can bring group functioning to a halt and threaten the group's survival. 6. Outline and discuss the four stage conflict process. Give an example of each of the four stages. Difficulty: 3 QuestionID: 13-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.3a Outline the conflict process. Miscellaneous: Type—ES Answer: The conflict process can be seen as comprising five stages: potential opposition or incompatibility, cognition and personalization, intentions, behaviour, and outcomes. a) The first step in the conflict process is the presence of conditions that create opportunities for conflict to arise. They need not lead directly to conflict, but one of these conditions is necessary if conflict is to surface. These conditions are communication, structure, and personal variables. If the conditions cited in "Stage I" negatively affect something that one party cares about, then the potential for opposition or incompatibility becomes actualized in the second stage. The antecedent conditions can only lead to conflict when one or more of the parties are affected by, and aware of, the conflict. b) "Stage II" is cognition and personalization. This is where conflict issues tend to be defined. c) In "Stage III," intentions intervene between people's perceptions and emotions and their overt behaviour. These intentions are decisions to act in a certain way. d) When most people think of conflict situations, they tend to focus on "Stage IV" because this is where conflicts become visible. The behaviour stage includes statements, actions, and reactions made by the conflicting parties. e) The action-reaction interplay between the conflicting parties results in consequences. These outcomes in "Stage V" may be functional in that the conflict results in an improvement in the group's performance, or dysfunctional in that it hinders group performance. 33

7. Discuss distributive bargaining (DB). Provide a specific example of DB. Difficulty: 3 QuestionID: 13-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—ES Answer: Distributive bargaining operates under zero-sum conditions. The essence of distributive bargaining is negotiating over who gets what share of a fixed pie. Here fixed pie means a set amount of goods or services to be divvied up. When the pie is fixed, or parties believe it is, they tend to bargain distributively. Parties involved in distributive bargaining have opposite interests. Distributive bargaining is characterized by low information sharing and it focuses on short-term relationships. When you are engaged in distributive bargaining, research consistently shows one of the best things you can do is make the first offer. One reason for this is that making the first offer shows power; individuals in power are much more likely to make initial offers, speak first at meetings, and thereby gain the advantage. Another reason is the anchoring bias. People tend to fixate on initial information. Once that anchoring point is set, they fail to adequately adjust it based on subsequent information. 8. What are the various characteristics of integrative bargaining (IB)? Provide an example of IB. Difficulty: 3 QuestionID: 13-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.4 Contrast distributive and integrative bargaining. Miscellaneous: Type—ES Answer: Integrative bargaining attempts to create a win-win solution. The parties involved in integrative bargaining have congruent interests. Integrative bargaining is characterized by high information sharing and a long-term focus. To be successful, integrative bargaining needs parties who are open with information and candid about their concerns, a sensitivity in both parties to the other's needs and trust, and a willingness by both parties to maintain flexibility. 9. What is BATNA? Discuss the significance of BATNA. Provide an example of BATNA. Difficulty: 3 QuestionID: 13-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.5 Apply the five steps of the negotiation process. Miscellaneous: Type—ES Answer: Once you've gathered your information, develop a strategy. For example, expert chess players know how they will respond to any given situation. You should determine your and the other side's best alternative to a negotiated agreement, or BATNA. Your BATNA determines the lowest value acceptable to you for a negotiated agreement. Any offer you receive that is higher than your BATNA is better than an impasse. Conversely, you shouldn't expect success in your negotiation effort unless you're able to make the other side an 34

offer it finds more attractive than its BATNA. If you go into your negotiation having a good idea of what the other party's BATNA is, you might be able to elicit a change even if you're not able to meet it. 10. It appears that men and women negotiate differently. Discuss the effects of gender on effectiveness of negotiations. Give examples of gender differences in negotiations. Difficulty: 3 QuestionID: 13-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 13.6 Show how individual differences influence negotiations. Miscellaneous: Type—ES Answer: A popular stereotype is that women are more cooperative and pleasant in negotiations than are men. The evidence doesn't support this belief. However, men have been found to negotiate better outcomes than women, although the difference is relatively small. It's been postulated that men and women place divergent values on outcomes. The belief that women are "nicer" than men in negotiations is probably due to a confusion between gender and the lower degree of power women typically hold in most large organizations. When women and men actually do conform to these stereotypes—women act "nice" and men "tough"—it becomes a selffulfilling prophecy, reinforcing the stereotypical gender differences between male and female negotiators.

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Essentials of Organizational Behaviour, Third Canadian Edition (Robbins) Chapter 14: Organizational Change Multiple Choice Questions 1. Each of the following is most likely to result in the changing nature of the workforce except A) immigration B) outsourcing C) multicultural environment D) demographic changes E) changing literacy levels Difficulty: 1 QuestionID: 14-1-01 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.1 Identify forces that act as stimulants to change. Miscellaneous: Type—MC Answer: E) changing literacy levels 2. Organizations strive to develop new products more rapidly and to get them to market more quickly. This is a response to changes in . A) demographic trends B) competition C) social trends D) legal requirements E) nature of the workforce Difficulty: 2 QuestionID: 14-1-02 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.1 Identify forces that act as stimulants to change. Miscellaneous: Type—MC Answer: B) competition 3. Organizations are increasingly adjusting their processes and positioning their products as environmentally friendly and sustainable in order to increase their appeal to consumers. This is a response to changes in . A) demographic trends B) social trends C) cultural trends D) legal requirements E) nature of the workforce Difficulty: 2 1

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QuestionID: 14-1-03 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.1 Identify forces that act as stimulants to change. Miscellaneous: Type—MC Answer: B) social trends 4. Consumers now meet and share information in chat rooms and blogs. This is an example of changes in . A) competition B) nature of the workforce C) social trends D) legal requirements E) the economy Difficulty: 2 QuestionID: 14-1-04 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.1 Identify forces that act as stimulants to change. Miscellaneous: Type—MC Answer: C) social trends 5. It is easiest for management to deal with resistance when it is A) covert B) deferred C) passive D) implicit E) overt

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Difficulty: 1 QuestionID: 14-1-05 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: E) overt 6. A(n) resistance to change clouds the link between the change and the reaction to it and may surface weeks, months, or even years later. A) overt B) immediate C) active D) explicit E) deferred

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Difficulty: 2 QuestionID: 14-1-06 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: E) deferred 7. Which of the following resistances to change is overt and immediate? A) loss of loyalty B) increased absenteeism C) loss of motivation D) increased error E) complaint Difficulty: 2 QuestionID: 14-1-07 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: E) complaint 8. Which of the following resistances to change is implicit? A) strike B) increased error C) resignation D) complaint E) work slowdown Difficulty: 2 QuestionID: 14-1-08 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: B) increased error 9. Which of the following reactions from employees is preferable as a response to change? A) silence B) apathy C) resignation D) open discussion E) increase in the use of sick time Difficulty: 2 3

QuestionID: 14-1-09 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: D) open discussion 10. Which of the following is an example of a source of individual resistance? A) limited focus of change B) product orientation C) fear of the unknown D) structural inertia E) employee orientation Difficulty: 2 QuestionID: 14-1-10 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: C) fear of the unknown 11. Which of the following is an example of an individual source of resistance to change? A) structural inertia B) selective information processing C) limited focus of change D) threat to established power relationships E) group inertia Difficulty: 2 QuestionID: 14-1-11 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: B) selective information processing 12. Which of the following is an example of an organizational source of resistance to change? A) limited focus of change B) security C) fear of the unknown D) selective information processing E) economic factors Difficulty: 2 QuestionID: 14-1-12 4

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: A) limited focus of change 13. Limited focus of change is a major force for resistance to change that originates from an organizational source. It indicates that . A) groups in the organization that control sizable resources often resist change B) changes in organizational patterns may threaten the expertise of specialized groups so these groups tend to resist change C) organizations have structural inertia that acts as a counterbalance to sustain stability D) limited changes in subsystems tend to be nullified by the larger system E) even if individuals want to change their behaviour, group norms may act as a constraint Difficulty: 2 QuestionID: 14-1-13 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: D) limited changes in subsystems tend to be nullified by the larger system 14. Selective information processing is a major force for resistance to change. It indicates that . A) changes in organizational patterns may threaten the expertise of specialized groups so these groups tend to resist change B) individuals hear what they want to hear and they ignore information that challenges the world they've created C) limited changes in subsystems tend to be nullified by the larger system D) groups in the organization that control sizable resources often resist change E) even if individuals want to change their behaviour, group norms may act as a constraint Difficulty: 2 QuestionID: 14-1-14 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: B) individuals hear what they want to hear and they ignore information that challenges the world they've created 15. After restructuring, your division has had trouble filling the open positions with appropriate candidates. The selection processes used by human resources have not yet adjusted to the new criteria required for the restructured job positions. This problem is an example of which kind of resistance to change? A) structural inertia 5

B) limited focus of change C) group inertia D) threat to expertise E) threat to established power relationships Difficulty: 2 QuestionID: 14-1-15 Skill: Application Notes: AACSB—Reflective thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: A) structural inertia 16. Which tactic for overcoming resistance to change basically assumes that the source of resistance lies in misinformation? A) implementing changes fairly B) participation C) education and communication D) coercion E) cooptation and manipulation Difficulty: 1 QuestionID: 14-1-16 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: C) education and communication 17. Your company, Johnson Farm Products, has decided to expand its traditional business serving farm owners in order to include home gardeners in its customer base. This change is not met with enthusiasm by the sales personnel who have had good long-term relationships with area farmers. You know that the change will be difficult if you cannot overcome the resistance of the sales personnel and obtain their cooperation. You have brought in the local extension agent to explain demographics and the changing nature of the area in which you live. The method for overcoming resistance that you have chosen is . A) education and communication B) participation C) negotiation D) manipulation and cooptation E) coercion Difficulty: 2 QuestionID: 14-1-17 Skill: Application Notes: AACSB—Reflective thinking 6

Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: A) education and communication 18. Your company, Johnson Farm Products, has decided to expand its traditional business serving farm owners in order to include home gardeners in its customer base. This change is not met with enthusiasm by the sales personnel who have had good long-term relationships with area farmers. You know that the change will be difficult if you cannot overcome the resistance of the sales personnel and obtain their cooperation. You have decided to involve the sales personnel in planning for the change and in stocking appropriate new items to sell to gardeners. The method for overcoming resistance that you have chosen is . A) education and communication B) participation C) negotiation D) manipulation and cooptation E) coercion Difficulty: 2 QuestionID: 14-1-18 Skill: Application Notes: AACSB—Reflective thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: B) participation 19. Which of the following tactics for overcoming resistance to change is most likely to be beneficial when employees' fear and anxiety are high? A) education B) building support and commitment C) participation D) implementing changes fairly E) coercion Difficulty: 1 QuestionID: 14-1-19 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: B) building support and commitment 20. Using covert influence to overcome resistance to change is called A) negotiation B) cooptation C) education D) coercion 7

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E) manipulation Difficulty: 2 QuestionID: 14-1-20 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: E) manipulation 21. Which tactic to overcome resistance to change is a relatively inexpensive way to gain the support of adversaries, but may backfire if the targets become aware of the tactic? A) negotiation B) conciliation C) manipulation D) coercion E) arbitration Difficulty: 3 QuestionID: 14-1-21 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: C) manipulation 22. The management of a firm threatens to close a manufacturing plant whose employees are resisting an across-the-board pay cut. If the threat is untrue, the management is using . A) coercion B) cooptation C) education D) manipulation E) procedural fairness Difficulty: 3 QuestionID: 14-1-22 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: D) manipulation 23. If individuals resisting change are included in making change decisions in an attempt to gain their support, this approach is called . A) cooptation B) exploitation 8

C) manipulation D) coercion E) education Difficulty: 1 QuestionID: 14-1-23 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: A) cooptation 24. "Buying off" the leaders of a resistance group by giving them a key role and seeking their advice not to find a better solution but to get their endorsement is an example of . A) coercion B) cooptation C) procedural fairness D) distributive bargaining E) operant conditioning Difficulty: 2 QuestionID: 14-1-24 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: B) cooptation 25. Procedural fairness while implementing changes is especially important when A) the organization is facing intense competition B) the employees have participated in the decision making process C) employees perceive the outcome as negative D) the environment in which the business operates is dynamic E) the employees are resisting the change due to group inertia

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Difficulty: 2 QuestionID: 14-1-25 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: C) employees perceive the outcome as negative 26. Individuals higher in A) external locus of control B) external work motivation

are better able to learn and adapt to changes in the workplace.

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C) general mental ability D) emotional intelligence E) work ethics Difficulty: 2 QuestionID: 14-1-26 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: C) general mental ability 27. The application of direct threats or force upon resisters is called A) negotiation B) cooptation C) manipulation D) coercion E) arbitration

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Difficulty: 1 QuestionID: 14-1-27 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: D) coercion 28. You have threatened to eliminate positions and even to close down the company if your employees don't change their attitudes. The method for overcoming resistance that you have chosen is . A) education and communication B) participation C) negotiation D) coercion E) cooptation Difficulty: 2 QuestionID: 14-1-28 Skill: Application Notes: AACSB—Reflective thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: D) coercion 29. Which one of the following is not listed as a tactic for dealing with resistance to change? A) acceleration B) manipulation 10

C) participation D) cooptation E) education Difficulty: 2 QuestionID: 14-1-29 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—MC Answer: A) acceleration 30. Who developed a three-step model for change that included unfreezing, movement, and refreezing? A) John Kotter B) David McClelland C) Douglas Surber D) Lawrence Summers E) Kurt Lewin Difficulty: 1 QuestionID: 14-1-30 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: E) Kurt Lewin 31. Which of the following forces in Lewin's three-step model for change direct employee behaviours away from the status quo? A) individual forces B) organizational forces C) restraining forces D) leading forces E) driving forces Difficulty: 1 QuestionID: 14-1-31 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: E) driving forces 32. Who built on Lewin's three-step model to create a more detailed approach for implementing change? A) John Kotter B) David McClelland 11

C) Douglas Surber D) Lawrence Summers E) Henry Mintzberg Difficulty: 2 QuestionID: 14-1-32 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: A) John Kotter 33. Which of the following is the first step in Kotter's eight-step plan for implementing change? A) Create a new vision to direct the change and strategies for achieving the vision. B) Establish a sense of urgency by creating a compelling reason for why change is needed. C) Plan for, create, and reward short-term "wins" that move the organization toward the new vision. D) Form a coalition with enough power to lead the change. E) Communicate the vision throughout the organization. Difficulty: 2 QuestionID: 14-1-33 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) Establish a sense of urgency by creating a compelling reason for why change is needed. 34. Which of the following is the last step in Kotter's eight-step plan for implementing change? A) Form a coalition with enough power to lead the change. B) Establish a sense of urgency by creating a compelling reason for why change is needed. C) Communicate the vision throughout the organization. D) Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. E) Consolidate improvements, reassess changes, and make necessary adjustments in the new programs. Difficulty: 2 QuestionID: 14-1-34 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: D) Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. 35. John Kotter built on Lewin's three-step model to create a more detailed approach for implementing change. Which of the following steps in Kotter's eight-step plan for implementing change represents the 12

"unfreezing" stage in Lewin's three-step model? A) Plan for, create, and reward short-term "wins" that move the organization toward the new vision. B) Consolidate improvements, reassess changes, and make necessary adjustments in the new programs. C) Create a new vision to direct the change and strategies for achieving the vision. D) Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving. E) Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. Difficulty: 1 QuestionID: 14-1-35 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: C) Create a new vision to direct the change and strategies for achieving the vision. 36. Which of the following steps in Kotter's eight-step plan for implementing change represents the "movement" stage in Lewin's three-step model? A) Establish a sense of urgency by creating a compelling reason for why change is needed. B) Plan for, create, and reward short-term "wins" that move the organization toward the new vision. C) Form a coalition with enough power to lead the change. D) Create a new vision to direct the change and strategies for achieving the vision. E) Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. Difficulty: 1 QuestionID: 14-1-36 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) Plan for, create, and reward short-term "wins" that move the organization toward the new vision. 37. Which of the following steps in Kotter's eight-step plan for implementing change represents the "refreezing" stage in Lewin's three-step model? A) Plan for, create, and reward short-term "wins" that move the organization toward the new vision. B) Consolidate improvements, reassess changes, and make necessary adjustments in the new programs. C) Create a new vision to direct the change and strategies for achieving the vision. D) Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving. E) Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. Difficulty: 1 QuestionID: 14-1-37 13

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: E) Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. 38. is a collection of change methods that seek to improve organizational effectiveness and employee well-being. A) Organizational development B) Appreciative inquiry C) Groupthink D) Action research E) Economic validity Difficulty: 1 QuestionID: 14-1-38 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: A) Organizational development 39. Which of the following options does not constitute an underlying value in organizational development efforts? A) respect for people B) trust and support C) confrontation D) participation E) coercion Difficulty: 2 QuestionID: 14-1-39 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: E) coercion 40. The de-emphasis of hierarchical authority and control in organizational development is referred to as . A) participation B) power equalization C) trust and support D) respect for people E) vertical blending 14

Difficulty: 1 QuestionID: 14-1-40 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) power equalization 41. Addressing problems directly and openly in organizational development is referred to as A) participation B) confrontation C) trust and support D) respect for people E) vertical blending

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Difficulty: 1 QuestionID: 14-1-41 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) confrontation 42. In a survey feedback, employees complete a questionnaire on all of the following topics, except . A) implementation of changes B) decision-making practices C) communication effectiveness D) coordination among units E) satisfaction with the organization Difficulty: 2 QuestionID: 14-1-42 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: A) implementation of changes 43. Which of the following is an organizational development technique that involves an outsider assisting a manager to identify what to improve and how? A) action research B) intergroup development C) appreciative inquiry D) process consultation 15

E) social reinforcement Difficulty: 2 QuestionID: 14-1-43 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: D) process consultation 44. How does process consultation help in organizational development? A) It leads the group to commit to various remedies for the problems identified. B) It assists the client in perceiving, understanding, and acting upon process events. C) It identifies individuals who are willing to accept changes. D) It focuses on an organization's success rather than its problems. E) It helps form a coalition with enough power to lead the change. Difficulty: 2 QuestionID: 14-1-44 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) It assists the client in perceiving, understanding, and acting upon process events. 45. Team building typically includes A) team process analysis B) confrontation C) intergroup relations D) power equalization E) manipulation

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Difficulty: 1 QuestionID: 14-1-45 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: A) team process analysis 46. Which of the following OD techniques involves changing groups' attitudes, stereotypes, and perceptions about each other? A) survey feedback B) process consultation C) team building D) intergroup development 16

E) appreciative inquiry Difficulty: 1 QuestionID: 14-1-46 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: D) intergroup development 47. Rather than looking for problems, seeks to identify the unique qualities and special strengths of an organization, which can then be built upon to improve performance. A) appreciative inquiry B) action research C) team building D) process consultation E) social reinforcement Difficulty: 2 QuestionID: 14-1-47 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: A) appreciative inquiry 48. Which of the following is a step in the appreciative inquiry process? A) analysis B) dreaming C) inferring D) classifying E) collaboration Difficulty: 2 QuestionID: 14-1-48 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) dreaming 49. Appreciative inquiry (AI) is an organizational development technique. Which of the following statements is true regarding appreciative inquiry? A) It tries to identify discrepancies among member perceptions and solve these differences. B) It uses high-interaction group activities to increase trust and openness among team members, improve coordinative efforts, and increase team performance. 17

C) It involves an outside consultant who helps the manager to analyze processes within his or her unit and identify what to improve and how. D) It consists of four steps including discovery, dreaming, design, and destiny. E) It seeks to change groups' attitudes, stereotypes, and perceptions about each other. Difficulty: 2 QuestionID: 14-1-49 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: D) It consists of four steps including discovery, dreaming, design, and destiny. 50. Which of the following steps of appreciative inquiry attempts to identify what people think are the organization's strengths? A) dreaming B) destiny C) collaboration D) inferring E) discovery Difficulty: 1 QuestionID: 14-1-50 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: E) discovery 51. Which of the following steps of the appreciative inquiry attempts to develop action plans and implementation strategies? A) dreaming B) destiny C) development D) design E) discovery Difficulty: 1 QuestionID: 14-1-51 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) destiny 52. During the "dreaming" step of appreciative inquiry, participants 18

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A) identify the organization's strengths B) use information from the discovery phase to speculate on possible futures C) find a common vision of how the organization will look in the future D) write action plans and develop implementation strategies E) recount times they felt the organization worked best Difficulty: 2 QuestionID: 14-1-52 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: B) use information from the discovery phase to speculate on possible futures 53. During the "design" step of appreciative inquiry, participants . A) find a common vision of how the organization will look in the future B) use information from the discovery phase to speculate on possible futures C) identify the organization's strengths D) recount times they felt the organization worked best E) write action plans and develop implementation strategies Difficulty: 2 QuestionID: 14-1-53 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—MC Answer: A) find a common vision of how the organization will look in the future 54. Which tool highlights the stages a company should go through when making changes to their information technology tools and processes? A) Software development lifecycle B) transformational lifecycle C) autocratic lifecycle D) transactional lifecycle E) Organizational development lifecycle Difficulty: 1 QuestionID: 14-1-54 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: A) Software development lifecycle

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55. Which of the following enables practitioners to avoid IT project failures? A) long tenure in management B) encouraging experimentation C) use SDLC tool and not to skip key steps D) using organic organizational structures E) using an organizational structure that scores low on vertical differentiation, formalization, and centralization Difficulty: 2 QuestionID: 14-1-55 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: C) use SDLC tool and not to skip key steps 56. highlights the stages an organization should go through, such as, requirements analysis, design and development, testing, implementation, and evaluation and maintenance. A) A continuous improvement process B) Double-loop learning C) SDLC D) Process reengineering E) Organizational streaming Difficulty: 1 QuestionID: 14-1-56 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: C) SDLC 57. Which of the following is not one of the stages a company should go through when making changes to their information technology tools and processes? A) requirements analysis B) design and development C) testing D) implementation E) cross-fertilization Difficulty: 1 QuestionID: 14-1-57 Skill: Concept Notes: AACSB—Analytical Thinking 20

Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: E) cross-fertilization 58. Which of the following statements is true regarding SDLC? A) It negatively influences innovation. B) it affects the interunit communication in innovative organizations. C) Short tenure in management is associated with innovation. D) It is circular in nature. E) It rewards both successes and failures. Difficulty: 1 QuestionID: 14-1-58 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: D) It is circular in nature. 59. Alex has a new idea for making changes to his company's information technology (IT) tools and processes, but the SDLC technique is not followed. Based on the example, what implications would this approach have on Alex's company? A) high chance of organizational re-structuring B) high chance of IT project failure C) high chance of closure of Alex's department D) high probability of building communication network between various departments E) high probability of team building activities Difficulty: 1 QuestionID: 14-1-59 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: B) high chance of IT project failure 60. Darg's team just had an information technology project breakthrough. They'll need several thousands of dollars to complete the project. Darg has called a series of meetings in which he's identifying areas for improvement before awkward and less functional "temporary" workarounds become solidified processes. Darg is carrying the phase of the SDLC in his company. A) change agent B) arbitrator C) manipulator 21

D) evaluation E) stress creator Difficulty: 1 QuestionID: 14-1-60 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: D) evaluation 61. Which of the following characteristics describe the balanced scorecards? A) economic factor analysis B) structural variables C) employees hiring method D) performance management tool E) investment analysis Difficulty: 2 QuestionID: 14-1-61 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: D) performance management tool 62. Which of the following characteristics is not attributed to balanced scorecard approaches? A) formal process B) strategic corporate objectives C) high resistance D) specific individual performance goals E) suited to worker's job title and responsibilities Difficulty: 2 QuestionID: 14-1-62 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: C) high resistance 63. Which of the following statements is true regarding balanced scorecards? A) It uses a formal process to take broad strategic corporate objectives and translate them into very specific 22

individual performance goals suited to the worker's job title and responsibilities. B) In cultures in which people believe that they can dominate their environment, individuals will tend to take a passive approach toward change. C) As compared to people from Canada, people from China are more likely to seek change programs that promise fast results. D) People in Canada are more resistant to change efforts than their Italian counterparts. E) People in Canada tend to see themselves as subjugated to their environment and thus will tend to take a passive approach toward change. Difficulty: 2 QuestionID: 14-1-63 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: A) It uses a formal process to take broad strategic corporate objectives and translate them into very specific individual performance goals suited to the worker's job title and responsibilities. 64. The primary benefit of process in which supervisors specify exactly which behaviours are expected from employees in order to reach company objectives. A) Change B) Balanced scorecard C) Innovation D) Stimulation E) Creativity Difficulty: 2 QuestionID: 14-1-64 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: B) Balanced scorecard 65. The primary benefit of balanced scorecard process is A) clarity; focus B) support; commitment C) manipulation; cooptation D) education; communication E) unfreezing; refreezing Difficulty: 2 QuestionID: 14-1-65 Skill: Analytical 23

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Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: A) clarity; focus 66. Which of the following is not a charactaristic of a manager supporting change within the organization? A) being a role model B) ask questions when unsure C) assume responsibility D) time urgency E) tolerate uncertainty Difficulty: 2 QuestionID: 14-1-66 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4a Identify broad ways individual workers can support change within the organization. Miscellaneous: Type—MC Answer: D) time urgency 67. Which of the following ways allow leaders and managers to support change within an organization? A) red tape B) office politics C) confusion over job responsibilities D) role ambiguity E) supporting coworkers and colleagues by explaining how embracing the change has helped achieve efficiency Difficulty: 3 QuestionID: 14-1-67 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4a Identify broad ways individual workers can support change within the organization. Miscellaneous: Type—MC Answer: E) supporting coworkers and colleagues by explaining how embracing the change has helped achieve efficiency 68. Which of the following statements is true regarding the ways individual workers can support change within the organization? A) They challenge stressors that tend to produce more strain than hindrance stressors. B) They tolerate uncertainty and ambiguity through cognitive exercises and stress reduction techniques. C) They promote hindrance stress that improves job performance in a supportive work environment. D) They discourage employees who have a stronger affective commitment to their organization. E) They challenge stress through job performance in all work environments. 24

Difficulty: 3 QuestionID: 14-1-68 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4a Identify broad ways individual workers can support change within the organization. Miscellaneous: Type—MC Answer: B) They tolerate uncertainty and ambiguity through cognitive exercises and stress reduction techniques. 69. Which of the following step is not helpful for many forms of change? A) changes in processes B) changes in procedures C) changes in technology D) changes in general business practices E) changes in the healthcare benefits Difficulty: 1 QuestionID: 14-1-69 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4a Identify broad ways individual workers can support change within the organization. Miscellaneous: Type—MC Answer: E) changes in the healthcare benefits 70. Which of the following ways can individuals contribute to change and support reconciliation and social justice? A) provide computer support B) provide information support C) provide cross-functional support D) provide organizational support E) openly acknowledge that racism, sexism, ableism, and other forms of discrimination exist in Canadian workplaces Difficulty: 2 QuestionID: 14-1-70 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—MC Answer: E) openly acknowledge that racism, sexism, ableism, and other forms of discrimination exist in Canadian workplaces 71. Which of the following ways can individuals contribute to change and support reconciliation and social justice? 25

A) provide computer support B) provide information support C) believe people when they tell you they have experienced discrimination or harassment D) provide cross-functional support E) provide organizational support Difficulty: 2 QuestionID: 14-1-71 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—MC Answer: C) believe people when they tell you they have experienced discrimination or harassment 72. Which of the following ways can individuals contribute to change and support reconciliation and social justice in Canada? A) provide computer support B) provide information support C) provide cross-functional support D) do your research to understand the current state of equity in Canada E) provide organizational support Difficulty: 2 QuestionID: 14-1-72 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—MC Answer: D) do your research to understand the current state of equity in Canada 73. How can individuals in a position of authority contribute to change and support reconciliation and social justice in Canada? A) by implementing the anti-bias and inclusion techniques B) byingprovide information support C) by providing cross-functional support D) by providing computer support E) by providing organizational support Difficulty: 2 QuestionID: 14-1-73 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. 26

Miscellaneous: Type—MC Answer: A) by implementing the anti-bias and inclusion techniques 74. How can managers contribute to change and support reconciliation and social justice in Canada? A) by providing computer support B) by providing information support C) by providing cross-functional support D) by making a point of including new employees E) by providing organizational support Difficulty: 2 QuestionID: 14-1-74 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—MC Answer: D) by making a point of including new employees 75. How can individuals contribute to change and support reconciliation and social justice in Canada? A) by providing computer support B) by providing information support C) by providing cross-functional support D) if you have privilege, acknowledge it E) by providing organizational support Difficulty: 2 QuestionID: 14-1-75 Skill: Application Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—MC Answer: D) if you have privilege, acknowledge it True or False Questions 1. Inability to change in accordance with the market trends can cause organizations to go bankrupt. a True b False Difficulty: 1 QuestionID: 14-2-76 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.1 Identify forces that act as stimulants to change. 27

Miscellaneous: Type—TF Answer: a. True 2. Rapid innovation and technological developments have forced companies to broaden their view of competition. a True b False Difficulty: 1 QuestionID: 14-2-77 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.1 Identify forces that act as stimulants to change. Miscellaneous: Type—TF Answer: a. True 3. Organizations and their members tend to resist change. a True b False Difficulty: 1 QuestionID: 14-2-78 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—TF Answer: a. True 4. People are more willing to accept changes if they trust the managers implementing them. a True b False Difficulty: 1 QuestionID: 14-2-79 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—TF Answer: a. True 5. Cooptation is a form of both manipulation and participation. a True b False Difficulty: 1 QuestionID: 14-2-80 28

Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—TF Answer: a. True 6. Companies with strong cultures excel at implementing radical change. a True b False Difficulty: 2 QuestionID: 14-2-81 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—TF Answer: b. False 7. Research on organizational change has shown that, to be effective, change should take place as slowly as possible. a True b False Difficulty: 2 QuestionID: 14-2-82 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—TF Answer: b. False 8. During the "discovery" step of appreciative inquiry, participants write action plans and develop implementation strategies. a True b False Difficulty: 1 QuestionID: 14-2-83 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—TF Answer: b. False 9. The Software Development Lifecycle or SDLC highlights the stages an organization should go through, such as, requirements analysis, design and development, testing, implementation, and evaluation and 29

maintenance. a True b False Difficulty: 1 QuestionID: 14-2-84 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—MC Answer: a. True 10. Transformational lifecycle highlights the stages a company should go through when making changes to their information technology tools and processes. a True b False Difficulty: 2 QuestionID: 14-2-85 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—TF Answer: b. False 11. Requirments analysis is one of the stages a company should go through when making changes to their information technology tools and processes. a True b False Difficulty: 2 QuestionID: 14-2-86 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—TF Answer: a. True 12. SDLC negatively influences innovation. a True b False Difficulty: 1 30

QuestionID: 14-2-87 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—TF Answer: b. False 13. SDLC is circular in nature. a True b False Difficulty: 1 QuestionID: 14-2-88 Skill: Analytical Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—TF Answer: a. True 14. The balanced scorecard describes a company's investment analysis. a True b False Difficulty: 1 QuestionID: 14-2-89 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—TF Answer: b. False 15. The balanced scorecard is an employee performance management tool that is frequently used to support organizational change initiatives, including but not limited to technology-based projects. a True b False Difficulty: 1 QuestionID: 14-2-90 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—TF 31

Answer: a. True Essay Questions 1. Change is very important in organizations today, however some employees cannot adapt to change as rapidly as they should. What are the various ways in which employees express resistance to change? Give examples. Difficulty: 3 QuestionID: 14-3-91 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—ES Answer: One of the most well-documented findings from studies of individual and organizational behaviour is that organizations and their members resist change. Employees who have negative feelings about a change cope by not thinking about it, increasing their use of sick time, and quitting. All these reactions can sap the organization of vital energy when it is most needed. Resistance doesn't necessarily surface in standardized ways. It can be overt, implicit, immediate, or deferred. It's easiest for management to deal with overt and immediate resistance, such as complaints, a work slowdown, or a strike threat. The greater challenge is managing resistance that is implicit or deferred. These responses—loss of loyalty or motivation, increased errors or absenteeism—are more subtle and more difficult to recognize for what they are. Deferred actions also cloud the link between the change and the reaction to it and may surface weeks, months, or even years later. 2. If change is not executed by upper management, employees can sabotage change. What are the various individual sources of resistance to change? Give examples. Difficulty: 3 QuestionID: 14-3-92 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—ES Answer: The various individual sources of resistance to change are: a) Habit: To cope with life's complexities, we rely on habits or programmed responses. But when confronted with change, this tendency to respond in our accustomed ways becomes a source of resistance. b) Security: People with a high need for security are likely to resist change because it threatens feelings of safety. c) Economic factors: Changes in job tasks or established work routines can arouse economic fears if people are concerned that they won't be able to perform the new tasks or routines to their previous standards, especially when pay is closely tied to productivity. d) Fear of the unknown: Change substitutes ambiguity and uncertainty for the unknown. e) Selective information processing: Individuals are guilty of selectively processing information in order to keep their perceptions intact. They hear what they want to hear and they ignore information that challenges the world they've created.

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3. Many companies do not adapt to change (Kodak, Blockbuster, and Sears). What are the five organizational sources of resistance to change? Give other examples of resistance to change. Difficulty: 3 QuestionID: 14-3-93 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.2 Describe the sources of resistance to change. Miscellaneous: Type—ES Answer: The various organizational sources of resistance to change are: a) Structural inertia: Organizations have built-in mechanisms—like their selection processes and formalized regulations—to produce stability. When an organization is confronted with change, this structural inertia acts as a counterbalance to sustain stability. b) Limited focus of change: Organizations are made up of a number of interdependent subsystems. One can't be changed without affecting the others. So limited changes in subsystems tend to be nullified by the larger system. c) Group inertia: Even if individuals want to change their behaviour, group norms may act as a constraint. d) Threat to expertise: Changes in organizational patterns may threaten the expertise of specialized groups. e) Threat to established power relationships: Any redistribution of decision-making authority can threaten longestablished power relationships within the organization. f) Threat to established resource allocations: Groups in the organization that control sizable resources often see change as a threat. They tend to be content with the way things are. 4. There are several approaches to managing change. Describe Lewin's three-step model used for managing change. Give examples of each of the three steps. Difficulty: 3 QuestionID: 14-3-94 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—ES Answer: Kurt Lewin argued that successful change in organizations should follow three steps: unfreezing the status quo, movement to a desired end state, and refreezing the new change to make it permanent. Before implementing a change, organizations tend to be in an equilibrium state. To move from equilibrium—to overcome the pressures of both individual resistance and group conformity—unfreezing must happen in one of three ways. The driving forces, which direct behaviour away from the status quo, can be increased. The restraining forces, which hinder movement away from equilibrium, can be decreased. A third alternative is to combine the first two approaches. Research on organizational change has shown that, to be effective, change has to happen quickly. Organizations that build up to change do less well than those that get to and through the movement stage quickly. Once change has been implemented, to be successful, the new situation must be refrozen so it can be sustained over time. Without this last step, change will likely be short-lived and employees will attempt to revert to the previous equilibrium state. 5. John Kotter from Harvard Business School developed a well-used model for change. List the eight steps in Kotter's eight-step plan for implementing change. Give examples of each step.

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Difficulty: 3 QuestionID: 14-3-95 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3a Compare the three main approaches to managing organizational change. Miscellaneous: Type—ES Answer: The eight steps in Kotter's eight-step plan for implementing change are: 1. Establish a sense of urgency by creating a compelling reason for why change is needed. 2. Form a coalition with enough power to lead the change. 3. Create a new vision to direct the change and strategies for achieving the vision. 4. Communicate the vision throughout the organization. 5. Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving. 6. Plan for, create, and reward short-term "wins" that move the organization toward the new vision. 7. Consolidate improvements, reassess changes, and make necessary adjustments in the new programs. 8. Reinforce the changes by demonstrating the relationship between new behaviours and organizational success. 6. How can organizations use balanced scorecards effectively to motivate employees? Give examples. Difficulty: 3 QuestionID: 14-3-96 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.3b Outline the steps in the Software Development Lifecycle, a tool used to effectively manage technological change. Miscellaneous: Type—ES Answer: Responses will certainly vary; however, quality responses will be centred around the student referring to the points mentioned in LO 14.3b. 7. How can managers and leaders in organizations contribute to support reconciliation and social justice? Difficulty: 3 QuestionID: 14-3-97 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—ES Answer: Indigenous people still often receive different and inferior treatment in healthcare and educational settings. And many companies still struggle with racism within their ranks. Organizational responses to these problems were explored in chapter 2 under "diversity management". Among other strategies, individuals can contribute to change by: 1) believing people when they tell you they have experienced discrimination or harassment; 2) openly acknowledging that racism, sexism, ableism, and other forms of discrimination exist in Canadian workplaces; and 3) doing research to understand the current state of equity in Canada. 8. It is mentioned in the chapter that one should not make excuses for the people who engage in 34

discriminatory acts. What challenges could arise if individuals don't follow this advice? Difficulty: 3 QuestionID: 14-3-98 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—ES Answer: Responses will certainly vary; however, quality responses will be centred around the student referring to the points mentioned in LO 14.4b. 9. What are some of the other strategies and tactics individuals can use to support reconciliation and social justice, which are not mentioned in the chapter? Difficulty: 3 QuestionID: 14-3-99 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—ES Answer: Responses will certainly vary; however, quality responses will be centred around the student referring to the points mentioned in LO 14.4b. 10. Today, the individual and the organization realizes that reconciliation and social justice constructs are important. Describe three of the various organizational approaches toward managing reconciliation and social justice. Give examples. Difficulty: 3 QuestionID: 14-3-100 Skill: Concept Notes: AACSB—Analytical Thinking Objective: 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice based change initiatives within organizations and broader society. Miscellaneous: Type—ES Answer: Responses will certainly vary; however, quality responses will be centred around the student referring to the points mentioned in LO 14.4b.

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INSTRUCTOR’S MANUAL Michael Halinski Ryerson University

Essentials of Organizational Behaviour Third Canadian Edition Stephen P. Robbins San Diego State University Timothy A. Judge University of Notre Dame Katherine E. Breward University of Winnipeg

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Contents Chapter 1

What Is Organizational Behaviour?

1-1

Chapter 2

Organizational Culture

2-1

Chapter 3

Diversity in Organizations

3-1

Chapter 4

Attitudes, Emotions, Moods, and Stress Management

4-1

Chapter 5

Personality and Values

5-1

Chapter 6

Perception and Individual Decision Making

6-1

Chapter 7

Motivation

7-1

Chapter 8

Foundations of Group Behaviour

8-1

Chapter 9

Understanding Work Teams

9-1

Chapter 10

Communication

10-1

Chapter 11

Leadership

11-1

Chapter 12

Power and Politics

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Chapter 13

Conflict and Negotiation

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Chapter 14

Organizational Change

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Chapter 1 What Is Organizational Behaviour?

Chapter 1 What Is Organizational Behaviour? Chapter Overview This chapter introduces the concept of organizational behaviour. The focus of the text is that coupling individual understanding of behaviour gained through experience with that gained through systematic OB analysis will help managers become more effective. Many of the important challenges being faced by today’s managers are described, as are the three levels of OB study. The outline of the text is described in relation to these three levels. Chapter Objectives After studying this chapter, the student should be able to: 1.1 Define organizational behaviour (OB) and discuss why the interpersonal skills learned through its study are important. 1.2 Assess the importance of using a scientific approach to OB. 1.3 Identify the major behavioural science disciplines that contribute to OB. 1.4 Explain why few absolutes apply to OB. 1.5 Describe the challenges and opportunities managers face when applying OB concepts in their workplaces. 1.6 Compare the three levels of analysis in this text’s OB model. Suggested Lecture Outline

I. ORGANIZATIONAL BEHAVIOUR AND THE IMPORTANCE OF INTERPERSONAL SKILLS A. Until the late 1980s, business school curricula emphasized the technical aspects of

management, focusing on economics, accounting, finance, and quantitative techniques. 1. Course work in human behaviour and people skills received relatively less attention. 2. During the past three decades, however, business faculty have come to realize the role that understanding human behaviour plays in determining a manager’s effectiveness, and required courses on people skills have been added to many curricula. B. Developing managers’ interpersonal skills also helps organizations attract and keep high-performing employees. 1. Regardless of labour market conditions, outstanding employees are always in short supply. 2. Companies known as good places to work have a big advantage. 3. A recent survey of hundreds of workplaces, and over 200,000 respondents, showed the social relationships among co-workers and supervisors were strongly related to overall job satisfaction.

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a. Positive social relationships also were associated with lower stress at work and lower intentions to quit. b. Having managers with good interpersonal skills is likely to make the workplace more pleasant, which in turn makes it easier to hire and keep qualified people. c. Creating a pleasant workplace also appears to make good economic sense. Companies with reputations as good places to work have been found to generate superior financial performance. 4. We have come to understand that in today’s competitive and demanding workplace, managers can’t succeed on their technical skills alone. a. They also have to have good people skills. b. This resource has been written to help both managers and potential managers develop those people skills. C. We’ve made the case for the importance of people skills. But neither this resource nor the discipline on which it is based is called “people skills.” D. The term that is widely used to describe the discipline is organizational behaviour. 1. Organizational Behaviour (OB) studies the influence that individuals, groups, and structure have on behaviour within organizations. The chief goal of OB is to apply that knowledge toward improving an organization’s effectiveness. 2. OB studies three determinants of behaviour in organizations: a. individuals b. groups c. structure 3. OB applies the knowledge gained from this study to make organizations work more effectively. 4. This text will focus on: a. motivation b. leader behaviour and power c. interpersonal communication d. group structure and processes e. attitude development and perception f. change processes g. conflict and negotiation h. work design

II. COMPLEMENTING INTUITION WITH SYSTEMATIC STUDY A. People develop intuitive understandings of the behaviours of other people through

experience. This experiential, common sense method of “reading” human behaviour can often lead to erroneous predictions. B. You can improve your predictive ability by taking the systematic approach to the study of human behaviour. C. The fundamental assumption of the systematic approach is that human behaviour is not random. There are fundamental consistencies that underlie the behaviour of all individuals, and these fundamental consistencies can be identified and then modified to reflect individual differences. 1. Scientific study of behaviour means: examining relationships, attempting to attribute causes and effects, and basing our conclusions on scientific evidence – that is, on data gathered under controlled conditions and measured and interpreted in a reasonably rigorous manner.

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2. Evidence-based Management (EBM): This complementary approach to systematic study involves basing managerial decisions on the best available scientific evidence. Managers must become more scientific about how they think about managerial problems and not rely on instinct. 3. Intuition: your “gut feelings” about “what makes others tick.” This natural ability to guess how people will react is most accurate when coupled with systematic thinking and evidence-based management. D. Our goal is to teach you how to use the scientific study of OB to enhance your intuitive understanding of behaviour and improve your accuracy in explaining and predicting behaviour in the workplace. E. Big data now makes effective decision making and managing human resources easier. Managers use big data to define objectives, develop theories of causality, and test the theories to determine which employee activities are relevant to the objectives.

III. DISCIPLINES THAT CONTRIBUTE TO THE OB FIELD A. Organizational behaviour is an applied behavioural science built on contributions

C.

from a number of behavioural disciplines, mainly psychology, social psychology, sociology, anthropology, and increasingly, political science and neuroscience. 1. Psychology’s contributions have been mainly at the individual or micro level of analysis, while the other disciplines have contributed to our understanding of macro concepts such as group processes and organization. 2. Exhibit 1-1 is an overview of the major contributions to the study of organizational behaviour. B. Psychology: seeks to measure, explain, and sometimes change behaviour of humans and other animals. 1. Those who have contributed and continue to add to the knowledge of OB are: a. learning theorists b. personality theorists c. counselling psychologists d. industrial and organizational psychologists. 1) Early industrial/organizational psychologists studied the problems of fatigue, boredom, and other working conditions that could impede efficient work performance. 2) More recently, their contributions have expanded to include learning, perception, personality, emotions, training, leadership effectiveness, needs and motivational forces, job satisfaction, decision-making processes, performance appraisals, attitude measurement, employeeselection techniques, work design, and job stress. Social psychology: generally considered a branch of psychology; blends concepts from both psychology and sociology to focus on peoples’ influence on one another. 1. One major study area is change—how to implement it and how to reduce barriers to its acceptance. 2. Social psychologists also contribute to measuring, understanding, and changing attitudes; identifying communication patterns; and building trust. 3. Finally, they have made important contributions to our study of group behaviour, power, and conflict. D. Sociology: studies people in relation to their social environment or culture.

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Chapter 1 What Is Organizational Behaviour?

1. While psychology focuses on the individual, sociology studies people in relation to their social environment or culture. a. Sociologists have contributed to OB through their study of group behaviour in organizations, particularly formal and complex organizations. b. Perhaps most importantly, sociologists have studied organizational culture, formal organization theory and structure, organizational technology, communications, power, and conflict. E. Anthropology: the study of societies to learn about human beings and their activities. 1. Anthropologists’ work on cultures and environments has helped us understand differences in fundamental values, attitudes, and behaviour between people in different countries and within different organizations. 2. Much of our current understanding of organizational culture, organizational environments, and differences among national cultures is a result of the work of anthropologists or those using their methods. 3. As anthropology as a discipline emerged out of a colonial mindset and tradition that viewed non-Western societies as ‘primitive’, many of the insights provided by anthropological studies maintain similar biases that over-estimate the value of Western business practices. F. Political Science: Political science is the study of systems of government but also political behaviours and activities. As such, it provides insight into the distribution of power and resources, and how those distribution decisions are influenced. G. Neuroscience: Neuroscience is the study of the structure and function of the nervous system and brain. Neuroscientists have recently begun contributing to OB by studying topics such as the impact of hormone levels on risk-taking in business contexts, the influence of pheromones on team behaviours, and the underlying cognitive structures and neural processes that contribute to inadvertent prejudice and associated skill discounting and underutilization of workers.

IV. A BRIEF HISTORY OF OB A. Organizational behaviour as a distinct discipline started when scientific approaches

to management began to indicate that behavioural considerations were important predictors of productivity. The famous Hawthorne studies were conducted between 1924 and 1932 at Hawthorne Electrical Company. The scientists involved were trying to discover the optimal temperature, lighting levels, and work pace to maximize productivity. Instead, they discovered that being observed and having people pay attention to the efforts of workers increased productivity regardless of temperature, lighting, etc. This helped launch an entire area of study devoted to motivation and teams. B. In the 1950s, the Carnegie School headquartered at Carnegie Mellon University was influential in directing attention to the integration of decision analysis, management science, and psychology. This resulted in the development of important concepts such as bounded rationality. C. The 1960s and 1970s saw many developments in organizational behaviour, with important discoveries being made in the areas of motivation, team behaviour, and leadership. D. The 1980s and 1990s saw more focus on organizational culture and organizational change.

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Chapter 1 What Is Organizational Behaviour?

E. More recently, research inspired by the anthropological approach has focused on, among other things, situational models of leadership.

V. THERE ARE FEW ABSOLUTES IN OB A. Laws in the physical sciences—chemistry, astronomy, physics—are consistent and

apply in a wide range of situations. 1. They allow scientists to generalize about the pull of gravity or to be confident about sending astronauts into space to repair satellites. 2. Human beings are complex, and few, if any, simple and universal principles explain organizational behaviour. a. Because we are not alike, our ability to make simple, accurate, and sweeping generalizations is limited. b. Two people often act very differently in the same situation, and the same person’s behaviour changes in different situations. c. Not everyone is motivated by money, and people may behave differently at a religious service than they do at a party. B. That doesn’t mean that we can’t offer reasonably accurate explanations of human behaviour or make valid predictions. It does mean that OB concepts must reflect situational, or contingency, conditions. 1. We can say x leads to y, but only under conditions specified in z—the contingency variables 2. The science of OB was developed by applying general concepts to a particular situation, person, or group. 3. For example, OB scholars would avoid stating that everyone likes complex and challenging work (the general concept), because not everyone wants a challenging job. a. Some people prefer routine to varied, or simple over complex. b. A job attractive to one person may not be to another; its appeal is contingent upon the person who holds it. C. As you proceed through this resource, you’ll encounter a wealth of research-based theories about how people behave in organizations. 1. But don’t expect to find a lot of straightforward cause-and-effect relationships. There aren’t many! 2. Organizational behaviour theories mirror the subject matter with which they deal, and people are complex and complicated.

VI. CHALLENGES AND OPPORTUNITIES FOR OB A. Understanding organizational behaviour has never been more important for managers.

B. Take a quick look at the dramatic changes in organizations.

1. The typical employee is getting older. 2. The workforce is becoming increasingly diverse; corporate downsizing and the heavy use of temporary workers are severing the bonds of loyalty that tied many employees to their employers. 3. Global competition requires employees to become more flexible and cope with rapid change. 4. As a result of these changes and others such as the rising use of technology, employment options have adapted to include new opportunities for workers. Exhibit 1-2 details some of the options.

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Chapter 1 What Is Organizational Behaviour?

C. Responding to Economic Pressures. 1. In 2020, the Canadian economy experienced significant uncertainty. The global coronavirus pandemic abruptly changed consumer spending habits and forced entire industries to take a break from commercial activities. The apprehension this created rippled throughout the Canadian economy, particularly in the tourism, hospitality, manufacturing, and agricultural sectors. Only slightly earlier, major energy-related projects were encountering massive public resistance, forcing some companies out of projects entirely. New real estate regulations in Ontario and British Columbia fundamentally shifted those markets, particularly for foreign investors. When things like this happen, managers are on the front lines with employees who fear being fired, who are asked to make do with less, and who worry about their futures. 2. The difference between good and bad management can be the difference between profit and loss, or ultimately, between survival and failure. 3. Managing employees well when times are good can be just as hard, if not harder, than when times are bad. 4. But the OB approaches sometimes differ. In good times, understanding how to reward, satisfy, and retain employees is at a premium. In bad times, issues like stress, decision making, and coping come to the fore. D. Dramatic Increases in Remote Work. 1. The 2020 global pandemic had an extremely rapid and unprecedented impact on how people work, which had resulted in many office employees and knowledge workers starting to work virtually at home. 2. Remote work creates efficiencies. a. Reduced stress from reduced commuting. b. Many workers have fewer distractions at home. 3. Remote work creates challenges. a. There can be process uncertainty working from home. b. Asynchoronous forms of communication are not optimal for communicating about challenging problems. c. Issues surrounding trust can magnify when individual contributions are less visible. 4. The manager’s job in an organization where employees work virtually is different than in an organization where employees work on-site. Motivating and leading people and making collaborative decisions online require techniques and skills that are different from those required when individuals are physically present at a single location. E. Responding to Globalization. There are many challenges faced by managers that can benefit by the use of OB concepts, including: 1. Increased foreign assignments. Managers increasingly find themselves working overseas dealing with a workforce that may hold different needs, aspirations, and attitudes. 2. Working with people from different cultures. Even if the manager stays in the domestic environment, the workers that the manager deals with may come from different cultures and backgrounds. Motivational techniques and managerial styles may have to be modified to remain effective. 3. Overseeing movement of jobs to countries with low-cost labour. Outsourcing tasks and jobs to low-labour-cost countries may make economic sense, but such decisions are not without local ramifications.

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Chapter 1 What Is Organizational Behaviour?

a. Managers must be able to deal with unions, government, and the public, who see outsourcing as a threat to their livelihood. b. Balancing the needs of the company with the needs of the community is at the heart of a firm’s concerns over social responsibility. 4. Adapting to differing cultural and regulatory norms. a. Managers need to know the cultural norms of the workforce in each of the countries in which they do business. b. Managers also need to consider local and country regulations. Violating these can have implications for operations in the country and also for political relations between countries. c. Managers also need to be cognizant of differences in regulations for competitors in the country; many times, the laws will give national companies significant financial advantages over foreign subsidiaries. F. Managing Workforce Diversity. 1. One of the most important challenges for organizations is workforce diversity. a. Whereas globalization focuses on differences among people from different countries, workforce diversity addresses differences among people within given countries. 2. Workforce diversity acknowledges a workforce of women; men and transgendered persons; many racial and ethnic groups; individuals with a variety of physical or psychological abilities; and people who differ in age and sexual orientation. a. Managing this diversity is a global concern. 3. Though we have more to say about workforce diversity in a later chapter, suffice it to say here that it presents great opportunities and poses challenging questions for managers and employees in all countries. G. Improving Customer Service. The majority of the workforce in developed nations works in service jobs. 1. These jobs require substantial interaction with the organization’s customers: poor service experiences can lead to organizational failure. 2. Managers must create customer-responsive cultures whose employees are: a. Friendly and courteous b. Accessible c. Knowledgeable d. Prompt in responding to customer needs e. Willing to do what is necessary to please the customer H. Improving People Skills. 1. As you proceed through the chapters of this resource, we’ll present relevant concepts and theories that can help you explain and predict the behaviour of people at work. 2. In addition, you’ll gain insights into specific people skills that you can use on the job. 3. For instance, you’ll learn ways to design motivating jobs, techniques for improving your management and communication skills, and how to create more effective teams. I. Enhancing Employee Well-Being at Work 1. The typical employee in the 1970s or 1980s showed up at a specified workplace Monday through Friday and worked for clearly defined 8- or 9-hour chunks of time.

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Chapter 1 What Is Organizational Behaviour?

a. That’s no longer true for a large segment of today’s workforce as even the definition of the workplace has been expanded to include anywhere a laptop or smartphone can go. Even if employees work from home or from half a continent away, managers need to consider well-being at work. b. One of the biggest challenges to maintaining employee well-being is that organizations are asking employees to put in longer hours, either in the office or online. 1) Employees are increasingly complaining that the line between work and non-work time has become blurred, creating personal conflicts and stress. c. Second, employee well-being is challenged by heavy outside commitments. 1) Millions of single-parent households and employees with dependent parents have even more significant challenges in balancing work and family responsibilities. 2. Recent studies suggest employees want jobs that give them flexibility in their work schedules so they can better manage work–life conflicts. a. Organizations that don’t help their people achieve work–life balance will find it increasingly difficult to attract and retain the most capable and motivated employees. b. As you’ll see in later chapters, the field of OB offers a number of suggestions to guide managers in designing workplaces and jobs that can help employees reduce such conflicts. J. Creating a Positive Work Environment. 1. A real growth area in OB research is positive organizational scholarship (also called positive organizational behaviour), which studies how organizations develop human strengths, foster vitality and resilience, and unlock potential. a. Researchers in this area say that too much of OB research and management practice has been targeted toward identifying what’s wrong with organizations and their employees. In response, they try to study what’s good about them. b. Some key independent variables in positive OB research are engagement, hope, optimism, and resilience in the face of strain. 2. Positive organizational scholars have studied a concept called “reflected bestself” – asking employees to think about when they were at their “personal best” in order to understand how to exploit their strengths. 3. Although positive organizational scholarship does not deny the value of the negative, it does challenge researchers to look at OB through a new lens and it pushes organizations to exploit employees’ strengths rather than dwell on their limitations. K. Improving Ethical Behaviour. 1. In an organizational world characterized by cutbacks, expectations of increasing productivity, and tough competition, it’s not surprising many employees feel pressured to cut corners, break rules, and engage in other questionable practices. 2. Increasingly they face ethical dilemmas and ethical choices in which they are required to identify right and wrong conduct. a. What constitutes good ethical behaviour has never been clearly defined, and, in recent years, the line differentiating right from wrong has blurred. b. Employees see people all around them engaging in unethical practices—

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Chapter 1 What Is Organizational Behaviour?

elected officials pad expense accounts or take bribes; corporate executives inflate profits so they can cash in lucrative stock options; and university administrators look the other way when winning coaches encourage scholarship athletes to take easy courses. 1) When caught, these people give excuses such as “Everyone does it” or “You have to seize every advantage nowadays.” 2) Determining the ethically correct way to behave is especially difficult in a global economy because different cultures have different perspectives on certain ethical issues. 3) Fair treatment of employees in an economic downturn varies considerably across cultures, for instance. 3. Today’s manager must create an ethically healthy climate for his or her employees, where they can do their work productively with minimal ambiguity about what right and wrong behaviours are. a. Companies that promote a strong ethical mission, encourage employees to behave with integrity, and provide strong ethical leadership can influence employee decisions to behave ethically. b. In upcoming chapters, we’ll discuss the actions managers can take to create an ethically healthy climate and help employees sort through ethically ambiguous situations.

VII. COMING ATTRACTIONS: DEVELOPING AN OB MODEL This resource will follow the three levels of OB analysis, building from the individual to the organizational perspectives. Each level builds upon the levels before it. See Exhibit 1-3. A. Three Levels of Analysis. OB can be examined at three levels, each with its own unique perspective. 1. Individual level. Examines foundations of individual behaviour: personality, values, perception, decision making, motivation, emotions, and moods (Chapters 2–8). 2. Group level. Group behaviour is more than the sum of the behaviours of the individuals within it; additionally, individuals act differently when in groups. The next section of the text (Chapters 9-14) explores group behaviour by providing basic group concepts and examining what makes teams effective: communication, leadership, power, politics, conflict, and negotiation. 3. Organization system level. Organizational behaviour, while composed of both individual and group behaviours, is more than the sum of its parts. Chapters 1517 describe how an organization’s structure and culture affects individual behaviour. The text finishes with change practices in organizational settings.

VIII. SUMMARY AND IMPLICATIONS FOR MANAGERS A. Managers need to develop their interpersonal, or people, skills to be effective in

their jobs. 1. Organizational behaviour (OB) investigates the impact that individuals, groups, and structure have on behaviour within an organization, and it applies that knowledge to make organizations work more effectively. B. Here are a few specific implications for managers:

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Chapter 1 What Is Organizational Behaviour?

1. Use scientifically validated information about human behaviour to help improve your interpersonal skills in the workplace. This will increase your leadership potential. 2. Use metrics and situational variables rather than hunches to explain cause-andeffect relationships. 3. Improve your technical and conceptual skills through training and staying current with organizational trends like big data. 4. Organizational behaviour can improve your employees’ work quality and productivity by showing you how to empower your employees, design and implement change programs, improve customer service, and address the worklife balance conflict. 5. Use caution when applying OB research in international contexts; some of the underlying cultural norms and expectations may vary, altering results. 6. Recognize that human behaviour in the workplace is influenced by factors at three different levels: individual, group, and organizational. Paying attention to relevant factors at all three levels rather than focusing on just one can improve management effectiveness. Mini Case Discussion Questions Case 1: Managing Group Behaviour without Formal Power 1. Part A: What insights might Chiamara gain about group functioning by looking at individual levels of analysis? (Remember to consider what she might be able to learn about herself and the impact of her own behaviours!) At an individual level of analysis, Chiamara would look at the impact of each group member’s communication style, personality, attitudes, and motivation on group functioning. She would consider issues such as perceptual (attribution) errors and reflect on how those issues may interfere with effective team work. She would also use scientific evidence to better understand how to correct and address things like stereotyping and cross-cultural communication barriers. Examining her teammates as well as her own personality, behaviours, and motivations may help Chiamara to better understand the otherwise puzzling responses that others have to her during group interactions. For example, she states that she wants to own a business so that she can run things “her way.” What does this attitude suggest for how she interacts with others and critiques their ideas? She cannot control the behaviour of others but she can control her own and she can leverage influence. Perhaps she needs to be especially mindful to allow others to express their opinion, for example. That one change, in and of itself, might improve her group experience. Part B: Which of the disciplines that contribute to OB help us to better understand individual behaviour? Justify your answer. Psychology and neuroscience both focus more on individual cognitive processes; as such, they provide the most insight at individual levels of analysis. Other disciplines, such as sociology and anthropology, generally focus more on group and organizational levels of analysis, although there can be significant overlap between disciplines.

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2. What insights might Chiamara gain about group functioning at the group level? Be specific about how organizational behaviour insights at this level of analysis can improve group functioning. At the group level of analysis, Chiamara would consider how the group functioned as a whole rather than focusing on individual behaviours within that group. The two levels of analysis do overlap on occasion, for example, when assessing the impact of extreme personalities on group dynamics. She may consider issues including how the group is structured, motivated, and how decisions are ultimately made (consensus or a vote, for example). Chiamara may also assess how the particular mix of people influences ability to voice. Is she, for example, the only immigrant in her group, or the only woman? If so, does that affect how the rest of the group collectively responds to her ideas? Chiamara would then assess how these factors influenced group functioning and effectiveness. 3. Is the organizational level of analysis relevant to this case? Why or why not? Explain your answer. The organizational level of analysis is relevant to this case because it would assess how the university’s broader culture and policies influence group functioning. A university that awards its scholarships purely on GPA, for instance, should expect group work to generate more conflict than universities that award scholarships based on a mix of community involvement, demonstrated leadership, and GPA. That is because, in the first scenario, the potential negative impact associated with a single poor grade is heightened, increasing tensions when a student fears having their marks negatively impacted by group work. There are many other examples of organizational policies, practices, and culture influencing student experiences. Case 2: Surviving COVID Through Kindness: The Diversity Food Services Story 1. How do each of the sub-disciplines that contribute to OB help us to understand and interpret this mini case? For example neuroscience could help us predict perceptions and attributions made about actions such as laying off some workers since it deals with how we process fear, risk, and perceptions of threat. What do the other sub-disciplines offer? Psychology and Sociology provide different lenses to analyze this case. From a Psychology perspective, it appears that individuals responded positively to the pandemic-enduced change. For example, while workers were distressed from losing their employment, they were able to cope with these losses due to the support provided by their employer. These supports provided them with additional resources to navigate the pandemic. From a Sociology perspective, it may be found that group dynamics played a role as community partners stepped up to support Diversity Foods. For example, increased community support was found through purchasing product from their new grocery store or ordering from their new catering business. 2. One of the reasons there are few absolutes in OB relates to the relevance of contingency variables – situational factors that change the effectiveness of a given response. (For example a reward, such as free tickets to a sporting event, may motivate someone or not depending on contingencies such as whether they believe the assigned task is achievable and whether they like attending sporting 1-11

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events.) What contingency variables impacted Diversity Foods’ ability to respond to the COVID crisis and what does that teach us about best practices managing other organizations? The social justice mandate was a critical factor in allowing Diversity Foods to adapt to its environmental changes and pivot its service offering. The social justice mandate forced Diversity Foods to develop relationships with local partners, such as farmers, benefits providers, and service agencies. The long-term relationships established through this social justice mandate motivated the partners of Diversity Foods to step up throughout the pandemic, such as by sending food hampers to families or helping laid off workers fill out employment insurance paperwork, when Diversity Foods needed help the most. What does this example teach us about best practices managing other organizations? This case illustrates the importance of developing and maintaining long-term relationships with partners. You don’t know when you’ll need them; but when you do, you are in a better position to adapt to environmental changes when you have them. 3.

Use the OB Model to describe the inputs and processes that led to the outcome of “organizational survival” for Diversity Food Services. There are several inputs that should be considered with Diveristy Food Services. At the individual level, the workers were marginalized members of the community. At the organizational level, the culture of the organization was very community focused, such as having community development goals. These inputs allowed Diveristy Foods to embed themselves in the community and foster long-term relationships with key partners that later helped them survive. The key processes that took place during this case involve at the group and organizational level. At the group level, leadership made key decisions which allowed Diversity Foods to pivot its offering, and retain many employees despite going through a pandemic. At the organizational level, they changed their practices from simply offering food to students to opening up a grocery store and catering business. These processes and specific process changes allowed Diversity Foods to mitigate the negative impact of the pandemic on its overall business. Exercises 1. Self-analysis. What do you hope to gain from the study of OB? How well do you think you currently understand human behaviour in organizations? Have you ever been surprised by the actions or reactions of another person? Why? Describe what actually happened and what you were expecting to happen. What do you think may have caused the difference? 2. Web Crawling. Using an Internet search engine of your choice, find an article in either the popular press or a professional journal that relates to OB. Describe the key points of the article and detail how OB was used or should have been used in the situation. 3. Current Event. In a small group (four or fewer people per group), discuss a current event that was influenced by, or could have been positively influenced by, a clear understanding of OB. Prepare a ten-minute group presentation that concisely describes

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the current event and what the team believes to be the impact of OB. Discuss the team’s results with the class. 4. Three-Minute Elevator Introduction. Have students introduce themselves by giving their name and any other information you deem appropriate, and by offering one short one- to three-minute story about an experience they had with an organization. Give students several minutes to think about their story. Keep time, and stop students who go too long. Tell them to imagine that they are new employees introducing themselves to co-workers met in an elevator. 5. Experiences with Managers. Divide the class into groups of three and have them discuss their experiences with managers. They may discuss items such as their last performance appraisal, a job interview, or a customer service issue. Use this as a starting point to discuss the importance of "people" in an organizational context. 6. Where Do You Want to Work? Lead a class discussion on what makes good organizations and what makes bad organizations. Create two lists on the board (good and bad) and write the ideas as the students brainstorm them. Once the class has given 10-20 answers on each list, stop them, and start grouping their responses into relevant key ideas. Point out how these key ideas are the primary topics of OB studies. 7. Learn from Experience. If you have older adult students, have them share their experiences regarding how the workplace used to look. Examine such issues as the demographic make-up of the organization, and the attitudes of workers toward management. Emphasize how new the field of OB is, based upon these anecdotes. 8. Analyzing Your Organization (Cumulative Project). This is an on-going activity that will help the student better understand his or her organization, or, if the student is not currently working, the organization for which he or she would like to work. This cumulative “hands-on” project will build on the concepts of each chapter. The point of the exercise is to take the OB theories and concepts and apply them to real organizations. There are many ways you can use this project. For example, it could serve as homework to be turned in each week, or a project to be built upon each week and turned in at the end of the class as a term paper/project. You could also use the exercise as a class discussion item, selecting students to do short discussion starter presentations several times per term. Still another use is to have them summarize their findings in small groups, and have each group report a summary to the class. Most of these activities will involve interviewing someone who has knowledge of the topic. While interviewing someone in the subject organization is preferable, you may wish to allow students to interview outside experts to gain a greater understanding of the concepts. Use the questions provided after each chapter of the Instructor’s Manual as a guideline, but be sure to adapt them to the student’s needs. It is desirable for students to obtain written approval from their manager or supervisor early on in the process. Because OB deals with potentially sensitive issues, it is best if the students detail the project to the relevant parties early on in the process. You may choose to have the written approval as part of the first deliverables in this project.

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Suggested Assignments 1. Have the students discuss your course syllabus, including a description of the project, with their supervisor (or the person who will be their primary contact in cases where the student is not working for the organization to be studied in Analyzing Your Organization, No. 8 above). Submit the written approval. 2. Have the students briefly describe their chosen organization, discussing what goods or services are produced, how many employees it has, what the structure looks like, and a general overview of how the organization of study is managed. Ensure students include their relationship to the organization (they are employees, job seekers, or simply interested parties).

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Chapter 2 Organizational Culture Chapter Overview This chapter examines organizational culture: the effects culture has on members within the organization; how members learn the culture; and how it can be changed. Chapter Objectives After studying this chapter, the student should be able to: 2.1 Describe the common characteristics of organizational culture. 2.2 Compare the functional and dysfunctional effects of organizational culture on people and the organization. 2.3 Identify the factors that create and sustain an organization’s culture. 2.4 Explain how culture is transmitted to employees. 2.5 Demonstrate how an ethical cultures and cultures of innovation can be encouraged and fostered. 2.6 Describe both positive and toxic organizational cultures. 2.7 Assess how national culture can affect the way organizational culture is interpreted. Suggested Lecture Outline

I. INTRODUCTION A. In Chapter 5, we found that individuals have relatively enduring and stable traits that help predict their attitudes and behaviours. B. Organizations also have personalities, which are referred to as “cultures.” Organizational cultures govern how that organization’s members behave

II. WHAT IS ORGANIZATIONAL CULTURE? A. Diversity in the Canadian Context: Multiculturalism as a Guiding Principle and

Formal Policy B. Organizational Culture. 1. A system of shared meaning held by members that distinguishes the organization from other organizations. 2. This is a shared medium that consists of a set of seven key characteristics of the organization values. a. These characteristics are measured on a continuum from low to high and provide a composite picture of an organization's culture. b. This becomes the basis for the feelings of shared understanding that members have about the organization, how things are done in it, and the way members are supposed to behave. c. They are: 1) Innovation and Risk Taking. The degree to which employees are encouraged to be innovative and take risks.

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2) Attention to Detail. The degree to which employees are expected to exhibit precision, analysis, and attention to detail. 3) Outcome Orientation. The degree to which management focuses on results or outcomes rather than on the techniques and processes used to achieve those outcomes. 4) People Orientation. The degree to which management decisions take into consideration the effect of outcomes on people within the organization. 5) Team Orientation. The degree to which work activities are organized around teams rather than individuals. 6) Conflict tolerance/Aggressiveness. The degree to which aggressive and competitive behaviours are viewed favorably combined with the degree to which employees are encouraged to address conflicts openly and directly. 7) Stability. The degree to which organizational activities emphasize maintaining the status quo in contrast to growth. 8) Control. The degree to which formal rules, policies, and direct supervision are used to oversee employees. C. Culture Is a Descriptive Term. 1. Organizational culture describes how employees perceive the characteristics of an organization’s culture, not whether or not they like those characteristics. It is a descriptive term. 2. Job satisfaction seeks to measure affective responses to the work environment: it is concerned with how employees feel about the organization. It is an evaluative term. D. Do Organizations Have Uniform Cultures? 1. Culture is a system of shared meaning; therefore, individuals of dissimilar backgrounds or at varying levels in the organization should describe the organization's culture in similar terms despite their differences. a. This doesn't mean, however, that an organization's culture is completely uniform. 2. Dominant Culture. a. This is the overall organizational culture as expressed by the core values held by the majority of the organization's members. b. When people are asked to portray an organization's culture, they normally describe the dominant culture: a macro view that gives an organization its distinct personality. 3. Subcultures. a. These subsets of the overall culture tend to develop in larger organizations to reflect the common problems, situations, or experiences that are unique to members of certain departments or geographical areas. b. The subculture retains the core values of the dominant culture but adds to, or modifies, them to reflect their own distinct situation. E. Strong versus Weak Cultures. 1. Strong cultures have a greater impact on employee behaviour and are more directly related to reduced turnover. 2. Strong Culture. a. This exists when an organization's core values are both intensely held and widely shared.

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b. The greater the number of members who accept the core values and the greater their commitment to these values, the stronger the culture is. c. A strong culture creates an internal climate of high behavioural control and builds cohesiveness, loyalty, and organizational commitment, which, in turn, reduces turnover. 3. Weak Culture. a. In this case, the organization's core values are not widely held or intensely felt. b. These cultures have far less impact on member behaviour. F. Culture versus Formalization. 1. Since strong organizational culture increases behavioural consistency, strong culture can act as a substitute for formalization. 2. Strong culture achieves the same ends as formalization, but without the need for written documentation. 3. Thus, they are two means to the same ends: predictability, orderliness, and consistency.

III. WHAT DO CULTURES DO? A. The Functions of Culture. 1. Overall, culture benefits organizations by increasing organizational commitment and the consistency of employee behaviour. 2. It also aids employees by reducing ambiguity. 3. There are five basic functions of culture that help achieve these benefits: a. Defines Boundaries. Culture creates distinctions between one organization and another. b. Identity. Culture conveys a sense of identity for its members. c. Commitment. Culture generates commitment to something that is larger than one's own self-interest. d. Social Stability. Culture is the social glue that helps hold the organization together by providing appropriate standards for socially acceptable employee behaviour. e. Control Mechanism. Culture serves as a sense-making and control mechanism that guides and shapes the attitudes and behaviour of employees. 4. Today’s trend toward decentralized organizations makes culture more important than ever, but ironically it also makes establishing a strong culture more difficult. a. When formal authority and control systems are reduced, culture’s shared meaning points everyone in the same direction. b. However, employees organized in teams may show greater allegiance to their team and its values than to the values of the organization as a whole. 5. In virtual organizations, the lack of frequent face-to-face contact makes establishing a common set of norms very difficult. Strong leadership that communicates frequently about common goals and priorities is especially important in innovative organizations. 6. Individual–organization “fit”—that is, whether the applicant’s or employee’s attitudes and behaviour are compatible with the culture—strongly influences who gets a job offer, a favourable performance review, or a promotion. a. It’s no coincidence that Disney theme park employees appear almost universally attractive, clean, and wholesome with bright smiles. 2-3

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b. The company selects employees who will maintain that image. c. On the job, a strong culture, supported by formal rules and regulations, ensures they will act in a relatively uniform and predictable way. B. Culture Creates Climate. 1. If you’ve worked with someone whose positive attitude inspired you to do your best, or with a lackluster team that drained your motivation, you’ve experienced the effects of climate. 2. Organizational climate refers to the shared perceptions organizational members have about their organization and work environment. 3. This aspect of culture is like team spirit at the organizational level. a. When everyone has the same general feelings about what’s important or how well things are working, the effect of these attitudes will be more than the sum of the individual parts. b. The same appears true for organizations. 1) One meta-analysis found that across dozens of different samples, psychological climate was strongly related to individuals’ level of job satisfaction, involvement, commitment, and motivation. 2) A positive overall workplace climate has been linked to higher customer satisfaction and financial performance as well. 4. Dozens of dimensions of climate have been studied, including safety, justice, diversity, and customer service, to name a few. a. A person who encounters a positive climate for performance will think about doing a good job more often and will believe others support his or her success. b. Someone who encounters a positive climate for diversity will feel more comfortable collaborating with co-workers regardless of their demographic background. 5. Climate also influences the habits people adopt. a. If the climate for safety is positive, everyone wears safety gear and follows safety procedures even if individually they wouldn’t normally think very often about being safe. C. Culture as a Liability. 1. Culture enhances organizational commitment and increases the consistency of employee behaviour. 2. From an employee’s standpoint, culture is valuable because it spells out how things are done and what’s important. 3. But we shouldn’t ignore the potentially dysfunctional aspects of culture, especially a strong one, on an organization’s effectiveness. a. Institutionalization. 1) When an organization undergoes institutionalization and becomes institutionalized—that is, it is valued for itself and not for the goods or services it produces—it takes on a life of its own, apart from its founders or members. 2) It doesn’t go out of business even if its original goals are no longer relevant. 3) Acceptable modes of behaviour become largely self-evident to members, and although this isn’t entirely negative, it does mean behaviours and habits that should be questioned and analyzed become taken for granted, which can stifle innovation and make maintaining the organization’s culture an end in itself. 2-4

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b. Barriers to change. 1) Culture is a liability when the shared values are not in agreement with those that further the organization’s effectiveness. 2) This is most likely when an organization’s environment is undergoing rapid change and its entrenched culture may no longer be appropriate. 3) Consistency of behaviour, an asset in a stable environment, may then burden the organization and make it difficult to respond to changes. c. Barriers to diversity. 1) Hiring new employees who differ from the majority in race, age, gender, disability, or other characteristics creates a paradox. 2) Management wants to demonstrate support for the differences these employees bring to the workplace, but newcomers who wish to fit in must accept the organization’s core cultural values. 3) Because diverse behaviours and unique strengths are likely to diminish as people attempt to assimilate, strong cultures can become liabilities when they effectively eliminate these advantages. 4) A strong culture that condones prejudice, supports bias, or becomes insensitive to people who are different can even undermine formal corporate diversity policies. d. Barriers to acquisitions and mergers. 1) Historically, when management looked at acquisition or merger decisions, the key factors were financial advantage and product synergy. 2) In recent years, cultural compatibility has become the primary concern. 3) All things being equal, whether the acquisition actually works seems to have more to do with how well the two organizations’ cultures match up. 4) The primary cause of failure is conflicting organizational cultures.

IV. CREATING AND SUSTAINING CULTURE A. How a Culture Begins. 1. The ultimate source of an organization's culture is its founder(s). Founders have a vision of what the organization should be and they are unconstrained by previous customs or ideologies. 2. The new organization's small size facilitates the founder’s imposition of his or her vision on all organizational members. Founders create culture in three ways: a. Employee Selection. Founders hire and keep only those employees who think and feel the same way the founders do. b. Socialization. Founders indoctrinate and socialize their employees toward the founders’ way of thinking and feeling. c. Modelling. 1) The founder acts as a role model and encourages employees to identify with him or her and to internalize the founder’s beliefs, values, and assumptions. 2) Any organizational success is attributed to the founder’s vision, attitudes, and behaviour. 3) In a sense, the organization becomes an extension of the founder’s personality. B. Keeping a Culture Alive. 1. Once a culture exists, practices within the organization serve to maintain it by giving employees a similar set of experiences. 2-5

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2. These practices include the selection process, performance evaluation criteria, training and development activities, and promotional procedures: those who support the culture are rewarded and those who do not are penalized. 3. Selection. a. The selection process needs to identify and hire employees with relevant knowledge, skills, and abilities; one of the more critical facets of this process is ensuring that those selected have values that are consistent with those of the organization. b. Employees whose values and beliefs are misaligned with those of the organization tend to not be hired, or self-select out of the applicant pool, thereby protecting the existing organizational culture. 4. Top Management. a. The verbal messages and actions of top management establish norms of behaviour throughout the organization. b. These norms include the desirability of risk taking, level of employee empowerment, appropriate attire, and outlining successful career paths. 5. Socialization. a. New employees must adapt to the organizational culture in a process called socialization. b. While socialization continues throughout an employee's career, the initial socialization is the most critical. c. There are three stages in this initial socialization shown in Exhibit 16-1. The success of this socialization will affect employee productivity, commitment, and turnover. 1) Prearrival stage. a) This encompasses all the learning that occurs before a new member joins the organization. b) Each individual arrives with his or her own unique set of values, attitudes, and expectations both surrounding the work and the organization. c) That knowledge, plus how proactive their personality is, are the two critical predictors of how well the new employees will adjust to the new culture. d) The perception of being able to “fit in” is critical in the hiring process. 2) Encounter stage. a) This is when the new employee sees what the organization is really like and confronts the possibility that expectations and reality may diverge. b) If the employee's expectations prove to be reasonably accurate, the encounter stage merely provides a reaffirmation of the perceptions gained earlier. c) But when expectations and reality differ, new employees must undergo socialization that will detach them from their previous assumptions and replace them with another set the organization deems desirable. d) At the extreme, a new member may become disillusioned with the actualities of the job and resign: an indication of the failure of the selection process. e) The greater the number of friendship ties a newcomer has in the organization, the more likely he or she is to be committed. 2-6

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3) Metamorphosis stage. a) In this final stage, relatively long-lasting changes take place as the employee has adjusted to the work itself and internalized the work group’s values and norms. b) The more management relies on socialization programs that are formal, collective, fixed, serial, and emphasize divestiture, the greater the likelihood that the newcomer’s differences and perspectives will be stripped away and replaced by standardized and predictable behaviours. c) Successful metamorphosis should have a positive effect on new employee productivity, organizational commitment, and turnover, as the employee has internalized the norms of the organization and their work group. See Exhibit 16-2. (1) Bringing about desired metamorphosis. (2) Formal versus Informal. Formal programs segregate the employees from ongoing work and differentiate them in some way as a newcomer. Informal programs simply put the new employee to work. (3) Individual versus Collective. Socialization can occur on an individual or group basis. (4) Fixed versus Variable refers to the time scheduled when newcomers make the transition from outsider to insider. A fixed schedule establishes standardized stages of transition, such as probationary periods. Variable schedules give no advance notice of transition timetables. (5) Serial versus Random. Serial programs use role models to train and encourage the newcomer, such as in apprenticeship programs. In random programs, role models are deliberately withheld and employees must learn to figure things out on their own. (6) Investiture versus Divestiture. Investiture socialization assumes and confirms that newcomers have the necessary qualities and qualifications for success. Divestiture programs try to strip away certain characteristics of the recruits to reshape them into the proper role. C. Summary: How Cultures Form. 1. Exhibit 16-3 provides a simple model of how an organization's culture is established and sustained. 2. The original culture is derived from the founder's philosophy, which in turn strongly influences the criteria used in hiring. 3. The actions of top management set the general climate of what is acceptable behaviour. 4. How well employees are socialized will depend on management’s selection of socialization method and the closeness of the new employees’ values to those of the organization.

V. HOW EMPLOYEES LEARN CULTURE A. Culture is transmitted to employees in a number of forms: stories, rituals, material symbols, and language.

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B. Stories. 1. Stories typically revolve around key events such as rule breaking, unlikely successes, workforce reductions, reactions to past mistakes, and methods of organizational coping that involve the organization's founders or other key personnel. 2. These stories anchor the present in the past and provide explanations and legitimacy for current practices. C. Rituals. 1. These are repetitive sequences of activities that express and reinforce the key values of the organization. They highlight what goals are most important: which people are important and which are not. D. Symbols. 1. Material symbols such as the size of offices, the elegance of furnishings, perquisites, awards and trophies, and the attire worn, all convey to employees who is important, the degree of egalitarianism desired by top management, and the kinds of appropriate behaviour. E. Language. 1. Specialized languages, acronyms, or jargon serve as a means to identify and segregate members of a culture or subculture. 2. Once assimilated, the specialized language acts as a common denominator that unites members of a given culture or subculture.

VI. CREATING ETHICAL AND INNOVATIVE ORGANIZATIONAL CULTURES. A. Ethical cultures. 1. The organizational culture most likely to shape high ethical standards among its members is one that’s high in risk tolerance, low to moderate in aggressiveness, and focused on means as well as outcomes. 2. This type of culture also takes a long-term perspective and balances the rights of multiple stakeholders, including the communities in which the business operates, its employees, and its stockholders. 3. Managers are supported for taking risks and innovating, discouraged from engaging in unbridled competition, and guided to pay attention not just to what goals are achieved but also to how. 4. If the culture is strong and supports high ethical standards, it should have a very powerful and positive influence on employee behaviour. 5. Principles for managers that encourage development of an ethical culture include: a. Be a Visible Role Model. 1) When senior management is seen as taking the ethical highroad, it provides a positive behavioural guideline for all employees. b. Communicate Ethical Expectations. 1) The creation and use of an organizational code of ethics helps reduce ethical ambiguities and enforce the organization's primary values. c. Provide Ethical Training. 1) Training acts to reinforce the organization’s standards of conduct, clarifies ethical practices, and addresses possible ethical dilemmas. d. Visibly Reward Ethical Acts and Punish Unethical Ones. 1) Performance appraisals must include how decisions made measure up against the organization’s code of conduct.

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2) Review the means taken to achieve goals as well as the ends themselves. 3) Visibly reward those who act ethically. Just as important, unethical acts should be conspicuously punished. e. Provide Protective Mechanisms. 1) Organizations must create formal mechanisms that allow employees to discuss ethical dilemmas or report unethical behaviour without fear of reprimand (such as ethical counsellors, ombudsmen, or ethical officers) to facilitate the change to an ethical culture. 6. Setting a positive ethical climate has to start at the top of the organization. a. A study of 195 managers demonstrated that when top management emphasizes strong ethical values, supervisors are more likely to practice ethical leadership. b. This positive ethical attitude transfers down to line employees, who show lower levels of deviant behaviour and higher levels of cooperation and assistance. c. The general ethical behaviour and attitudes of other members of the department matter too for shaping individual ethical behaviour. d. Finally, employees whose ethical values are similar to those of their department are more likely to be promoted, so we can think of ethical culture as flowing from the bottom up as well. B. Innovative cultures. 1. Although there is no guaranteed formula, certain characteristics surface repeatedly when researchers study innovative organizations. a. Innovation is a new idea applied to initiating or improving a product, process, or service. 2. Sources of innovation a. Organic structures positively influence innovation b. Long tenure in management is associated with innovation c. Innovation is nurtured when there are slack resources d. Interunit communication is high in innovative organizations

VII. POSITIVE AND TOXIC ORGANIZATIONAL CULTURE A. A positive organizational culture is one that emphasizes building on employee

strengths, rewards more than it punishes, and emphasizes individual vitality and growth. B. Building on Employee Strengths 1. Although a positive organizational culture does not ignore problems, it does emphasize showing workers how they can capitalize on their strengths. C. Rewarding More Than Punishing, and the Value of the “Small” Stuff 1. Although most organizations are sufficiently focused on extrinsic rewards such as pay and promotions, they often forget about the power of smaller (and cheaper) rewards such as praise. 2. Part of creating a positive organizational culture is “catching employees doing something right.” 3. Many managers withhold praise either because they’re afraid employees will coast or because they think praise is not valued. 4. Because employees generally don’t ask for praise, managers usually don’t realize the costs of failing to do it. D. Emphasizing Vitality and Growth

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1. A positive organizational culture recognizes the difference between a job and a career. 2. It supports not only what the employee contributes to organizational effectiveness, but also how the organization can make the employee more effective—personally and professionally. E. Limits of Positive Culture 1. Is a positive culture a panacea? Though companies have embraced aspects of a positive organizational culture, it is a new enough idea for us to be uncertain about how and when it works best. 2. Not all cultures value being positive as much as Canadian culture does, and, even within Canadian culture, there surely are limits to how far we should go to preserve a positive culture. 3. For example, Admiral, a British insurance company, has established a Ministry of Fun in its call centres to organize such events as poem writings, foosball, conker (a British game involving chestnuts) competitions, and fancy dress days. 4. When does the pursuit of a positive culture start to seem coercive or even Orwellian? 5. As Stephen Fineman (2006) notes, “Promoting a social orthodoxy of positiveness focuses on a particular constellation of desirable states and traits but, in so doing, can stigmatize those who fail to fit the template.” 6. Our point is that there may be benefits to establishing a positive culture, but an organization also needs to be careful to be objective and not pursue it past the point of effectiveness. F. Toxic cultures 1. A toxic organizational culture is characterized by in-fighting, drama, and excessive political machinations to the point of creating unhappy and anxious employees, unnecessarily stressful work interactions, and diminished productivity. a. Leader characteristics: Since founders and leaders often set the tone for an organization’s culture having a destructive, toxic, or bullying leader can have a negative trickle-down effect on the entire organization. b. Environmental conditions: Instability and uncertainty can heighten toxicity, especially when there is a perceived threat. c. Cultural/structural characteristics: Certain types of organizational cultures are more likely to develop in toxic directions, although not all cultures with these characteristics will be problematic. 1) Companies that are outcome rather than process oriented may inadvertently encourage ethical compromises to achieve desired goals. 2) Companies that are not people oriented and that focus narrowly on task completion and short-term financial results tend to have more problems. 3) Cultures focused on individual achievements rather than team goals may develop communication styles and norms that are less empathetic and more combative.

VIII. GLOBAL IMPLICATIONS A. Organizational cultures are so powerful they often transcend national boundaries. 1. But that doesn’t mean organizations should, or could, be blissfully ignorant of local culture. 2. Organizational cultures often reflect national culture.

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B. The elements of national culture that seemed to influence organizational culture the

most included whether the culture emphasizes equity or hierarchy (power distance) and whether it generally prioritized people or tasks (this is related to Hofstede’s concept of masculinity/femininity). C. As we can see in Exhibit 16•4, Trompenaars identified the four types of organizational cultures most likely to emerge on the basis of these two dimensions. Incubator cultures, common in places like India, Israel, and Silicon Valley, emphasize fulfillment; guided missile cultures, common in places like Canada and Ireland, emphasize project completion; family cultures emphasize power relationships and are common in places like Pakistan and China; and Eiffel tower cultures emphasize rules, roles, and formal procedure and are common in places like France and Germany. Each type fosters different expectations for communication style, motivation techniques, promotion paths, and other important workplace behaviours. D. One of the primary things Canadian managers can do is to be culturally sensitive. 1. Some ways in which Canadian managers can be culturally sensitive include talking in a low tone of voice, speaking slowly, listening more, and avoiding discussions of religion and politics. E. The management of ethical behaviour is one area where national culture can rub up against corporate culture. F. Canadian managers endorse the supremacy of anonymous market forces and implicitly or explicitly view profit maximization as a moral obligation for business organizations. 1. This worldview sees bribery, nepotism, and favouring personal contacts as highly unethical. 2. Any action that deviates from profit maximization may indicate that inappropriate or corrupt behaviour may be occurring. 3. In contrast, managers in developing economies are more likely to see ethical decisions as embedded in a social environment. 4. That means doing special favours for family and friends is not only appropriate but may even be an ethical responsibility. G. Managers in many nations also view capitalism skeptically and believe the interests of workers should be put on a par with the interests of shareholders.

IX. SUMMARY A. Employees form an overall subjective perception of the organization based on

factors such as degree of risk tolerance, team emphasis, and support of people. 1. This overall perception becomes, in effect, the organization’s culture or personality and affects employee performance and satisfaction, with stronger cultures having greater impact. B. Cultures are sustained and transmitted through both formal and informal socialization. The role of informal socialization is such that subcultures can develop within organizations. C. It is possible to foster ethical, positive, and safety-minded cultures if those cultures are properly modelled and reinforced. D. National culture will influence organizational culture preferences and expectations. This can be a source of confusion in a globalized work setting.

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X.

IMPLICATIONS FOR MANAGERS A. Realize that an organization’s culture is relatively fixed in the short term. 1. To effect change, involve top management and strategize a long-term plan. B. Hire individuals whose values align with those of the organization; these employees will tend to remain committed and satisfied. Not surprisingly, “misfits” have considerably higher turnover rates. C. Understand that employees’ performance and socialization depend to a considerable degree on their knowing what to do and not do. 1. Train your employees well and keep them informed of changes to their job roles. D. As a manager, you can shape the culture of your work environment, sometimes as much as it shapes you. 1. All managers can especially do their part to create an ethical culture. E. Be aware that your company’s organizational culture may not be transportable to other countries. 1. Understand the cultural relevance of your organization’s norms before introducing new plans or initiatives overseas.

XI. KEEP IN MIND A. Organizational culture develops over time and reflects deeply held values to which employees are strongly committed.

B. Ethical and positive organizational cultures can be created—methods differ. C. National culture influences organizational culture. Mini Case Discussion Questions Case 1: Developing and Maintaining a Safety Culture 1. Why have Sanjay and Sophia failed to foster a safety culture in their workplace? What specifically acts to undermine that change? There are several things undermining the safety culture in this organization. The CEO does not model proper behaviours himself. The supervisors do not enforce basic safety rules. There is a team-based incentive plan that creates pressure causing people to rush, compromise safety, and come to work while ill. Production quotas seem aggressive, stressing out employees and further exacerbating this problem. 2. Will their new strategy (putting up posters) work? If yes, why? If no, why not? Posters are unlikely to do anything because workers know about the safety rules; they are simply choosing to ignore them. Posters do not address the issues of inappropriate behaviour modelling, a stressful work pace, and incentive plan-induced peer pressure. 3. What would they have to do to institute meaningful change in the safety culture at this organization? Supervisors and managers would have to model and reinforce proper behaviour themselves. The incentive plan may need to be changed to lessen peer pressure and reduce motivation to work while ill. Workers need to buy in to the idea that a safety culture benefits them directly physically, socially, and financially. Having workers

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participate directly in improving the safety culture can foster that buy-in. Creating new team-based bonuses based on a clean safety record can redirect peer pressure in more positive ways but may also inhibit accident reporting so caution is needed. It may be better to institute regular safety audits with small individual rewards for compliance with proper safety processes. Case 2: Organizational Culture at the RCMP 1. Why is this such a strong culture? What aspects of its founding and early history would have helped support the development of a strong culture? In a strong culture, the organization’s core values are both intensely held and widely shared. Members of the RCMP have an intensely held value system that has dated approximately 150 years. The values grew out of a need to defend European settlements as far back as the 1870s. These values are consistent with a para-military force and a hyper-masculine ideal of toughness, strength, and dominance. These values have been reinforced over the years through the consistent communication of these values. For example, RCMP members regularly perform ‘cavalry drills’ and celebrate the Musical Ride performance. They have also established an informal slogan: “always get their man”. This slogan encourages a focus on end results rather than process and highlights again the inherent “toughness” of members of the force, who are expected to persist through any obstacles to reach their goal. The more members who accept the core values and the greater their commitment, the stronger the culture and the greater its influence on member behaviour. The relative homogeneity among community members combined with familiarity and shared values makes many of these organizations an excellent example of strong organizational cultures 2. What aspects or characteristics of this organizational culture have contributed to the RCMP’s difficulty in addressing behavioural issues within the force? Remember to consult the definition of organizational culture (the 8 characteristics) and the liabilities of culture when answering. There are several organizational culture characteristics that have contributed to difficulty in addressing behavioral issues within the force. Outcome Orientation refers to the degree to which management focuses on results or outcomes rather than on the techniques and processes used to achieve those outcomes. The RCMP largely believe that the ends justify the means. For example, their informal slogan is “always get their man”. Team Orientation refers to the degree to which work activities are organized around teams rather than individuals. Since much of the RCMP work is team based, many of the values will be shared and reinforced through team dynamics. Conflict tolerance/Aggressiveness refers to the degree to which aggressive and competitive behaviours are viewed favorably combined with the degree to which employees are encouraged to address conflicts openly and directly. Key components of the RCMP value system is based on hyper-masculinity, which implies aggressiveness through toughness and dominance.

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Control refers to the degree to which formal rules, policies, and direct supervision are used to oversee employees. The RCMP is highly hierarchical. This hierarchy provides a lot of control at the top of the organization, and limits the potential for bottom up changes. Exercises 1. Self-analysis. How consumer-responsive are you? Using the key variables mentioned in the chapter, assess your personality and your organization’s culture. Write up your findings and give specific examples of what you believe can be done to increase your consumer responsiveness in this organization. 2. Web Crawling. Using your favourite search engine, search on the term “creating ethical organizations” or “positive organizational culture.” Find four articles related to the topic of your choice and write up a brief synopsis that explains how managers can create such an organization. Compare your findings to the suggestions given by the authors in your text. 3. Teamwork. Slogan Analysis: break the class into teams; each team is tasked with creating a list of 12 slogans (or sayings) they have seen or heard that describe an organization’s culture (e.g., “Quality Is Job 1” for Ford, “Have It Your Way” at Burger King, or “It wasn’t invented here!”). Clearly write each of these slogans on a large Postit® note (one slogan per note sheet). When all groups are completed, collect the Postits® and randomly stick them on the wall or whiteboard. Gather the class in front of the notes and give them a few moments to read over the cards and then provide the following guidance: As a group, you have one minute to organize these notes into columns of like organizational cultural variables. No talking is allowed. Everyone and anyone can move the notes from one column to another: no one is in charge. Use your own individual beliefs as to where a card belongs. Give them one minute to organize the cards. Ensure they do not speak. If two people keep moving a single card back and forth between two columns, create a second card with the same slogan and stick one copy of the card under each column. When the minute is up, give them 15 seconds to silently look over their arrangement. Then give them 15 seconds more for any final changes. Have them return to their seats. Move column by column through the arrangement and lead a discussion over what organizational cultural variable each column represents. Seek and point out any commonalities with the slogans and the cultural variables mentioned in the text. 4. Analyzing Your Organization (Cumulative Project). Have the students meet with some of the “old-timers” in their organization. Have them discuss the various stories that shaped the organization’s culture throughout the years. You might ask them what the founder was like, and what his or her values and belief system were or are. Relate these findings to the current organizational culture. Is it the same? If not, what has changed over the years, and why? Relate this to any existing materials, symbols, or special language that defines the current culture of the organization.

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Suggested Assignment Divide the class into groups of three to five students each. Ask each group to go to http://www.slideshare.net and search for Hora Tjitra’s presentation on developing intercultural competence. Ask each group to place themselves into the role of Personnel Manager for a medium-sized multinational company. The company plans to expand into Viet Nam. Several managers from various foreign locations—United States, Mexico, Canada, and France—will be transferred to the new location to oversee development and operations until such time as a cadre of Vietnamese managers can be trained and educated about company policies and culture traits to assume operational leadership. Have the student groups prepare a training plan for the expatriate managers to prepare them for the rigors of the transfer. 1. Are some expatriate managers more likely to acclimatize to the new assignment than others? 2. Is there an estimate of the time and effort it will take for each of the expatriate managers to acclimatize to the new location? Are some more likely to acclimatize faster than others based on their country cultures? 3. Which may be more effective? a. The plan to acclimatize our expatriate managers for managing in Viet Nam b. A plan to hire management personnel in Viet Nam and bring them to the Canadian operations for acclimatizing to the organizational culture to apply in their culture of country.

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Chapter 3 Diversity in Organizations Chapter Overview This chapter examines individual characteristics, including age, gender, race, ethnicity, and abilities, and how they influence employee performance; how managers can increase their awareness of these characteristics, and better manage a diverse workforce. Chapter Objectives After studying this chapter, the student should be able to: 3.1a Describe the demographic characteristics of the Canadian labour force. 3.1b Explain the relevance of the Multiculturalism Act and other equity-focused legislation to Canadian diversity practices. 3.1 c Assess the business benefits and management challenges associated with a diverse workforce. 3.2 Identify the key biographical characteristics that are prone to workplace stereotyping and describe how intersectionality influences the lived experiences of workers with these characteristics. 3.3 a Evaluate how stereotyping and workplace discrimination undermine equity goals. 3.3b Develop a personal action plan to reduce non-conscious bias and discrimination. 3.4 Recommend best practices for managing diversity effectively within the organization. Suggested Lecture Outline

I. INTRODUCTION A. In this chapter, we look at how organizations work to maximize the potential

contributions of a diverse workforce. We also show how demographic characteristics such as ethnicity and individual differences in the form of ability affect employee performance and satisfaction.

II. DIVERSITY A. Diversity in the Canadian Context: Multiculturalism as a Guiding Principle and

Formal Policy 1. The 1971 Multiculturalism Policy of Canada confirmed the rights of Indigenous Peoples and the formal status of Canada’s two official languages, English and French. 2. In 1988, this policy was supplemented by the Multiculturalism Act, which aimed to be even more inclusive. Some of the changes introduced in the Act include: (1) formal statements of support for the maintenance of languages other than Canada’s two official languages, (2) mandating programs and practices that enhance community participation for all citizens, (3) mandating programs and

.

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practices that enhance understanding and respect for diversity, and (4) requiring the collection of statistical data measuring the outcomes of these initiatives. 3. Multiculturalism as a policy ensures that all citizens can maintain their identities, acknowledge and celebrate their ancestry, and still have a sense of belonging in Canada. As a result, it encourages harmony and cross-cultural understanding and supports efforts to integrate all citizens and enable them to take an active part in Canada’s social, cultural, economic, and political affairs. B. Demographic Characteristics of the Canadian Workforce 1. In the past, OB textbooks noted that rapid change was occurring as the predominantly white, male managerial workforce gave way to a genderbalanced, multiethnic one. Today, that change is well under way and progress continues, although things are certainly not fully equal yet. 2. The substantial progress so far is increasingly reflected in the makeup of managerial and professional jobs. For example, between 1976 and 2018 the employment rate among women in Canada rose from 41.9 to 57.9 percent while at the same time the employment rate for men fell from 72.7 to 65.4 percent. 3. Gender-based employment discrimination has not been completely eliminated, as we can see in the gender-gap table of Exhibit 3-1. 4. While other groups continue to experience labour market disadvantages, their employment rates indicate ongoing improvement to diversity levels in the workplace. People with disabilities, for example, had a 46.4 percent labour force participation rate in 2001. That increased to 53.6 percent by 2012. 5. Labour force surveys conducted in 2011 found that recent immigrants had a labour force participation rate of 82.9 percent, while immigrants who had been in Canada more than five years and domestic-born Canadians had rates of approximately 87 percent. 6. Workers over the age of 65 represent an increasingly large portion of the workforce as well, 18.1 percent of them reporting as employed in 2018. C. Levels of Diversity 1. Demographics mostly reflect surface level diversity, not thoughts and feelings, and can lead employees to perceive one another through stereotypes and assumptions. 2. However, evidence has shown that as people get to know one another, they become less concerned about demographic differences if they see themselves as sharing more important characteristics, such as personality and values, that represent deep-level diversity. a. Individual differences in personality and culture shape preferences for rewards, communication styles, reactions to leaders, negotiation styles, and many other aspects of behaviour in organizations.

III. HOW DO EMPLOYEES DIFFER? BIOGRAPHICAL CHARACTERISTICS A. Diversity is a broad term, and the phrase workplace diversity can refer to any

characteristic that makes people different from one another. 1. Biographical characteristics such as age, gender, ethnicity, disability, and immigration status are some of the most obvious ways employees differ. B. Age 1. The relationship between age and job performance is likely to be an issue of increasing importance during the next decade for many reasons.

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a. The workforce is aging. b. The graph shown as Exhibit 3-2 demonstrates the reasons for this: it shows the ratio of working-age persons (aged 15 to 64) for each person aged 65 and over. This ratio is an indicator of the changes occurring to the age structure of the Canadian population, and it shows us that our population is aging. c. The impact of this population profile is not entirely certain, as Canadian human rights legislation has, for all intents and purposes, outlawed mandatory retirement because it amounts to age discrimination. d. Employers express mixed feelings about the older worker. They see a number of positive qualities older workers bring to their jobs, such as experience, judgment, a strong work ethic, and commitment to quality. But older workers are also perceived as lacking flexibility and resisting new technology. 2. What effect does age actually have on turnover, absenteeism, productivity, and satisfaction? a. The older you get, the less likely you are to quit your job. b. In general, older employees have lower rates of avoidable absence than do younger employees. However, they have equal rates of unavoidable absence such as sickness absences. c. Reviews of the research find that age and job task performance are unrelated and that older workers are more likely to engage in citizenship behaviour. d. The evidence is mixed regarding age and job satisfaction. Satisfaction tends to continually increase among professionals as they age, whereas it falls among nonprofessionals during middle age and then rises again in the later years. C. Gender 1. Few issues initiate more debates, misconceptions, and unsupported opinions on gender-based differences. 2. The best place to begin to consider this is with the recognition that few, if any, important differences between men, women, and transgendered people affect job performance. a. There are no consistent male-female differences in problem-solving ability, analytical skills, competitive drive, motivation, sociability, or learning ability. 3. Unfortunately, sex roles still affect our perceptions. a. Once on the job, men and women may be offered a similar number of developmental experiences, but females are less likely to be assigned challenging positions by men, assignments that may help them achieve higher organizational positions. b. Women who succeed in traditionally male domains are perceived as less likeable, more hostile, and less desirable as supervisors. c. Research has shown that workers who experience the worst form of overt discrimination, sexual harassment, have higher levels of psychological stress, and that these feelings in turn are related to lower levels of organizational commitment and job satisfaction, and higher intentions to leave. d. Research continues to underline that although the reasons for employee turnover are complex, sex discrimination is detrimental to organizational

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performance particularly for intellectual positions, for managerial employees, in the United States, and in medium-size firms. 4. Again, it is worth asking what the implications of sex discrimination are for individuals. a. The evidence suggests that combatting sex discrimination may be associated with better performance for the organization as a whole. D. Sexual Orientation and Gender Identity 1. In 2012 a researcher at Harvard University conducted an interesting field experiment. Fictitious but realistic résumés were sent applying for 1,700 actual entry-level job openings. The applications were identical, except that half mentioned the applicant’s involvement in gay organizations during college and half did not. 2. The experiment found that, while much has changed, the full acceptance and accommodation of gay, lesbian, bisexual, and transgender employees remains a work in progress. 3. Federal law prohibits discrimination against employees based on sexual orientation. This protection extends to all aspects of employment, including the provision of benefits to same-sex partners and common-law partners. 4. Ensuring a positive, respectful workplace and robust set of benefits for everyone is critical to retaining employees and helping them develop to their fullest potential. E. Race, Ethnicity, and Immigration Status 1. Race is a controversial issue. a. We define race as the biological heritage people use to identify themselves; ethnicity is the additional set of cultural characteristics that often overlaps with race. 2. Race and ethnicity have been studied as they relate to outcomes such as hiring decisions, performance evaluations, pay, and experiences of workplace discrimination. We can summarize a few points. a. In employment settings, individuals tend to slightly favour colleagues of their own race in performance evaluations, promotion decisions, and pay raises, although such differences are not found consistently, especially when highly structured methods of decision making reduce the opportunity for discrimination. b. While many racial and ethnic groups experience labour market challenges in Canada, Indigenous Peoples have experienced some of the most negative outcomes. In 2012 the general unemployment rate across Canada was 7.2 percent, while for Indigenous Peoples it was 14.8 percent. When employed, Indigenous Peoples also tend to earn less than other Canadians, even when education and geographical location are taken into account. c. Recently, fewer and fewer family-class immigrants have been permitted in Canada, as can be seen in Exhibit 3-4. Both family-class and economic-class migrants do not in any way put a burden on Canadian taxpayers; rather, they bring money into the country. Recently arrived immigrants often experience skill discounting and discrimination when attempting to enter the Canadian labour market. The degree to which this is experienced is influenced by a concept known as intersectionality, which the United Nations defines as an “attempt to capture the consequences of the interaction between two or more forms of

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subordination and address the manner in which systems create inequalities that structure the relative position of persons.” d. Labour market statistics from 20011 indicate that, in Canada, the immigrant unemployment rate (those in the country for 10 years or longer) was 7.1 percent compared to 5.5 percent for domestic-born workers. e. We can thus conclude that discrimination based on any non-job-related traits is ungrounded and destructive to individuals and organizations. How do we move beyond discrimination? The answer is in understanding one another’s viewpoint. f. Evidence suggests that some people find interacting with other racial groups uncomfortable unless there are clear behavioural scripts to guide them; therefore, creating diverse work groups focused on mutual goals might be helpful, along with developing a positive diversity climate. F. Cultural Identity 1. We have seen that people define themselves in terms of race and ethnicity. Many people, both immigrants and domestic-born, also carry a strong cultural identity as well. This link with the culture of their ancestry or youth lasts a lifetime, no matter where the individual may live in the world. People choose their cultural identity, and they also choose how closely they observe the norms of that culture. Cultural norms influence the workplace, sometimes resulting in clashes. Organizations must adapt. a. Thanks to global integration and changing labour markets, today’s global companies would do well to understand and respect the cultural identities of their employees, both as groups and as individuals. b. A company that violates local cultural norms will find that resistance among employees is strong, even if that resistance is not always overt. c. A company seeking to be sensitive to the cultural identities of its employees should look beyond accommodating its majority groups and instead create as much of an individualized approach to practices and norms as possible. Often, managers can provide the bridge of workplace flexibility to meet both organizational goals and individual needs. G. Religion 1. The Canadian Charter of Rights and Freedoms and the Human Rights Act prohibit employers from discriminating against employees on the basis of their religion. Other countries have similar regulations, but many do not and those that do, do not always enforce them effectively. 2. Perhaps the greatest religious diversity issue in Canada today revolves around Islam. Across the world, Islam is one of the most popular religions. Yet there is evidence that people are discriminated against for their Islamic faith in the Canadian job market. a. Quebec’s Bill 21, signed into law in June 2019, attempts to institutionalize this marginalization by prohibiting public employees such as teachers, lawyers, and others from wearing any religious symbols, including the hijab and, for Sikhs, turbans. This Bill is being actively fought in court by the Canadian Civil Liberties Association in cooperation with other human rights groups. 3. Faith can be an employment issue wherever religious beliefs prohibit or encourage certain behaviours.

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a. Simple steps can often be taken to overcome these issues, such as having rooms available for daily prayers or installing ventilation systems to manage smoke from First Nations smudging ceremonies. H. Ability and Disability 1. Workers with disabilities have traditionally experienced many challenges and barriers in the labour force. People with physical or mental disabilities are more likely to be unemployed or underemployed, they are more likely to experience turnover, work part-time hours, be in entry level jobs, and experience job insecurity. 2. A sociopolitical model has become part of the human rights paradigm in Canadian legal thinking on disability. This change in perceptions of disability was part of a larger rights-based movement that included calls for greater government oversight and enforcement of basic human rights. Disablement, it maintains, is not a deviation from an individual bodily norm so much as a naturally occurring and enduring feature in every society. 3. As perspectives on disability have evolved, numerous political resources have been devoted to maximizing rates of labour force participation and the provision of employer-sponsored accommodations among workers with disabilities as one component of reaching equity goals. 4. Exceptions to the “duty to accommodate” under human rights and equity legislation include situations in which doing so creates undue hardship or when bona fide occupational requirements (BFOR)are unable to be fulfilled, which means that the position cannot be modified without creating genuine safety risk. a. It is worth noting that the criteria related to “creating morale problems with other employees” has not actually been supported in courts of law since the 1990 decision. 5. Refusal of accommodation should be an extraordinary circumstance. Providing accommodations benefits not only the individual and the employer, but also signals to other workers that the organizational culture is inclusive and supports diverse needs. 6. People with disabilities are much more likely to be stereotyped in ways that negatively impact long-term employment prospects, often being unfairly perceived as less capable or even infantile. 7. In sum, the treatment of the disabled workforce has long been problematic, but the recognition of the talents and abilities of disabled individuals has made a difference, reducing workplace discrimination. I. Ability 1. We’ve so far covered surface characteristics unlikely, on their own, to directly relate to job performance. Now we turn to deep-level abilities that are closely related to job performance. 2. Contrary to what we were taught in grade school, we weren’t all created equal in our abilities. Most people are to the left or the right of the median on some normally distributed ability curve. 3. From management’s standpoint, the issue is not whether people differ in terms of their abilities. They clearly do. The issue is using the knowledge that people differ to increase the likelihood an employee will perform her job well. 4. What does ability mean? As we use the term, ability is an individual’s current capacity to perform the various tasks in a job. Overall abilities are essentially made up of two sets of factors: intellectual and physical.

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IV. INTELLECTUAL ABILITIES A. Ability is an individual’s current capacity to perform the various tasks in a job. Overall abilities are made up of two sets of factors: intellectual and physical.

B. Intellectual Abilities

1. Intellectual abilities are abilities needed to perform mental activities – thinking, reasoning, and problem solving. 2. Most societies place a high value on intelligence, and for good reason. 3. Smart people generally earn more money and attain higher levels of education. 4. They are also more likely to emerge as leaders of groups. 5. As shown in Exhibit 3-6, the seven most frequently cited dimensions making up intellectual abilities are number aptitude, verbal comprehension, perceptual speed, inductive reasoning, deductive reasoning, spatial visualization, and memory. Intellectual dimensions are positively-related, so if you score high on verbal comprehension, for example, you’re more likely to also score high on spatial visualization. The correlations aren’t perfect, meaning people do have specific abilities that predict important work-related outcomes when considered individually. However, they are high enough that researchers also recognize a general factor of intelligence, general mental ability (GMA). Evidence strongly supports the idea that the structures and measures of intellectual abilities generalize across cultures. 6. Jobs differ in the demands they place on intellectual abilities. a. The more complex a job in terms of information-processing demands, the more general intelligence and verbal abilities will be necessary to perform successfully. b. Where employee behaviour is highly routine and there are few or no opportunities to exercise discretion, a high IQ is not as important to performing as well. 7. Interestingly, while intelligence is a big help in performing a job well, it doesn’t make people happier or more satisfied with their jobs.

V. PHYSICAL ABILITIES A. Though the changing nature of work suggests intellectual abilities are increasingly

important for many jobs, physical abilities have been and will remain valuable. 1. Research on hundreds of jobs has identified nine basic abilities (see Exhibit 3-7) needed in the performance of physical tasks. Individuals differ in the extent to which they have each of these abilities. 2. Disabilities in the Context of Job Specifications a. The importance of ability obviously creates problems when we attempt to formulate workplace policies that recognize diversity in terms of disability status. b. As we have noted, recognizing that individuals have different abilities that can be taken into account when making hiring decisions is not problematic. c. However, it is discriminatory to make blanket assumptions about people on the basis of a disability. 3. Discrimination

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a. Although diversity does present many opportunities for organizations, effective diversity management also means working to eliminate unfair discrimination. 1) To discriminate is to note a difference between things, which in itself isn’t necessarily bad. 2) Noticing one employee is more qualified for making hiring decisions, and noticing another is taking on leadership responsibilities exceptionally well is necessary for making promotion decisions. a) Usually when we talk about discrimination, though, we mean allowing our behaviour to be influenced by stereotypes about groups of people. Rather than looking at individual characteristics, unfair discrimination assumes everyone in a group is the same. 3) As Exhibit 3-8 shows, discrimination can occur in many ways, and its effects can be just as varied depending on the organizational context and the personal biases of its members. a) Some forms, like exclusion or incivility, are especially hard to root out because they are difficult to observe and may occur simply because the actor isn’t aware of the effects of his or her actions. 4) Whether intentional or not, discrimination can lead to serious negative consequences for employers, including reduced productivity and citizenship behaviour, negative conflicts, and increased turnover. 5) Unfair discrimination also leaves qualified job candidates out of initial hiring and promotions. a) Even if an employment discrimination lawsuit is never filed, a strong business case can be made for aggressively working to eliminate unfair discrimination. 6) Discrimination is one of the primary factors that prevent diversity, whether the discrimination is deliberate or non-conscious. a) Recognizing diversity opportunities can lead to an effective diversity management program and ultimately to a better organization. 7) Having privilege means that you are not actively stymied by systemic barriers based on group membership. For example being able to attend high school in your home community is a form of privilege that is not enjoyed by many Indigenous teens living in small reserves, they have to travel alone to larger urban centers for an education.

VI. IMPLEMENTING PERSONAL ANTI-BIAS TECHNIQUES A. There are several ways to reduce personal anti-bias techniques. 1. First, it is important to acknowledge that you have cognitive biases. 2. Second, learn more about other groups and interact with people from them more frequently 3. Third, learn more about other groups and interact with people from them more frequently

VII. IMPLEMENTING ORGANIZATIONAL DIVERSITY MANAGEMENT STRATEGIES A. Diversity management makes everyone more aware of and sensitive to the needs and differences of others. 1. Diversity is much more likely to be successful when we see it as everyone’s business than if we believe it helps only certain groups of employees.

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B. Diversity Program Basics

b.

1. Despite this laudable goal diversity programming is sometimes perceived as a burden, inconvenience, or “just” political correctness. 2. Canadian approaches to diversity management focus on process rather than outcomes. 3. Organizational leaders should examine their workforce to determine whether target groups have been underutilized. C. Attracting, Selecting, Developing, and Retaining Diverse Employees 1. One method of enhancing workforce diversity is to target recruiting messages to specific demographic groups underrepresented in the workforce. a. This means placing advertisements in publications geared toward specific demographic groups; recruiting at colleges, universities, and other institutions with significant numbers of underrepresented minorities, and forming partnerships with associations like the Society of Women Engineers or the Justicia Project. 1) The selection process is one of the most important places to apply diversity efforts. a) Managers who hire need to value fairness and objectivity in selecting employees and focus on the productive potential of new recruits. b) Fortunately, ensuring that hiring is bias-free does appear to work. Where managers use a well-defined protocol for assessing applicant talent and the organization clearly prioritizes nondiscrimination policies, qualifications become far more important in determining who gets hired than demographic characteristics. 2) Organizations that do not discourage discriminatory behaviour are more likely to see problems. b. Complementary diversity interventions that have been proven effective include having formal support groups, such as a workplace LGBTQI group or an Indigenous employees’ network. 1) These groups not only provide direct support, they also act as a signal of an employer’s intention to support diversity. D. Reconcilitation and Diversity Programming 1. Employers operating in Canada have an additional diversity-related responsibility: reconciliation with Indigenous peoples. a. Reconciliation is a means to address that harm, enable healing, and move on to better and more respectful Nation to Nation relationships. E. Diversity in Groups 1. In some cases, diversity in traits can hurt team performance, whereas in others it can facilitate it. a. Whether diverse or homogenous teams are more effective depends on the characteristic of interest. 1) Demographic diversity (in gender, race, and ethnicity) does not appear to either help or hurt team performance in general. 2) Teams of individuals who are highly intelligent, conscientious, and interested in working in team settings are more effective. Groups of diverse individuals will be much more effective if leaders can show how members have a common interest in the group’s success.

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VIII. SUMMARY A. There is an official policy of multiculturalism in Canada, enabling people to feel free

to express their cultural traditions and heritage while also being committed to their Canadian identity. B. The Canadian workforce is highly diverse, creating both opportunities and challenges for managers. C. Differences in age, gender, sexual orientation, race, ethnicity, immigration status, religious affiliation, and ability all impact workplace experiences. These identity markers combine, or intersect, in complex ways that influence individual outcomes. D. Stereotyping and associated discrimination can occur on a conscious or a nonconscious basis. Either way there are negative repercussions for both individuals and organizations. E. Organizations should engage in a range of diversity management practices to ensure equitable, ethical, and legally defensible staffing decisions.

IX. IMPLICATIONS FOR MANAGERS A. Understand your organization’s antidiscrimination and diversity management policies thoroughly and share them with your employees.

B. Assess and challenge your stereotype beliefs to increase your objectivity. C. Look beyond readily observable biographical characteristics and consider the individual’s capabilities before making management decisions. D. Fully evaluate what accommodations a person with disabilities will need and then fine-tune the job to that person’s abilities. E. Seek to understand and respect the unique biographical characteristics of your employees; a fair but individualistic approach yields the best performance. Mini Case Discussion Questions Case 1: Disability-Based Discrimination 1. Did the history of conflict between First Nations people and legal officials influence what happened here? It seems highly likely that stereotyping occurred in this instance since the police officers ignored clear and objective evidence that disconfirmed their subjective (gut) impression that Gambler was not a legitimate service dog. In order to ignore that evidence, they would have needed to be extremely confident that their own assessment was correct. But where would such confidence come from? People are more likely to engage in stereotyping when they perceive a threat since anxiety interferes with logical thought. The long history of conflict (in some cases armed) between First Nations people defending their rights and police services could reinforce erroneous perceptions of threat. If Mr. Nachuk also revealed his post-traumatic stress disorder during the interaction, then common stereotypes revolving around mental health and violence risk could also have influenced the officers involved, with just as little objective justification.

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2. What does the situation experienced by Billy-Jo Nachuk tell us about our own capacity for bias and decision-making errors? This case reinforces that even well-intentioned people can make startling errors. Nobody is immune from bias. It is an inherent part of the way our brains function. We all need to exercise personal mental vigilance and carefully evaluate our own behaviours and attitudes on an on-going basis to determine if we are being influenced by bias. You can never fully eliminate bias, but with long-term effort, you can drastically lessen the impact it has on your decisions and behaviours. 3. Do you think providing training in the workplace about disability rights will be adequate to prevent similar incidents in the future? Why or why not? If not, what else should Brandon Police Services consider doing? It is unlikely that this incident was caused by a lack of knowledge about disability rights. It is possible that the officers were unaware that service dogs are used for conditions other than blindness; however, the official papers provided by Mr. Nachuk should have been sufficient to clear up any confusion if the officers were thinking objectively. The incident stemmed more from their subconscious biases and inability to objectively evaluate information that was right in front of them. Training that focuses on lessening bias and increasing empathy would therefore probably be more effective than knowledge-based training focused on legislative content and rights awareness. Case 2: Classroom Diversity and Groups 1. What should Amy Liu do next? Amy is facing a complex and difficult decision. The first thing she should do is realize that she is not an expert on Islamic teachings or applied diversity management. She may be poorly informed or biased and so Amy should seek additional expert opinions. For example, her university likely has a specialist in the HR department who can offer informed insight. A religious authority on Islam could also be consulted to determine what the accepted parameters for social interaction might be. Asking for qualified help when faced with a diversity dilemma is a good way to ensure that everyone’s rights are protected and both the letter and spirit of the law are followed. One general guideline is that you should not compromise the rights of one group at the expense of the rights of another. In this case, however, it is not clear that the male student’s rights are being compromised. While he does have to work with the female students, he does not have to have direct physical contact with them. Technology mediated communications may be a viable accommodation, although a religious authority with expertise in Islam should be consulted beforehand to ensure the accommodation meets religious guidelines. If a true stalemate were to occur, then generally, rights associated with things people cannot choose and that are genetic (such as gender, race/ethnicity, gender identity, disability, and sexual orientation) will take precedence over rights associated with identity variables that are chosen (such as religion and political orientation). Hate speech is a good example of this dynamic. Fundamentalist Christians, for example, do not have the right to openly advocate hatred of gay and lesbian people. This is a case where the rights associated with the identity dimension that is in-born and genetic

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(sexual orientation) takes precedence over the rights associated with the identity that is chosen (Fundamentalist Christian as it relates to religious freedom and free speech). In this particular case, therefore, it is likely that the rights of female students to be free from discrimination would be prioritized over the rights of the Muslim male to exercise religious freedom in the unlikely event that no acceptable compromise was available. 2. What types of resources could and should be used to help make good decisions in ambiguous situations like this? Amy could consult university policy and procedure manuals to see if there is a formal policy in place for these types of situations. She should also carefully review her course outline to determine how the grading and assessment policies outlined in that document may constrain her decision making. Amy should seek additional expert opinions. Her Department Chair and Dean may be aware of similar incidents in the past and may be able to share how they were resolved. She should not rely solely on past precedent, though. Her university likely has a specialist in the HR department who can offer informed insight. A religious authority on Islam could also be consulted to determine what the accepted parameters for social interaction might be. 3. What diversity management policies and procedures could help decision makers to make fair and defensible decisions when rights seem to be in conflict with each other? Employees/students should have timely access to a transparent, formalized process for diversity-related requests and complaints. That process should focus on mediation, empathy creation, and bringing together interested parties for reasoned discussion and negotiation. When mediation fails, decisions should be adjudicated by committee, with the membership reflecting the diversity of the group being serviced. There should be an appeal process. This structure should exist separate from the primary decision-making hierarchy such that complainants are not forced to report up their own command chain. (After all, what if their boss is the problem?) All of this helps to lessen the potential for individual bias and maintain consistency from one decision to the next. It also enables reporting and trend analysis such that the effectiveness of diversity programming can be better assessed moving forward. Exercises 1. Self-analysis. What is your position on diversity in the workplace? How would you describe your attitude toward diversity? Be detailed in your analysis. 2. Web Crawling. Find and present an online article on diversity in a country other than Canada. What commonalities are exposed and what differences are shown to exist? 3. Teamwork. In small groups, meet and discuss diversity. Ask each group to prepare a list of metrics designed to measure progress in an organization toward diversity management. Each group should develop metrics to measure progress for both shortterm and long-term objectives, and each group should develop metrics for upper-, middle-, and lower-level employees. Then, as a class, discuss the metrics each group has

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developed. Look for the common ideas and discuss why they are important. Next, explore the lists for each employee level and discuss how and why they should be different. 4. Analyzing Your Organization (Cumulative Project). Ask students to brainstorm three diversity scenarios that could be encountered in an organization. For example, one scenario could involve two individuals who are up for a promotion. One is a white male, the other an Indigenous woman. The team making the decision is led by a white male. The team promotes the white male. Then, ask students to meet with different members of their organization to discuss their views on the scenarios and how they perceive the situation was handled. Students should try to meet with as diverse a group of individuals as possible, perhaps including individuals of different ages, races, genders, and so on. What conclusions can be drawn from these responses regarding the effectiveness of their organization’s diversity management program? Keep in mind that this could be a very sensitive task, and instructors should review the need for anonymity and sensitivity in situations such as these. Suggested Assignment 1. DiversityInc annually surveys companies, assesses their performance on a number of diversity factors, and publishes a list of their top 50 companies. Divide the class into small groups and have them visit the site at http://www.diversityinc.com, where they will find a link to the current DiversityInc Top 50. 2. Ask each group to select three of the companies listed, read the information provided, and identify the common themes on successful diversity management. 3. Have the students write up their findings and the potential impact of those general findings for the firms involved. Discuss the lessons that can be learned from these organizations.

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Chapter 4 Attitudes, Emotions, Moods, and Stress Management

Chapter 4 Attitudes, Emotions, Moods, and Stress Management Chapter Overview This chapter examines the effect of attitudes, emotions, and moods on stress management in the workplace. The chapter links attitudes to behaviour, and how employees’ satisfaction or dissatisfaction with their jobs affects the workplace The chapter then explores emotions in the workplace. Specifically, the chapter examines the causes of, and influences on, emotion. Chapter Objectives After studying this chapter, the student should be able to: 4.1 Describe the three components of an attitude and how those components relate to behaviour. 4.2 Compare and contrast the major job attitudes. 4.3 Assess potential sources and impacts of job satisfaction and dissatisfaction. 4.4a Differentiate between emotions and moods. 4.4b Discuss whether emotions are rational and what functions they serve. 4.5 Identify sources and triggers of emotion, including emotional labour. 4.6 Apply affective events theory in a workplace context. 4.7 Identify and implement strategies for emotion regulation and assess their likely effects. 4.8a Identify potential sources and consequences of stress 4.8b Describe individual and organizational approaches to managing stress. Suggested Lecture Outline

I. INTRODUCTION A. In this chapter, we start by looking at attitudes, their link to behaviour, and how employees’ satisfaction or dissatisfaction with their jobs affects the workplace.

B. Then we transition to emotions, and examine if they have an effect on behaviour. 1. Wide-standing belief that emotions of any kind were thought to be disruptive in the work environment. 2. Certainly, some emotions, particularly when exhibited at the wrong time, can hinder employee performance.

II. ATTITUDES A. Attitudes: evaluative statements—either favourable or unfavourable—concerning objects, people, or events. They reflect how one feels about something.

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1.

Attitudes are complex and the rationale behind them may not be obvious. To fully understand attitudes, we must explore their fundamental properties or components. B. What Are the Main Components of Attitudes? 1. There are three main components of attitudes (Exhibit 4-1): a. Cognitive. The statement “My pay is low” is the cognitive component of an attitude—a description of or belief in the way things are. b. Affective. Affect is the emotional or feeling segment of an attitude and is reflected in the statement, “I am angry over how little I’m paid.” Finally, affect can lead to behavioural outcomes. c. Behaviour. This describes an intention to behave in a certain way toward someone or something—to continue the example, “I’m going to look for another job that pays better.” d. Viewing attitudes as having three components—cognition, affect, and behaviour—is helpful in understanding their complexity. Keep in mind that these components are closely related, and cognition and affect in particular are inseparable in many ways. e. Exhibit 4-1 illustrates how the three components of an attitude are related. 2. In organizations, attitudes are important for their behavioural component. If workers believe, for example, that supervisors, auditors, bosses, and time-andmotion engineers are all in conspiracy to make employees work harder for the same or less money, it makes sense to try to understand how these attitudes formed, their relationship to actual job behaviour, and how they might be changed. C. Does Behaviour Always Follow from Attitudes? 1. While attitudes may seem to be directly causal, Leon Festinger argued that attitudes follow behaviour. People, he claimed, change what they say so it does not contradict what they do. a. Cognitive Dissonance. Leon Festinger called situations where attitudes followed behaviour cognitive dissonance. Festinger’s theory is that dissonance between what they say and what they do makes people uncomfortable and that they will take whatever actions they can to reduce that discomfort, such as changing their attitudes or behaviours. 1) Cognitive Dissonance: refers to any incompatibility that an individual might perceive between two or more attitudes, or between behaviour and attitudes. 2) According to Festinger, the level of effort that is put forth to reduce the dissonance depended on three moderating factors: a) Importance. The importance of the elements creating the dissonance modifies the level of effort. The greater the importance, the more effort will be expended to reduce the dissonance. b) Degree of influence. If a person feels he or she has some measure of control over the elements, more effort will be expended. However, if the elements are felt to be outside of the person’s control, little effort will be made to reduce dissonance. c) Rewards. What reward is there to keep or remove the dissonance? These rewards can affect the motivation toward making changes. People who are rewarded well for living with high dissonance tend to feel less pressure to remove the dissonance. (“I should be home with my family, yet I need to work long hours in this job. However, 4-2

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the salary is so high that I cannot leave. At least I can now afford to send my kids to a private school.”) 3) Research has generally concluded that people do seek consistency among their attitudes and between their attitudes and their behaviour. They either alter the attitudes or the behaviour, or they develop a rationalization for the discrepancy. 4) Festinger proposed that the desire to reduce dissonance depends on moderating factors, a) including the of the elements creating it and b) the degree of influence we believe we have over them. c) A third factor is the rewards of dissonance; high rewards accompanying high dissonance tend to reduce the tension inherent in the dissonance. D. Moderating Variables. The most powerful moderators of the attitude-behaviour relationship are: 1. Importance. Important attitudes reflect fundamental values, self-interest, or identification with individuals or groups we value. The greater the importance, the stronger the link between attitude and behaviour becomes. 2. Correspondence to Behaviour. The more closely the attitude and the behaviour are matched, the stronger the link between them. 3. Accessibility. The easier an attitude is to recall, the stronger the link. The more frequently an attitude is expressed, the more accessible it is and therefore the stronger its link becomes to behaviour. 4. Social Pressures. Exceptional social pressures can override personal attitudes and may have a stronger relation to behaviour than do the attitudes. This subservience of personal attitude to social pressure is often found in organizations. 5. Personal Direct Experience. Predictions of behaviour tend to be more accurate when the person whose behaviour is being predicted has some experience regarding the situation.

III. WHAT ARE THE MAJOR JOB ATTITUDES? A. There are three important attitudes toward work that OB has traditionally studied:

job satisfaction, job involvement, and organizational commitment. There are two other work-related attitudes that are attracting attention: perceived organizational support and employee engagement. B. Job Satisfaction. A positive feeling about one’s job resulting from an evaluation of its characteristics. C. Job Involvement. The degree to which people identify psychologically with their jobs and consider their perceived performance level important to self-worth. D. Psychological Empowerment. Employees’ beliefs in the degree to which they influence their work environment, their competencies, the meaningfulness of their job, and the perceived autonomy in their work. E. Organizational Commitment. A state in which an employee identifies with a particular organization and its goals and wishes to maintain membership in the organization. 1. A positive relationship appears to exist between organizational commitment and job productivity, but it is a modest one.

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a. A review of 27 studies suggested the relationship between commitment and performance is strongest for new employees, and considerably weaker for more experienced employees. b. Research also shows that employees who feel that their employers do not keep their promises to them feel less committed, and are consequently less creative. c. And, as with job involvement, the research evidence demonstrates negative relationships between organizational commitment and both absenteeism and turnover. 2. Research confirms the theory that employees who are committed are less likely to engage in work withdrawal even if they are dissatisfied because they feel a sense of loyalty or attachment to the organization. F. Perceived Organizational Support (POS). The degree to which employees believe the organization values their contribution and cares about their well-being. 1. Organizations are considered supportive when they: a. Fairly provide rewards, b. Give employees a voice in decision making, and c. Provide supervisors who are seen as being supportive. 2. Research suggests employees with strong POS perceptions are more likely to have higher levels of organizational citizenship behaviours, lower levels of tardiness, and better customer service. a. Though little cross-cultural research has been done, one study found POS predicted only the job performance and citizenship behaviours of untraditional or low power-distance Chinese employees—in short, those more likely to think of work as an exchange rather than a moral obligation. G. Employee Engagement. An individual’s involvement with, satisfaction with, and enthusiasm for, the work he or she does. 1. Conditions that can increase engagement include: a. Opportunities to learn new skills, b. Important and meaningful work, and c. Positive interactions with coworkers and supervisors. 2. Highly engaged employees have a passion for their work and feel a deep connection to their company; disengaged employees have essentially checked out—putting time but not energy or attention into their work. 3. The concept is relatively new and still generates active debate about its usefulness. a. One review of the literature concluded, “The meaning of employee engagement is ambiguous among both academic researchers and among practitioners who use it in conversations with clients.” b. Another reviewer called engagement “an umbrella term for whatever one wants it to be.” c. It is clear that the debate about the determinants and dimensions of job engagement is far from settled, but it is also clear that job engagement yields important organizational outcomes. H. Are These Job Attitudes Really All That Distinct? 1. If people feel deeply engaged by their job (high job involvement), isn’t it probable they like it (high job satisfaction)? Won’t people who think their organization is supportive (high perceived organizational support) also feel committed to it (strong organizational commitment)?

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a. Evidence suggests these attitudes are highly-related, perhaps to a troubling degree that makes one wonder whether there are useful distinctions to be made among them. b. There is some distinctiveness among attitudes, but they overlap greatly for various reasons, including the employee’s personality. 1) If you as a manager know someone’s level of job satisfaction, you know most of what you need to know about how that person sees the organization. 2) Recent research suggests that managers tend to identify their employees as belonging to one of four distinct categories: enthusiastic stayers, reluctant stayers, enthusiastic leavers, and reluctant leavers.

IV. JOB SATISFACTION A. As mentioned earlier, this attitude is one of the oldest and most critical attitudes examined in OB studies.

B. Measuring Job Satisfaction. 1. Our definition of job satisfaction—a positive feeling about a job resulting from an evaluation of its characteristics—is clearly broad. Jobs require interacting with co-workers and bosses, following organizational rules and policies, meeting performance standards, living with less than ideal working conditions, and the like. An employee’s assessment of satisfaction with the job is thus a complex summation of many discrete elements. 2. There are two widely used approaches to measuring this attitude: a. Single Global Rating Method. This method uses responses to a single question about the job to determine job satisfaction. b. Summation Score Method. This method identifies key elements in the job and asks for the employee’s feelings about each element. Respondents answer on a standardized scale and their responses are tallied to create an overall job satisfaction score. 3. Is one of these approaches superior? Intuitively, summing up responses to a number of job factors seems likely to achieve a more accurate evaluation of job satisfaction. a. Research, however, doesn’t support the intuition. This is one of those rare instances in which simplicity seems to work as well as complexity, making one method essentially as valid as the other. b. The best explanation is that the concept of job satisfaction is so broad, a single question captures its essence. c. The summation of job facets may also leave out some important data. Both methods are helpful. d. The single global rating method isn’t very time-consuming, thus freeing time for other tasks, and the summation of job facets helps managers zero in on problems and deal with them faster and more accurately. C. How Satisfied Are People in Their Jobs? Research shows satisfaction levels vary a lot, depending on which facet of job satisfaction you’re talking about. 1. As shown in Exhibit 4-2, people are, on average, satisfied with their jobs overall, with the work itself, and with their supervisors and co-workers. 2. However, they tend to be less satisfied with their pay and with promotion opportunities.

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3. It’s not really clear why people dislike their pay and promotion possibilities more than other aspects of their jobs. 4. While the concept appears relevant across cultures, there are still cultural differences in job satisfaction. 5. Evidence suggests that Western cultures tend to have higher levels of job satisfaction than Eastern cultures. 6. Avoid making assumptions when working with employees from around the world. Asking people about their satisfaction levels is always important, but especially when working in an unfamiliar cultural context. D. What Causes Job Satisfaction? 1. Interesting jobs that provide training, variety, independence, and control satisfy most employees. a. A strong relation exists between how well people enjoy the social context of their workplace and how satisfied they are overall. Interdependence, feedback, social support, and interaction with co-workers outside the workplace are strongly related to job satisfaction even, after accounting for characteristics of the work itself. 2. Pay, once above a given level, does not increase satisfaction. While money may be a motivator, it does not necessarily make people happy—at least once they have enough to live comfortably. 3. Job satisfaction is not just about job conditions. Personality also plays a role. Research has shown that people who have positive core self-evaluations—who believe in their inner worth and basic competence—are more satisfied with their jobs than those with negative core self-evaluations.

V. THE IMPACT OF SATISFIED AND DISSATISFIED EMPLOYEES ON THE WORKPLACE A. There are consequences both when employees like and dislike their jobs. B. The Exit-Voice-Loyalty-Neglect Framework. This model is helpful in understanding

the consequences of dissatisfaction. The framework has four responses that differ from one another along two dimensions: constructive/destructive and active/passive. 1. Exit. This response involves directing behaviour toward leaving the organization. It includes both looking for a new job, as well as resigning. 2. Voice. This response involves actively and constructively attempting to improve conditions. Includes making suggestions and union activities. 3. Loyalty. This response involves passively, but optimistically, waiting for conditions to improve. It involves trusting the organization and its management to “do the right thing.” 4. Neglect. This response involves passively allowing conditions to worsen. Includes chronic absenteeism, reduced effort, and increased error rate. 5. This model includes both typical performance variables and constructive behaviours that allow individuals to tolerate unpleasant situations. C. Managers Often “Don’t Get It.” 1. While there is much evidence that job satisfaction can affect organizational outcomes, many managers still are unconcerned about the job satisfaction of their employees or they falsely believe employee satisfaction is high. 2. Job satisfaction must be a managerial priority and managers must measure it to manage it.

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VI. WHAT ARE EMOTIONS AND MOODS? A. Emotional Terminology: 1. Three closely related terms must be defined before we can explore the subject. a. Affect: the generic term that covers a broad range of feelings that people experience. It's an umbrella concept that encompasses both emotions and moods. b. Emotion: the intense feelings that are directed at someone or something. 1) Emotions are more fleeting than moods. 2) Emotions tend to be clearly revealed through facial expressions and are often action-oriented. 3) Emotions are reactions to a person (seeing a friend at work may make you feel glad) or an event (dealing with a rude client may make you feel angry). 4) You show your emotions when you’re “happy about something, angry at someone, afraid of something.” c. Moods: the feelings that tend to be less intense than emotions and often lack a contextual stimulus. 1) Longer lasting than emotions, moods are not usually directed at a person or event. 2) Moods are more cognitive, meaning they cause us to think or brood about a subject for a while. 3) Moods aren’t usually directed at a person or an event. 2. Exhibit 4-1 shows important relationships. a. First, it shows that affect is a broad term that encompasses emotions and moods. b. Second, it shows differences between emotions and moods. 1) Some of these differences—that emotions are more likely to be caused by a specific event, and emotions are more fleeting than moods—we just discussed. 2) Other differences are more subtle. a) For example, unlike moods, emotions like anger and disgust tend to be more clearly revealed by facial expressions. b) Also, some researchers speculate that emotions may be more actionoriented—they may lead us to some immediate action—while moods may be more cognitive, meaning they may cause us to think or brood for a while. c. Finally, the exhibit shows that emotions and moods are closely connected and can influence each other. 1) Getting your dream job may generate the emotion of joy, which can put you in a good mood for several days. 2) Similarly, if you’re in a good or bad mood, it might make you experience a more intense positive or negative emotion than otherwise. 3) In a bad mood, you might blow up in response to a co-worker’s comment that would normally have generated only a mild reaction. 3. Affect, emotions, and moods are separable in theory; in practice, the distinction isn’t always crystal clear. a. In some areas, researchers have studied mostly moods, in other areas mainly emotions. b. So, when we review the OB topics on emotions and moods, you may see more information on emotions in one area and on moods in another. 4-7

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B. The Basic Emotions. 1. There are dozens of emotions. a. They include anger, contempt, enthusiasm, envy, fear, frustration, disappointment, embarrassment, disgust, happiness, hate, hope, jealousy, joy, love, pride, surprise, and sadness. b. Numerous researchers have tried to limit them to a fundamental set. 1) But some argue that it makes no sense to think in terms of “basic” emotions because even emotions we rarely experience, such as shock, can have a powerful effect on us. 2. It’s unlikely psychologists or philosophers will ever completely agree on a set of basic emotions, or even on whether there is such a thing. 3. Many researchers have agreed on six essentially universal emotions. a. They include anger, fear, sadness, happiness, disgust, and surprise. Some even plot them along a continuum: happiness—surprise—fear—sadness— anger—disgust. 1) The closer two emotions are to each other on this continuum, the more likely people will confuse them. 2) We sometimes mistake happiness for surprise, but rarely do we confuse happiness and disgust. C. The Basic Moods: Positive and Negative Affect. 1. One way to classify emotions is whether they are positive or negative. a. Positive Emotions. Express a favourable evaluation or feeling, such as joy and gratitude. 1) Positive Affect. The mood dimension consisting of positive emotions such as excitement, enthusiasm, and elation at the high end with boredom, depression, and fatigue at the low end. b. Negative Emotions. Express the opposite, such as anger or guilt. 1) Negative Affect. The mood dimension consisting of nervousness, stress, and anxiety at the high end with contentedness, calmness, and serenity at the low end. c. Positivity Offset. At zero input, when no stimulus is provided, most people experience a mildly positive mood. In fact, positive moods tend to be more common than negative ones. 1) The degree to which people experience positive and negative emotions can vary across cultures.

VII. THE FUNCTION OF EMOTIONS AND MOODS A. Do Emotions Make Us less rational? How often have you heard someone say “Oh,

you’re just being emotional”? You might have been offended. 1. These observations suggest rationality and emotion are in conflict, and that if you exhibit emotion you are likely to act irrationally. a. One team of authors argues that displaying emotions such as sadness to the point of crying is so toxic to a career that we should leave the room rather than allow others to witness it. b. These perspectives suggest the demonstration or even experience of emotions can make us seem weak, brittle, or irrational. c. However, research is increasingly showing that emotions are actually critical to rational thinking. There has been evidence of such a link for a long time. d. We must have the ability to experience emotions to be rational.

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1) Our emotions provide important information about how we understand the world around us. 2) The key to good decision making is to employ both thinking andfeeling in our decisions. 3) Do emotions make us ethical? People who are behaving ethically are at least partially making decisions based upon their emotions and feelings.

VIII. SOURCES OF EMOTIONS AND MOODS A. Personality. Moods and emotions have a trait component: most people have built-in tendencies to experience certain moods and emotions more frequently than others do. 1. People also experience the same emotions with different intensities. 2. People also differ in affect intensity, or how strongly they experience their emotions. 3. Affectively intense people experience both positive and negative emotions more deeply: when they’re sad, they’re really sad, and when they’re happy, they’re really happy. B. Age. One study of people ages 18 to 94 revealed that negative emotions seem to occur less as people get older. C. Sex. Many people believe women are more emotional than men. Evidence does confirm women are more emotionally expressive than men, experience emotions more intensely, tend to “hold onto” emotions longer, and display more frequent expressions of both positive and negative emotions, except anger. D. Day of the Week and Time of the Day. Mood and emotion can be affected by the timing of the stimulus. 1. Time. (See Exhibit 4-2) While we commonly think of “morning” or “evening” people, the majority of the population tends to exhibit a similar pattern: moods start out low in the morning, peak during the day, and then decline in the evening. a. No matter what time a person goes to bed or gets up in the morning, the peak of a positive mood effect typically occurs midway between waking and sleeping times. b. Negative affect, however, shows little fluctuation throughout the day. 2. Day. People tend to be in their worst moods (highest negative affect and lowest positive affect) early in the week and in their best moods later in the week. a. This trend appears to be true in several other cultures as well (see Exhibit 43). E. Weather. When do you think you would be in a better mood—when it’s warm and sunny or on a gloomy, cold, rainy day? 1. Many people believe their mood is tied to the weather. However, a fairly large and detailed body of evidence conducted by multiple researchers suggests weather has little effect on mood. Some people do experience a medical condition called seasonal affect disorder, in which depressive moods are associated with the lowered light levels of the winter months. This occurs most frequently at northern latitudes and can often be addressed with the use of special lights. 2. Illusory correlation explains why people tend to think nice weather improves their mood. It occurs when people associate two events that in reality have no connection.

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F. Stress. As you might imagine, stressful daily events at work (a nasty e-mail, an

impending deadline, the loss of a big sale, a reprimand from the boss) negatively affect moods. 1. The effects of stress also build over time. 2. Mounting levels of stress can worsen our moods, and we experience more negative emotions. 3. Although sometimes we thrive on stress, most of us find stress takes a toll on our mood. G. Social Activities. For most people, social activities increase positive moods and have little effect on negative moods. 1. The type of social activity also has an impact on mood. 2. Physical, informal, and epicurean activities tend to increase mood more than formal or sedentary events. 3. The personality of the individual is also relevant. Introverts, for example, may find large parties stress inducing rather than stress relieving. H. Sleep. Sleep does affect mood. 1. Sleep-deprived people report greater feelings of fatigue, irritability and are less alert. 2. Sleep quality affects mood, and increased fatigue puts workers at health risks of disease, injury, and depression. I. Exercise. Research has shown that exercise does enhance people's positive mood. 1. This effect is strongest in people who are depressed. 2. However, while consistent, the effect of exercise on mood is not very strong. J. Blood Sugar Levels. Low blood sugar occurs when someone has not eaten too long. It has been strongly associated with irritability, disagreeableness, and even combative behaviours. Excessively high blood sugar, too, most common among untreated diabetics, has been linked to depression.

IX. EMOTIONAL LABOUR A. Jobs require emotional labour an employee’s expression of organizationally

desired emotions during interpersonal transactions at work 1. The concept of emotional labour emerged from studies of service jobs. 2. But emotional labour is relevant to almost every job. 3. The true challenge arises when employees have to project one emotion while feeling another. a. This disparity is emotional dissonance, and it can take a heavy toll. 1) Bottled-up feelings of frustration, anger, and resentment can eventually lead to emotional exhaustion and burnout. It’s from the increasing importance of emotional labour as a key component of effective job performance that we have come to understand the relevance of emotion within the field of OB b. It can help you, on the job especially, if you separate emotions into felt or displayed emotions. 1) Felt emotions are an individual’s actual emotions. 2) In contrast, displayed emotions are those that the organization requires workers to show and considers appropriate in a given job. a) They’re not innate; they’re learned.

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b) Effective managers have learned to be serious when giving an employee a negative performance evaluation and to hide their anger when they’ve been passed over for promotion. (1) A salesperson who hasn’t learned to smile and appear friendly, despite his or her true feelings at the moment, typically won’t last long in the job. (2) How we experience an emotion isn’t always the same as how we show it. 3) Displaying fake emotions requires us to suppress real ones. a) Surface acting is hiding inner feelings and forgoing emotional expressions in response to display rules. (1) A worker who smiles at a customer even when he doesn’t feel like it is surface acting. (2) Surface acting deals with displayed emotions, and deep acting deals with felt emotions. (3) Research shows surface acting is more stressful to employees because it entails feigning their true emotions. b) Deep acting is trying to modify our true inner feelings based on display rules. (1) A health care provider trying to genuinely feel more empathy for her patients is deep acting. (2) Displaying emotions we don’t really feel is exhausting, so it is important to give employees who engage in surface displays a chance to relax and recharge

X. AFFECTIVE EVENTS THEORY A. We’ve seen that emotions and moods are important parts of our personal lives and

our work lives. But how do they influence our job performance and satisfaction? B. A model called affective events theory (AET) demonstrates that employees react emotionally to things that happen to them at work, and this reaction influences their job performance and satisfaction (see Exhibit 4-4). 1. The theory begins by recognizing that emotions are a response to an event in the work environment. 2. Work events trigger positive or negative emotional reactions, to which employees’ personalities and moods predispose them to respond with greater or lesser intensity. 3. AET provides us with valuable insights into the role emotions play in primary organizational outcomes of job satisfaction and job performance. Employees and managers therefore shouldn’t ignore emotions or the events that cause them.

XI. EMOTION REGULATION A. Emotional regulation involves identifying and modifying the emotions you feel. 1. Although the research is ongoing, studies indicate that effective emotion regulation techniques include acknowledging rather than suppressing our emotional responses to situations, and reevaluating events after they occur. 2. Another technique with potential is venting, or expressing negative emotions outwardly. Research shows that open expression of emotions can be helpful to the individual, as opposed to keeping them bottled up. Caution must be exercised, though, because venting touches other people.

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XII. WORK STRESS AND ITS MANAGEMENT A. What Is Stress? 1. Stress is a dynamic condition in which an individual is confronted with an opportunity, demand, or resource related to what the individual desires and for which the outcome is perceived to be both uncertain and important. 2. This is a complicated definition. Let’s look at its components more closely. a. Although stress is typically discussed in a negative context, it is not necessarily bad in and of itself; it also has a positive value. b. It’s an opportunity when it offers potential gain. c. Consider, for example, the superior performance an athlete or stage performer gives in a “clutch” situation. 1) Such individuals often use stress positively to rise to the occasion and perform at their maximum. 2) Similarly, many professionals see the pressures of heavy workloads and deadlines as positive challenges that enhance the quality of their work and the satisfaction they get from their jobs. 3. Types of Workplace Stress a. Challenge Stress. 1) Stressors associated with workload, pressure to complete tasks, and time urgency. 2) Although research is just starting to accumulate, early evidence suggests challenge stressors produce less strain than hindrance stressors. b. Hindrance Stress. 1) Stressors that keep you from reaching your goals (for example, red tape, office politics, confusion over job responsibilities). 4. Stress often results from demands and resources. a. Demands. 1) These are the responsibilities, pressures, obligations, and even uncertainties that individuals face in the workplace. 2) The greater the number of demands, typically the greater the stress level. b. Resources. 1) Things in an individual’s control that can be used to resolve the demands. 2) The scarcer the resources, the higher the stress, given the same level of demands. B. Managing Stress. 1. Because low to moderate levels of stress can be functional and lead to higher performance, management may not be concerned when employees experience them. a. Employees, however, are likely to perceive even low levels of stress as undesirable. b. It’s not unlikely, therefore, for employees and management to have different notions of what constitutes an acceptable level of stress on the job. c. What management may consider to be “a positive stimulus that keeps the adrenaline running” is very likely to be seen as “excessive pressure” by the employee. d. Keep this in mind as we discuss individual and organizational approaches toward managing stress. 2. Individual Approaches. 4-12

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a. An employee can take personal responsibility for reducing stress levels. Individual strategies that have proven effective include time-management techniques, increased physical exercise, relaxation training, and expanded social support networks. 1) Many people manage their time poorly. 2) The well-organized employee, like the well-organized student, can often accomplish twice as much as the person who is poorly organized. 3) So, an understanding and utilization of basic time-management principles can help individuals better cope with tensions created by job demands. 4) A few of the best-known time-management principles are a) making daily lists of activities to be accomplished, b) prioritizing activities by importance and urgency, c) scheduling activities according to the priorities set, d) knowing your daily cycle and handling the most demanding parts of your job when you are most alert and productive, and e) avoiding electronic distractions like frequently checking e-mail, which can limit attention and reduce efficiency. b. Physicians have recommended noncompetitive physical exercise, such as aerobics, walking, jogging, swimming, and riding a bicycle, as a way to deal with excessive stress levels. 1) These forms of physical exercise increase lung capacity, lower the at-rest heart rate, and provide a mental diversion from work pressures. c. Individuals can teach themselves to reduce tension through relaxation techniques such as meditation, hypnosis, and deep breathing. 1) The objective is to reach a state of deep physical relaxation, in which you focus all your energy on release of muscle tension. 2) Deep relaxation for 15 or 20 minutes a day releases tension and provides a pronounced sense of peacefulness, as well as significant changes in heart rate, blood pressure, and other physiological factors. 3) A growing body of research shows that simply taking breaks from work at routine intervals can facilitate psychological recovery and reduce stress significantly and may improve job performance, and these effects are even greater if relaxation techniques are employed. d. As we have noted, friends, family, or work colleagues can provide an outlet when stress levels become excessive. 1) Expanding your social support network provides someone to hear your problems and offer a more objective perspective on the situation than your own. 3. Organizational Approaches. a. Several factors that cause stress—particularly task and role demands—are controlled by management and thus can be modified or changed. b. Strategies to consider include improved personnel selection and job placement, training, realistic goal setting, redesign of jobs, increased employee involvement, improved organizational communication, employee sabbaticals, and corporate wellness programs. c. Certain jobs are more stressful than others but, as already noted, individuals differ in their response to stressful situations. 1) We know individuals with little experience or an external locus of control tend to be more prone to stress. 4-13

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2) Selection and placement decisions should take these facts into consideration. 3) Obviously, management shouldn’t restrict hiring to only experienced individuals with an internal locus, but such individuals may adapt better to high-stress jobs and perform those jobs more effectively. 4) Similarly, training can increase an individual’s self-efficacy and thus lessen job strain. d. We discussed goal setting in Chapter 7. 1) Individuals perform better when they have specific and challenging goals and receive feedback on their progress toward these goals. Goals can reduce stress as well as provide motivation. 2) Employees who are highly committed to their goals and see purpose in their jobs experience less stress because they are more likely to perceive stressors as challenges rather than hindrances. 3) Specific goals perceived as attainable clarify performance expectations. In addition, goal feedback reduces uncertainties about actual job performance. 4) The result is less employee frustration, role ambiguity, and stress. e. Redesigning jobs to give employees more responsibility, more meaningful work, more autonomy, and increased feedback can reduce stress because these factors give employees greater control over work activities and lessen dependence on others. 1) But as we noted in our discussion of work design, not all employees want enriched jobs. 2) The right redesign for employees with a low need for growth might be less responsibility and increased specialization. 3) If individuals prefer structure and routine, reducing skill variety should also reduce uncertainties and stress levels. 4) Role stress is detrimental to a large extent because employees feel uncertain about goals, expectations, how they’ll be evaluated, and the like. 5) By giving these employees a voice in the decisions that directly affect their job performance, management can increase employee control and reduce role stress. 6) So managers should consider increasing employee involvement in decision making. 7) Increasing formal organizational communication with employees reduces uncertainty by lessening role ambiguity and role conflict. f. Given the importance that perceptions play in moderating the stress– response relationship, management can also use effective communications as a means to shape employee perceptions. 1) Remember that what employees categorize as demands, threats, or opportunities is an interpretation and that interpretation can be affected by the symbols and actions communicated by management. g. Our final suggestion is organizationally supported wellness programs. 1) These typically provide workshops to help people quit smoking, control alcohol use, lose weight, eat better, and develop a regular exercise program; they focus on the employee’s total physical and mental condition. 2) Some help employees improve their psychological health as well. 4-14

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3) A meta-analysis of 36 programs designed to reduce stress (including wellness programs) showed that interventions to help employees reframe stressful situations and use active coping strategies led to an appreciable reduction in stress levels. 4) Most wellness programs assume employees need to take personal responsibility for their physical and mental health and that the organization is merely a means to an end.

XIII. SUMMARY A. Attitudes consist of three components: cognitive, affective, and behavioural. B. Managers should be interested in their employees’ attitudes, especially their job

satisfaction, because attitudes give warnings of potential problems and influence behavior. C. Emotions and moods are similar in that both are affective in nature. But they’re also different—moods are more general than emotions. D. Events impact emotions and moods. The time of day, stressful situations, bloodsugar levels, and sleep patterns are some of the factors that influence emotions and moods. E. OB research on emotional labour, affective events theory, and emotional regulation helps us understand how people deal with emotions. F. Emotions and moods have proven relevant for virtually every work outcome, with implications for effective managerial practices. G. Stress is a natural by-product of work life affecting organizational behaviour. H. Successful organizations recognize the factors that cause undue stress and take an active role in helping employees perform optimally.

XIV. IMPLICATIONS FOR MANAGERS A. Recognize that attitudes have cognitive, affective, and behavioural components.

Managers looking to foster attitudinal change should focus on behaviours but also address cognition and affect. B. Recognize that emotions are a natural part of the workplace and good management does not mean creating an emotion-free environment. C. To foster effective decision making, creativity, and motivation in employees, model positive emotions and moods as much as is authentically possible. D. Provide positive feedback to increase the positivity of the workplace. E. In the service sector, encourage positive displays of emotion, which make customers feel more positive and thus improve customer service interactions and negotiations. F. Managers who understand the role of emotions and moods will significantly improve their ability to explain and predict their coworkers’ and employees’ behaviour. G. You can help alleviate harmful workplace stress for you and any employees you supervise by accurately matching workloads to employees, providing employees with stress-coping resources, and responding to their concerns. H. You can identify extreme stress when performance declines, turnover increases, health-related absenteeism increases, and engagement declines. 1. However, by the time these symptoms are visible, it may be too late to be helpful, so stay alert for early indicators and be proactive.

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Mini Case Discussion Questions Case 1: The Promotion 1. Explain why Fred’s workplace behaviour changed so dramatically. What could have prevented the behavioural change? Fred experienced a lack of equity, in this case a lack of procedural justice since he was denied fair access to the interview process despite exceeding the written qualifications. The perceived lack of equity or fairness was heightened when a less-qualified candidate with a personal relationship with a senior executive was awarded the job. In addition, Fred experienced a violation of his expectation that hard work would be rewarded with promotions. This experience disrupted the perceived relationship between effort and reward, reducing motivation considerably. Case 2: Emotional Labour at the Call Centre 1. What might Paul do himself to help him better deal with the emotional labour required for his job? Eating well, getting enough sleep, and exercising regularly will all help Paul deal with his stress more effectively. Paul may find that engaging in physical activity such as sports, running, or yoga immediately after work can help release stress. In addition, Paul can set small goals for himself each day and reward himself when he meets those goals. Making more time to get to know his co-workers might also help if Paul is a sociable person, but it may enhance his stress if he is introverted. Exercises 1. Self-analysis. Using the three components of Emotional Intelligence, rate yourself on your ability to successfully interact with others. Choose your weakest area and provide three suggestions for improving that dimension of EI. 2. Web Crawling. Using your favourite search engine, search on the term "emotions in the workplace" and find five webpages related to this chapter. Read the webpages and write up a two-page analysis of what you learned regarding the proper expression of emotions and moods in the workplace. Ensure you note if the webpages were in conflict with the guidance given in the text or agreed with it. Exceptional students will seek out cultural differences as well. 3. Teamwork. As a small group, search for articles and webpages on workplace violence and emotion (try a search term of “going postal workplace”). Discuss the commonalities of the cases and examples. Try to determine what sorts of behaviours and emotions were evidenced before the deviant behaviour, without falling into the perceptual distortion of hindsight. Be prepared to present your findings in the class. 4. Analyzing Your Organization (Cumulative Project). What is the prevalent mood of your workplace? Spend a week carefully observing three employees at your place of work. Attempt to assess their moods and the impact these moods have on behaviour throughout the day. How well did their initial mood predict their behaviours later in the 4-16

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day? What could you have done, if you were the manager, to change these moods and behaviours in a positive way? Suggested Assignment EI Debate. For this activity, divide the class into two equal groups: one of which will be for the concept of Emotional Intelligence, while the other group will be against it. Select two students who will be the spokesperson for each half. Either select three students to act as a panel of judges or bring in three outside individuals to act as neutral judges. The instructor will act as the debate moderator. The purpose of this debate is to explore the ramifications of mood and emotion in the workplace as expressed in the concept of emotional intelligence. Setup: 1. Each half of the class has 30 minutes to prepare their initial points regarding their position. The instructor may choose to give the pro and con positions to either half of the class or the instructor may let the class decide which position each half takes. 2. The proposition before the floor is "Should Emotional Intelligence, as a concept, be removed from the study of organizational behaviour?" 3. The spokespeople should be prepared to present their five-minute arguments regarding their position on the proposition. 4. The moderator should explain the rules in front of the class to the judges; the judges are to make their final decision based solely on the arguments presented during the session and the strength of those arguments. 5. The moderator will keep time during each presentation and will stop the spokesperson when time is up. Pro position should start first. Each side will be allowed to give their arguments without interruption. Notes and written suggestions may be passed from the group to the spokesperson. 6. For the rebuttal, there are a number of options: a. Allow a second person from each side to rebut the arguments first given by the other side. Length of rebuttal should be two minutes. b. Keep the same spokespersons and still limit the rebuttal to two minutes, or c. Open the rebuttal to the two large groups: to do this effectively, allow five questions per side. The moderator selects questions by recognizing one of the members of a large group. A volunteer from the opposing group is allowed to answer the question. The volunteer may be aided verbally or with notes by his or her group. d. Allow the con party to ask the first question, and then the pro party to ask their first question after they've responded. Rotate the questions, side by side, until all 10 have been answered. 7. At the conclusion of the rebuttal, have the judges award the debate to the appropriate side. Have the judges explain why that side won the debate by recapping the strengths and weaknesses of the arguments on both sides.

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Chapter 5 Personality and Values Chapter Overview Personality and values are major shapers of behaviour. In order for managers to predict behaviour, they must know the personalities of those who work for them. The chapter starts out with a review of the research on personality and its relationship to behaviour and ends by describing how values shape many of our work-related behaviours. Chapter Objectives After studying this chapter, the student should be able to: 5.1 Describe personality, the way it is measured, and the factors that shape it. 5.2 Explain the Myers-Briggs Type Indicator (MBTI) personality framework, the Hogan Personality Inventory, and the Big Five model, and compare their relative strengths and weaknesses. 5.3 Identify the three traits of the Dark Triad and outline their potential impacts at work. 5.4 a Discuss how the concepts of core self-evaluation (CSE), self-monitoring, selfefficacy, and proactive personality contribute to the understanding of personality. 5.4 b Evaluate the evidence for and against the existence of emotional intelligence. 5.5 Assess how context (the specific situation) affects the degree to which personality predicts behaviour. 5.6 Contrast terminal and instrumental values. 5.7 Describe the differences between person-job fit and person-organization fit. 5.8 Evaluate how differences in value scores across Hofstede’s five dimensions of national culture may impact behaviour. Suggested Lecture Outline

I. PERSONALITY A. What is personality? 1. Personality. When psychologists talk of personality, they mean a dynamic concept describing the growth and development of a person’s whole psychological system. 2. Defining Personality: The sum total of ways in which an individual reacts to, and interacts with, others—described in terms of measurable traits. 3. Measuring Personality. The ability to measure personality traits to help managers select appropriate employees and better match workers to jobs. a. The most common means of measuring personality is through self-report surveys: 1) Individuals evaluate themselves on a series of factors. 2) Potentially inaccurate due to falsehoods, impression management, or the momentary emotional state of the candidate.

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4. Personality Determinants. Personality appears to be development of both hereditary and environmental factors. Of the two, heredity seems to have the most impact. a. Heredity. 1) These are factors determined at conception such as physical stature, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms. 2) The heredity approach argues that personality is determined at the chromosome level. b. Twin studies. 1) Studies of identical twins that were separated at birth indicate that genetics accounts for about 50% of the personality similarities. 2) Genetics appears to be more influential on personality development than parental environment. c. Aging and personality. 1) As people grow older, their personalities do change. 2) However, this change is more in terms of level of ability than it is in changes in the actual ranking of the behavioural traits themselves— which are very stable over time. d. Personality traits. 1) Traits are characteristics that describe an individual’s behaviour that are exhibited in a large number of situations. 2) Two of the dominant frameworks for describing relevant personality traits are the MBTI and the Big Five Model.

II. DOMINANT PERSONALITY FRAMEWORKS A. The Myers-Briggs Type Indicator (MBTI). 1. This is the most widely used instrument in the world. Respondents are asked a series of situational questions and their answers are categorized on four scales to determine personality type. a. Four Classification Scales: 1) Extraverted versus Introverted (E or I). People scoring higher on the extraverted side of the scale are more outgoing, social, and assertive while those on the introvert side are quiet and shy. 2) Sensing versus Intuitive (S or N). Sensing individuals are practical, enjoy order, and are detail-oriented. Intuitive people are more “big picture” oriented and rely on “gut” feelings. 3) Thinking versus Feeling (T or F). This scale is important in decision making: thinkers use reason and logic while feelers use emotions and their own personal values to make decisions. 4) Judging versus Perceiving (J or P). Judgers are control-oriented and enjoy structure and order. Perceivers are more flexible and spontaneous. b. Sixteen Personality Types 1) These classifications together describe 16 personality types, with every person identified with one of the items in each of the four pairs. Let’s explore several examples. a) Introverted/Intuitive/Thinking/Judging people (INTJs) are visionaries.

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(1) They usually have original minds and great drive for their own ideas and purposes. (2) They are skeptical, critical, independent, determined, and often stubborn. b) ESTJs are organizers. (1) They are realistic, logical, analytical, and decisive and have a natural head for business or mechanics. (2) They like to organize and run activities. c) The ENTP type is a conceptualizer, (1) They are innovative, individualistic, versatile, and attracted to entrepreneurial ideas. (2) This person tends to be resourceful in solving challenging problems but may neglect routine assignments. 2. The MBTI is widely used by organizations, many hospitals, and educational institutions. a. In spite of its popularity, evidence is mixed about the MBTI’s validity as a measure of personality—with most of the evidence suggesting it isn’t. 1) One problem is that it forces a person into either one type or another (that is, you’re either introverted or extraverted). 2) There is no in-between, though people can be both extraverted and introverted to some degree. 3) The best we can say is that the MBTI can be a valuable tool for increasing self-awareness and providing career guidance. 4) But because results tend to be unrelated to job performance, managers probably shouldn’t use it as a selection test for job candidates. B. The Hogan Personality Inventory. 1. The Hogan Personality Inventory is a 206 question assessment that measures aspects of personality related to how people prefer to approach work and personal interactions. 2. The most common Hogan Inventory Personality Types are: a. Rebels: They are interested in being famous, wealth, having power, and living a luxurious life. b. Marketers: They are highly motivated to compete, win, push for results, and make money. c. Proletarians: These individuals are interested in stability and simplistic lifestyle. d. Congenials: They tend to be introverted, but also relaxed, friendly, polite, and rule-abiding at work. e. Over-Achievers: They are hardworking, bright, and resilient to stress. f. Networkers: They are sociable, cool-headed, and bright in daily behavior. g. Misfits: They are highly motivated by fear with a strong desire for stability and to enjoy life. h. Preppers: They are motivated by fear with a strong desire for stability, but they are also dependable when they can keep their emotions in check. C. The Big Five Model. 1. This model of personality has an impressive body of research that supports it. 2. The model (particularly one factor, conscientiousness) appears to be positively related to job performance and can be used as an employment selection or screening tool.

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3. Five Factors a. Extraversion. Deals with the comfort level with relationships. 1) Like the MBTI, this is contrasted with introversion. 2) Scoring high in this factor means the respondent is more gregarious, assertive, and sociable. 3) Introverts tend to be reserved, timid, and quiet. 4) Extraverts tend to be happy in their jobs but may be impulsive and absent themselves from work to take on some other, more sensational tasks. b. Agreeableness. Measures deference toward others. 1) High scorers are cooperative, warm, and trusting while low scorers are cold, disagreeable, and antagonistic. 2) Agreeable workers are less likely to be involved in drugs and excessive drinking. c. Conscientiousness. Measures reliability. 1) High scorers are responsible, organized, dependable, and persistent. 2) Low scorers are easily distracted, disorganized, and unreliable. 3) Not surprisingly, this is the key determinant of job performance and organizational citizenship behaviour (OCB) on the Big Five. 4) However, conscientious people also tend not to take risks and may find organizational change difficult to handle. d. Emotional Stability (or Neuroticism—its opposite). Measures ability to handle stress. 1) The more stable a person, the better he (or she) can handle stress. 2) People with high emotional stability tend to become self-confident and secure. 3) They often have higher life and job satisfaction. Low emotional stability scorers tend to be nervous, anxious, depressed, and insecure. 4) Yet, surprisingly, low-scoring people make better and faster decisions when in a bad mood than do stable people. e. Openness to Experience. Measures the range of interests and fascination with novelty, a proxy for creativity. 1) People who score low on this factor tend to be conventional and enjoy familiar circumstances. 2) High scorers tend to be creative, curious, and artistically sensitive. 3) People high in this factor deal better with organizational change and are more adaptable. 4. How do the Big Five traits predict behaviour at work? a. Research on the Big Five has found relationships between these personality dimensions and job performance. 1) As the authors of the most-cited review put it, “the preponderance of evidence shows that individuals who are dependable, reliable, careful, thorough, able to plan, organized, hardworking, persistent, and achievement-oriented tend to have higher job performance in most if not all occupations” (Mount et al. 272). 2) In addition, employees who score higher in conscientiousness develop higher levels of job knowledge; probably because highly conscientious people learn more (a review of 138 studies revealed conscientiousness was rather strongly related to GPA).

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3) Higher levels of job knowledge then contribute to higher levels of job performance. b. Conscientiousness is as important for managers as for front-line employees. 1) A study of the personality scores of 313 CEO candidates in private equity companies (of whom 225 were hired, and their company’s performance later correlated with their personality scores) found conscientiousness—in the form of persistence, attention to detail, and setting of high standards—was more important than other traits. 2) The results might surprise you, but they attest to the importance of conscientiousness to organizational success. 3) Although conscientiousness is the Big Five trait most consistently related to job performance, the other traits are related to aspects of performance in some situations. c. All five traits also have other implications for OB. 1) People who score high on emotional stability are happier than those who score low. a) Of the Big Five traits, emotional stability is most strongly related to life satisfaction, job satisfaction, and low stress levels. b) This is probably true because high scorers are more likely to be positive and optimistic in their thinking and experience fewer negative emotions. 2) People low on emotional stability are hyper-vigilant (looking for problems or impending signs of danger) and are especially vulnerable to the physical and psychological effects of stress. 3) Extraverts tend to be happier in their jobs and in their lives as a whole. a) They experience more positive emotions than do introverts, and they more freely express these feelings. b) They also tend to perform better in jobs that require significant interpersonal interaction, perhaps because they have more social skills—they usually have more friends and spend more time in social situations than introverts. c) Finally, extraversion is a relatively strong predictor of leadership emergence in groups; extraverts are more socially dominant, “take charge” sorts of people, and they are generally more assertive than introverts. d) One downside of extraversion is that extraverts are more impulsive than introverts; they are more likely to be absent from work and engage in risky behaviour such as unprotected sex, drinking, and other impulsive or sensation-seeking acts. 4) Individuals who score high on openness to experience are more creative in science and art than those who score low. 5) Because creativity is important to leadership, open people are more likely to be effective leaders. a) They also are more comfortable with ambiguity and change than those who score lower on this trait. b) As a result, open people cope better with organizational change and are more adaptable in changing contexts. Recent evidence also suggests, however, that they are especially susceptible to workplace accidents.

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6) You might expect agreeable people to be happier than disagreeable people. a) And they are, but only slightly. b) When people choose romantic partners, friends, or organizational team members, agreeable individuals are usually their first choice. c) Agreeable individuals are better liked than disagreeable people, which explains why they tend to do better in interpersonally oriented jobs such as customer service. d) They also are more compliant and rule abiding and less likely to get into accidents as a result. e) They are also less likely to engage in organizational deviance. One downside of agreeableness is that it is associated with lower levels of career success (especially earnings). f) Agreeable individuals may be poorer negotiators; they are so concerned with pleasing others that they often don’t negotiate as much for themselves as they might. 7) Interestingly, conscientious people live longer because they take better care of themselves (they eat better and exercise more) and engage in fewer risky behaviours like smoking, drinking and drugs, and risky sexual or driving behaviour. a) Still, probably because they’re so organized and structured, conscientious people don’t adapt as well to changing contexts. b) They are generally performance-oriented and have more trouble learning complex skills early in the training process because their focus is on performing well rather than on learning. c) Finally, they are often less creative than less conscientious people, especially artistically.

III. OTHER PERSONALITY FRAMEWORKS

Research indicates the Big Five traits have the most verifiable linkages to important organizational outcomes, but neither are they the only traits a person exhibits nor are they the only ones with organizational behaviour implications. Let’s discuss some other traits, known collectively as the Dark Triad, and the Approach-Avoidance framework, which describe personality traits in terms of motivation. A. The Dark Triad 1. Researchers have found three socially undesirable traits are relevant to organizational behaviour: Machiavellianism, narcissism, and psychopathy. Researchers have labelled these traits the Dark Triad. 2. Machiavellianism a. (often abbreviated Mach) Named after Niccolo Machiavelli, who wrote in the sixteenth century on how to gain and use power. b. An individual high in Machiavellianism is pragmatic, maintains emotional distance, and believes ends can justify means. “If it works, use it” is consistent with a high-Mach perspective. c. A considerable amount of research has related high- and low-Mach personalities to behavioural outcomes. d. High Machs manipulate more, win more, are persuaded less, and persuade others more than do low Machs. e. A recent review of the literature revealed that Machiavellianism does not significantly predict overall job performance. High-Mach employees, by 5-6

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manipulating others to their advantage, may win in the short term, but they lose those gains in the long term because they are not well liked. 3. Narcissism. a. The term is from the Greek myth of Narcissus, a man so vain and proud he fell in love with his own image. b. In psychology, narcissism describes a person who has a grandiose sense of self-importance, requires excessive admiration, has a sense of entitlement, and is arrogant. c. Narcissism can have pretty toxic consequences. 1) A study found that although narcissists thought they were better leaders than their colleagues, their supervisors actually rated them as worse. 2) For example, according to Michael Maccoby, an Oracle executive described that company’s CEO Larry Ellison as follows: “The difference between God and Larry is that God does not believe he is Larry.” d. In highly ethical contexts, narcissistic leaders are likely to be perceived as ineffective and unethical. e. A study of narcissistic CEOs revealed that they make more acquisitions, pay higher premiums for those acquisitions, respond less clearly to objective measures of performance, and respond to media praise by making even more acquisitions. 4. Psychopathy a. In the OB context, psychopathy is defined as a lack of concern for others, and a lack of guilt or remorse when their actions cause harm. 1) Measures of psychopathy attempt to assess the person’s motivation to comply with social norms; willingness to use deceit to obtain desired ends and the effectiveness of those efforts; impulsivity; and disregard, that is, lack of empathic concern for others. b. The literature is not consistent about whether psychopathy or other aberrant personality traits are important to work behaviour. c. Given the newness of research on the Dark Triad, using psychopathology scores for employment decisions may carry more risks for now than rewards. Organizations wishing to assess psychopathy or other traits need to exercise caution.

IV. OTHER PERSONALITY TRAITS RELEVANT TO OB A. Core Self-Evaluation. This is a measure of the degree to which a person likes or

dislikes him- (or her-) self. 1. Positive core self-evaluators like themselves and see themselves as being effective, capable, and in charge of their environment. They tend to perform better because they set ambitious goals and persist at achieving them. 2. Negative evaluators tend to dislike themselves, question their capabilities, and view themselves as powerless over their environment. B. Self-Monitoring. Describes the ability of people to adjust their behaviours to fit external, situational factors. 1. High self-monitors are very adaptable and sensitive to external cues. People with low self-monitoring tend to have high behavioural consistency while high self-monitors can appear chameleon-like to their co-workers. 2. High self-monitors tend to get better performance ratings, take leadership positions, are more mobile, and take up central positions in their organizations, even though they have less commitment to their organization. 5-7

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C. Self Efficacy 1. Self-Efficacy Theory (also known as "social cognitive theory" or "social learning theory"). Typically, people with high self-efficacy respond better to challenges and negative feedback than those with low self-efficacy. Self-efficacy: an individual's belief that he or she is capable of performing a task. D. Proactive Personality. 1. Individuals with this type of personality tend to identify opportunities, show initiative, take action, and persevere until meaningful change occurs. 2. People with this personality attribute are highly prized by organizations for obvious reasons. 3. They are often leaders or change agents and will challenge the status quo. 4. Proactive people tend to have successful careers but may not be a good match for organizations who do not value change.

V. EMOTIONAL INTELLIGENCE A. Introduction. People who know their own emotions and are good at reading others'

emotions may be more effective in their jobs. The concept of EI is controversial in OB. B. Emotional Intelligence (EI): a person’s ability to (1) perceive emotions in the self and others, (2) understand the meaning of these emotions, and (3) regulate one’s emotions accordingly in a cascading model (Exhibit 5-5). Self-aware people tend to be good at reading emotion cues. High EI is moderately associated with high job performance. C. The Case for EI. Supporters of the concept of EI present the following arguments. 1. Intuitive Appeal. The ability to detect emotions in others, controlling your own emotions, and handling social interactions well seem obvious as a way to business success. 2. EI Predicts Criteria That Matter. Research evidence is increasing that high EI is positively correlated to job performance. 3. EI Is Biologically Based. There is evidence that EI is genetically influenced, further supporting the idea that it measures a real underlying biological factor. D. The Case against EI. Detractors of EI present these argument 1. EI Researchers Do Not Agree on Definitions. The research definition of EI is too broad and varied to be helpful. 2. EI Can't Be Measured. The measures of EI are diverse, and researchers have not subjected them to as much rigorous study as they have measures of personality and general intelligence. 3. EI Is Nothing but Personality with a Different Label. Some argue that because EI is so closely related to intelligence and personality, once these factors are controlled for, EI has nothing unique to offer. To some extent, researchers have resolved this issue by noting that EI is a construct partially determined by traits like cognitive intelligence, conscientiousness, and neuroticism, so it makes sense that EI is correlated with these characteristics.

VI. PERSONALITY AND SITUATIONS A. Interestingly, we are learning that the effect of particular traits in organizational

behaviour depends on the situation. Two theoretical frameworks, situation strength and trait activation, help explain how this works.

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B. Situation Strength Theory. 1. Situation strength theory proposes that the way personality translates into behaviour depends on the strength of the situation. By situation strength, we mean the degree to which norms, cues, or standards dictate appropriate behaviour. a. Strong situations pressure us to exhibit the right behaviour, clearly show us what that behaviour is, and discourage the wrong behaviour. b. In weak situation, “anything goes,” and thus we are freer to express our personality in our behaviours. c. Thus, research suggests that personality traits better predict behaviour in weak situations than in strong ones. 2. Researchers have analyzed situation strength in organizations in terms of four elements. a. Clarity: the degree to which cues about work duties and responsibilities are available and clear. b. Consistency: the extent to which cues regarding work duties and responsibilities are compatible with one another. c. Constraints: the extent to which individuals’ freedom to decide or act is limited by forces outside their control. d. Consequences: the degree to which decisions or actions have important implications for the organization or its members, clients, supplies, and so on. 3. Some researchers have speculated that organizations are, by definition, strong situations because they impose rules, norms, and standards that govern behaviour. These constraints are usually appropriate. 4. But that does not mean that it is always desirable for organizations to create strong situations for their employees. a. Jobs with myriad rules and tightly controlled processes can be dull or demotivating. b. People do differ, so what works well for one person might work poorly for another. c. Strong situations suppress the creativity, the initiative, and discretion prized by some cultures. d. Work is increasingly complex and interrelated globally. Creating strong rules to govern complex, interrelated, and culturally diverse systems might not only be difficult but unwise. C. Trait Activation Theory (TAT). 1. TAT predicts that some situations, events, or interventions “activate” a trait more than others. a. Research shows that in a supportive environment, everyone behaves prosocially, but in an environment that is not so nice, whether an individual has the personality to behave prosocially makes a major difference. 2. Together, situation strength and trait activation theories show that the debate over nature versus nurture might best be framed as nature and nurture. Not only does each affect behaviour, but they interact with one another. a. Personality affects work behaviour and the situation affects work behaviour, but when the situation is right, the power of personality to predict behaviour is even higher.

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VII. VALUES A. Values represent basic convictions that “a specific mode of conduct or end-state of

existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence” (Rokeach 5). 1. They contain a judgmental element in that they carry an individual’s ideas as to what is right, good, or desirable. 2. Values have both content and intensity attributes. a. The content attribute says a mode of conduct or end-state of existence is important. b. The intensity attribute specifies how important it is. c. When we rank an individual’s values in terms of their intensity, we obtain that person’s value system. 3. All of us have a hierarchy of values that forms our value system. a. We find it in the relative importance we assign to values such as freedom, pleasure, self-respect, honesty, obedience, and equality. 4. Values tend to be relatively stable and enduring. a. A significant portion of the values we hold is established in our early years— by parents, teachers, friends, and others. b. As children, we are told certain behaviours or outcomes are always desirable or always undesirable, with few gray areas. c. You were never taught to be just a little bit honest or a little bit responsible, for example. d. It is this absolute, or “black-or-white,” learning of values that ensures their stability and endurance. 5. If we question our values, of course, they may change, but more often it reinforces them. 6. There is also evidence linking personality to values, implying our values may be partly determined by our genetically transmitted traits. B. The Importance and Organization of Values. 1. Values lay the foundation for understanding people's attitudes, motivation, and behaviour. 2. They influence our perceptions. 3. Values can cloud objectivity and rationality. C. Terminal versus Instrumental Values. 1. Values can be classified by instruments such as the Rokeach Value Survey (RVS). 2. This instrument consists of two sets of values. The sets are terminal and instrumental values. a. Terminal Values. Focuses on desirable end-states; goals a person would like to achieve. b. Instrumental Values. Lists preferable modes of behaviour or means of achieving terminal values.

VIII. LINKING AN INDIVIDUAL’S PERSONALITY AND VALUES TO THE WORKPLACE

Managers have become concerned with matching both the personality and the values of an employee with those of the organization. The hope is to identify workers who are both flexible and committed to the organization. A. Person-Job Fit 1. Holland’s Personality-Job Fit Theory.

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a. Holland identified six personality types and proposed that job satisfaction and propensity to leave depend on how well the job and personalities are matched (congruency). b. Social individuals belong in jobs requiring social skills and so on. c. Vocational Preference Inventory Questionnaire. 1) This was the tool Holland used to identify congruent occupations. 2) The six personality types (or fields in Holland’s terminology) are laid out on a hexagon. 3) Fields that lie adjacent to each other are similar; those diagonally opposite are highly dissimilar. 4) Appropriate jobs for that personality (that is, those jobs that are congruent to the field) are listed either within the field’s segment of the hexagon or in a separate document. d. Holland's theory argues that satisfaction is highest and turnover is lowest when personality and occupation are in agreement. B. Person-Organization Fit. 1. The understanding that a person must be a good match to the organization itself has become increasingly important to managers. 2. This concept argues that employees are more likely to leave an organization when their personalities do not match the organizational culture rather than when their skills or personalities are a good match with a particular job. 3. The alignment of an employee’s personality and values with an organization’s culture is positively related to increased job satisfaction, lower turnover, and higher organizational commitment. 4. By testing and selecting based on this concept, managers can increase organizational outcomes. a. Are person-job fit and person-organization fit more applicable in some countries than others? Apparently yes. 1) Research indicated that person-job fit was a strong predictor of lower turnover in the United States, but a combination of person-organization fit and other factors strongly predicted lower turnover in India. 2) These findings may be generalizable for individualistic countries like the United States, and collectivistic countries like India, but more research is needed to understand the exact relationship.

IX. INTERNATIONAL VALUES A. Because values differ across cultures, an understanding of the differences would be

helpful in explaining and predicting behaviour of employees from different countries. Two frameworks to assess culture are Hofstede’s Framework and the Globe Framework. B. Hofstede’s Framework. See Exhibit 5-4. Examines five value dimensions of national culture. While there are many criticisms of this framework, it is one of the most widely read and accepted in OB. 1. Power Distance. The degree to which people accept that power in institutions and organizations is distributed unequally. a. High power distance means that great inequities in power and wealth are tolerated. b. Low power distance cultures stress equality and upward opportunities.

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2. Individualism/Collectivism. The amount of emphasis placed on the individual as opposed to the group. a. Individualism is when people prefer to act as individuals rather than as members of groups and believe in individual rights above all else. b. Collectivism emphasizes a tight social framework in which people expect group members to look after and protect them. 3. Masculinity/Femininity. The value a culture places on traditional gender roles. a. Masculine societies have men dominating society, separate roles for men and women, and expressly value achievement, power, and control. b. Feminine cultures value equality among the sexes. 4. Uncertainty Avoidance. The degree to which people in a culture prefer structured over unstructured situations. a. High uncertainty avoidance cultures are anxious over ambiguity and uncertainty: they emphasize law and controls. b. Low cultures accept a greater variety of opinion and higher levels of risk while relying less on rules: they more readily accept change. 5. Long-Term/Short-Term Orientation. Degree of long-term devotion to traditional values. a. Long-term cultures are future-oriented and value tradition, thrift, and persistence. b. Short-term cultures are immediate and accept change more readily. 6. There are both regional and national differences in culture as measured by this framework. 7. Hofstede’s framework is not without its critics, but it is still highly influential. C. The GLOBE (Global Leadership and Organizational Behaviour Effectiveness) Framework. A relatively recent and on-going program of research, this framework uses nine dimensions of national culture. 1. Some dimensions – such as power distance, individualism/collectivism, uncertainty avoidance, and future orientation can be seen as an extension of Hofstede’s framework. 2. The main difference is that the GLOBE framework added dimensions such as humane orientation (the degree individuals are rewarded for fair, generous, and altruistic behaviours) and performance orientation (the degree to which group members are rewarded for performance improvement and excellence.) The GLOBE studies also separated Hofstede’s masculinity dimension into two distinct values: gender equality, meaning the support for equality between men and women in society, and assertiveness, meaning the social acceptability of dominant, forceful behaviours. 3. Which framework is better? That is hard to say, and each has its supporters. D. It is important to learn about many different cultures; but the United States is Canada’s largest trading partner, so it is especially important to be aware of cultural differences between that country and Canada. See Exhibit 5-5. E. Canada includes many different Indigenous cultures, none of which were examined in the Hofstede and GLOBE studies. There is immense cultural variation across bands. Most notably, some bands are matrilineal and emphasize communal behaviours while others are patrilineal and emphasize a warrior ethos similar to what Hofstede termed “masculinity.” F. Cultural value profiles become more complex when individuals are exposed to multiple cultures. There is evidence that our core values are formed early in life and

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stabilize between the ages of 11 to 14. Children routinely exposed to two or more cultures from a very early age are likely to adopt a blended value system, or be truly bicultural or even multicultural. G. There is evidence that older people, however, go through acculturation. Acculturation is defined as the process by which individuals change as a result of being influenced by contact with another culture.

X. SUMMARY A. Personality matter to organizational behaviour. It does not explain all behaviour, but it sets the stage.

B. Emerging theory and research reveal how personality matters more in some

situations than in others. C. The Big Five has been a particularly important advancement in our understanding of personality; it, along with the Dark Triad and other traits, impact workplace behaviours and attitudes. D. Every trait has advantages and disadvantages for work behaviour, and there is no perfect constellation of traits that is ideal for every situation. E. Personality can help you to understand why people (including you!) act, think, and feel the way we do, and the astute manager can put that understanding to use by taking care to place employees in situations that best fit their personality. F. Values often underlie and explain attitudes, behaviours, and perceptions. Values tend to vary internationally along dimensions that can predict organizational outcomes; however, an individual may or may not hold values that are consistent with the values of the national culture.

XI. IMPLICATIONS FOR MANAGERS A. Consider screening job candidates for high conscientiousness—as well as the other

Big Five traits or Hogan Inventory traits, depending on the criteria your organization finds most important. Other traits, such as core self-evaluation, EI, or narcissism, may be relevant in certain situations. B. Although the MBTI has faults, you can use it in training and development to help employees better understand themselves, help team members better understand each other, and open up communication in work groups and possibly reduce conflicts. C. You need to evaluate your employees’ jobs, their work groups, and your organization to determine the optimal personality fit. D. Take into account employees’ situational factors when evaluating their observable personality traits, and lower the situation strength to better ascertain personality characteristics. E. The findings from Hofstede’s work and the GLOBE program underscore the need for managers to understand the cultural values of their employees. The more you take into consideration people’s different cultures, the better you will be able to determine their work behaviour and create a positive organizational climate that performs well.

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Mini Case Discussion Questions Case 1: The Personality Problem 1. Do you agree with Jasmine’s assessment that Rhett is Machiavellian and a narcissist? Why or why not? Jasmine is not an expert and cannot make a formal diagnosis. That said, Rhett’s behaviours are suggestive of Machiavellianism and narcissism since he is consistently manipulative, unconcerned about the consequences of his actions on others, he enjoys being the centre of attention as a “leader of the pack”, and he leverages associated power. 2. Assuming that Rhett is Machiavellian and a narcissist, what is the most effective way to minimize the damage he can do to other employees? Rhett should not be put in positions of authority over other employees if it can be avoided. His employer should be particularly attentive to the mental health and wellbeing of his work associates. In addition, his behaviours could be discouraged by no longer funding drinking-focused activities and fostering a culture that emphasizes mutual respect rather than a machismo-based “pack” culture. Using transparent, objective, evidence-based criteria to decide promotions could also lessen Rhett’s perceived power and influence. 3. Assuming that you knew ahead of time that Rhett’s personality included the Dark Triad. Would you still hire him for a sales role? Why or why not? While Rhett does add value as a high performing sales representative he causes extensive emotional damage throughout the department. This negatively impacts the job performance of a large number of employees and may even contribute to turnover. His behaviour with female staff (including direct reports) also creates significant potential liability if claims of sexual harassment emerge. Furthermore, Rhett contributes to a broader culture of disrespect and poor behaviour. As such, it is best to avoid hiring him. Case 2: Interview Expectations and Cultural Confusion 1. Why is Bao-Zhi struggling in his interviews? Bao-Zhi is in an unfamiliar culture context. Even though he is a competent engineer, he doesn’t know what is expected of him socially. Some of his culture-specific assumptions are actually working against him. For example, he believes that it is important to show modesty during an interview, but the Canadian-born interviewer is expecting him to brag about personal accomplishments. The average Canadian-born job candidate would know that modesty is not expected in this context. 2. Using Hofstede’s cultural values as a frame of reference, what cross-cultural communication barriers do you see operating here? Be specific. Bao-Zhi is responding in a manner appropriate for someone from a culture high in power distance and collectivism. His unwillingness to question his manager reflects a

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high power distance, and his focus on team accomplishment is collectivistic. The low power distance, individualistic Canadian perspective leads to different behavioural expectations. 3. Is there a way the interviewer might phrase her questions that would minimize cultural misunderstandings or biases? Explain your answer. The interviewer could word her questions in a manner that clarifies the type of response expected without giving away the desired answer. This practice would render unstated cultural assumptions overt, making it easier for people from other cultures to respond appropriately. For example, instead of asking, “What are your engineering accomplishments?”, she could ask, “What engineering accomplishment are you proudest of and how did you personally, individually contribute to that accomplishment?” Similarly, instead of asking, “What would you do if a manager made a mistake?” she could ask, “What would be the best method to alert a manager about a mistake he had made?” or, “How do you fulfill your responsibilities for basic safety when people in authority have a knowledge gap?” Exercises 1. Self-analysis/Web Crawling. Using your favourite search engine, search on the term “Free MBTI” and take one of the “light” versions of the Myers-Briggs Type Indicator. Then search for “Free Big Five” and do the same for the Big Five model. Write a short paper providing your thoughts on the results of these two personality tests. 2. Teamwork. As individuals, search for “Free Holland Career Model Assessment” on the web and take one of the assessments. Get the list of jobs you are most likely to enjoy doing and those you are least likely to enjoy. Bring your results to the team. 3. As a team, find out which team members are currently in jobs (or if they are not working now, were in jobs) that Holland’s assessment indicates they should enjoy and which are in jobs that the assessment says they would not enjoy. Determine: a. How accurately does the assessment match your own experiences? b. How well do your degree fields match the suggested careers? c. What is the group’s opinion of the personality field in which each person was placed? How accurately does it describe each of you? Compile your results and share them with the class. 4. Analyzing Your Organization (Cumulative Project). Select a free web-based version of the MBTI, Big Five, or Holland assessment tool. Take the assessment and ask five of your co-workers and your supervisor to also take the assessment. Have them share the results with you. Based on these results, consider the following questions: a. How good a “match” are you with your co-workers and supervisor in terms of personality? b. Does your supervisor have a personality that is a good fit for the leadership position in your particular organization? c. What sort of personality should be hired in your organization if a vacancy occurs in your workgroup?

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Present your findings as your instructor directs, either as: a. A short paper, b. A five-minute oral presentation to the class, or c. A combination of the two. Suggested Assignment Divide the class into groups of three to five students. Ask them to go to http://www.buzzle.com, search for the article “A Layman’s Guide to Personality Types A, B, C, and D,” and read this resource’s definition of four different personality types. Ask the student groups to discuss the four types as they relate to people who work at your university. Have them create a table that shows the following: Person’s Position

University Employees Person’s Person’s Person’s SocioApproximate Tenure at Work Economic Age Background

Person’s Personality Type

Please do not place people’s names in the chart. But, attempt to estimate responses to each of the categories for specific people the students know. Once this is completed for 15 to 20 people the group knows who work at the university, have the groups assess the entries for any patterns. Does Personality Type relate to characteristics identified such as age, socio-economic background, or length of time a person has worked at the university? Does the distribution of Personality Types offer suggestions as to how people in different units should be managed? Does management of employees mean understanding their individual types and adjusting management techniques appropriately?

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Chapter 6 Perception and Individual Decision Making Chapter Overview The old saying is that “perception is reality” and managers must learn what “reality” their workers are reacting to in order to effectively predict behaviour. This chapter examines how perception acts to create an employee’s view of reality and modifies decision making. Chapter Objectives After studying this chapter, the student should be able to: 6.1 Define perception, and explain the factors that influence it. 6.2 Explain attribution theory, and describe the common shortcuts used in judging others. 6.3 Explain the link between perception and decision making. 6.4 Contrast the rational model of decision making with bounded rationality and intuition. 6.5 Recognize common decision biases or errors and discuss how to avoid them. 6.6 Evaluate how organizational constraints affect decision making. 6.7 Contrast the three ethical decision-making criteria and apply those criteria to dayto-day workplace decisions. 6.8 Define creativity, and describe the three-stage model of creativity. Suggested Lecture Outline

I. INTRODUCTION A. This chapter examines perception and the influences on perception. It continues with an exploration of how individuals make decisions and how perception can influence those decisions.

II. WHAT IS PERCEPTION? A. Perception is a process by which individuals organize and interpret their sensory

impressions in order to give meaning to their environment. 1. However, what we perceive can be substantially different from objective reality. 2. For example, all employees in a firm may view it as a great place to work— favourable working conditions, interesting job assignments, good pay, excellent benefits, understanding and responsible management—but, as most of us know, it’s very unusual to find such agreement. 3. The study of perception is important simply because people’s behaviour is based on their perceptions of what reality is, not on reality itself. 4. The world as it is perceived is the world that is behaviourally important. 6-1

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B. Factors Influencing Perception 1. Perceiver: When you look at a target and attempt to interpret what you see, your interpretation is heavily influenced by your personal characteristics. a. Characteristics that affect perception include your attitudes, personality, motives, interests, past experiences, and expectations. 2. Target: the object being perceived. a. Characteristics of the target will affect how it is perceived. b. Things that are bright, beautiful, loud, or unusual are far more likely to be noticed. c. The relationship of the target to its background influences perception as does the human trait of grouping similar things together. 3. Situation: the context in which the perception is made. a. The context (time, location, light, heat, the appropriateness of attire) can influence the extent of perception of a target.

III. SOCIAL PERCEPTION: MAKING JUDGEMENTS ABOUT OTHERS A. OB is concerned with “social perception” because how people see each other can, in

large part, determine how well these individuals can work together and indicate an organization’s level of potential conflict. 1. Social Perception: the perceptions people form about each other. B. Attribution Theory. 1. Non-living objects such as desks, machines, and buildings are subject to the laws of nature, but they have no beliefs, motives, or intentions. People do. 2. That’s why when we observe people, we attempt to explain why they behave in certain ways. 3. Our perception and judgment of a person’s actions, therefore, will be significantly influenced by the assumptions we make about that person’s internal state. a. Internally Caused Behaviours. Behaviours that are believed to be under the personal control of the individual. b. Externally Caused Behaviours. Behaviours that are believed to be outside of the personal control of the individual. The person is forced into the behaviour by outside causes. 4. Three Factors That Differentiate Internally from Externally Caused Behaviours. a. Distinctiveness refers to whether an individual displays different behaviours in different situations. 1) Is the employee who arrives late today also the one co-workers say regularly “blows off” commitments? 2) What we want to know is whether this behaviour is unusual. 3) If it is, we are likely to give it an external attribution. 4) If it’s not, we will probably judge the behaviour to be internal. b. Consensus is if everyone who faces a similar situation responds in the same way. 1) The behaviour of a tardy employee meets this criterion if all employees who took the same route to work were also late. 2) From an attribution perspective, if consensus is high, you would probably give an external attribution to the employee’s tardiness. 3) If other employees who took the same route made it to work on time, you would attribute his lateness to an internal cause.

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c. Consistency 1) An observer looks for consistency in a person’s actions. 2) Coming in 10 minutes late for work is not perceived in the same way for an employee who hasn’t been late for several months as it is for an employee who is late two or three times a week. 3) The more consistent the behaviours, the more we are inclined to attribute it to internal causes. 5. Exhibit 6-1 summarizes the key elements in attribution theory. a. It tells us, for instance, that if an employee, Kim, generally performs at about the same level on other related tasks as she does on her current task (low distinctiveness), other employees frequently perform differently—better or worse—than Kim does on that current task (low consensus), and Kim’s performance on this current task is consistent over time (high consistency), anyone judging Kim’s work will likely hold her primarily responsible for her task performance (internal attribution). b. One of the most interesting findings from attribution theory research is that errors or biases distort attributions. c. When we make judgments about the behaviour of other people, we tend to underestimate the influence of external factors and overestimate the influence of internal or personal factors. d. This fundamental attribution error can explain why a sales manager is prone to attribute the poor performance of her sales agents to laziness rather than to the innovative product line introduced by a competitor. e. Individuals and organizations also tend to attribute their own successes to internal factors such as ability or effort, while putting the blame for failure on external factors such as bad luck or unproductive co-workers. This is the self-serving bias. f. The evidence on cultural differences in perception is mixed, but generally indicates that there are differences across cultures in the attributions people make. 1) Individuals from Asian cultures tend to make group-based stereotypes, whereas Westerners tend to focus on the individual. 2) However, while self-serving biases are less common in East Asian cultures, they do still exist. C. Common Shortcuts in Judging Others. 1. We use a number of shortcuts when we judge others. a. These techniques are frequently valuable: they allow us to make accurate perceptions rapidly and provide valid data for making predictions. 1) They are not foolproof. 2) They can and do get us into trouble. Understanding these shortcuts can help you recognize when they can result in significant distortions. 2. Selective perception allows us to “speed-read” others, but not without the risk of drawing an inaccurate picture. a. Any characteristic that makes a person, an object, or an event stand out will increase the probability that we will perceive it. b. It is impossible for us to assimilate everything we see; we can take in only certain stimuli. 1) This tendency explains why you’re more likely to notice cars like your own or why a boss may reprimand some people and not others who are doing the same thing. 6-3

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3.

4.

5.

6.

2) Because we can’t observe everything going on about us, we engage in selective perception. c. Because we see what we want to see, we can draw unwarranted conclusions from an ambiguous situation. Halo Effect. Drawing an overall impression based on a single characteristic, such as intelligence, sociability, or appearance. a. Halo effects can falsely enhance or reduce the perceived overall characteristics of an individual. b. This effect can also result in a negative impression. Contrast Effect can distort perceptions. a. We don’t evaluate a person in isolation. b. Other persons we have recently encountered influence our reaction to a person. Social Identity Effects. The basic premise is that social category membership defines the individual, at least in part. People belong to many social categories that vary in importance to them (for example, ethnic, professional, religious, special interest), and each comes with norms defining how one should think, feel, and behave. Since social identities are evaluative, there is a profound need for the individual to feel that their in-group(s) are superior to the relevant outgroup(s). Out-group members are depersonalized to maximize the difference between in-group members and out-group members. Stereotyping. Judging an individual based on the perception of a group to which the target belongs. a. We rely on generalizations every day because they help us make decisions quickly; they are a means of simplifying a complex world. It’s less difficult to deal with an unmanageable number of stimuli if we use heuristics or stereotypes. b. The problem occurs, of course, when we generalize inaccurately or too much. In organizations, we frequently hear comments that represent stereotypes based on gender, age, race, religion, ethnicity, and even weight. c. Stereotypes can be deeply ingrained and powerful enough to influence lifeand-death decisions. 1) One study found that students who read scenarios describing leaders tended to assign higher scores for leadership potential and effective leadership to Whites than to minorities even though the content of the scenarios was equivalent, supporting the idea of a stereotype of Whites as better leaders. d. One of the problems of stereotypes is that they are widespread and often useful generalizations, despite the fact that they may not contain a shred of truth when applied to a particular person or situation. e. Thus, we constantly have to check ourselves to make sure we’re not unfairly or inaccurately applying a stereotype in our evaluations and decisions. Stereotypes are an example of the warning, “The more useful, the more danger from misuse.”

IV. THE LINK BETWEEN PERCEPTION AND INDIVIDUAL DECISION MAKING A. Individuals in organizations make decisions, choices from among two or more alternatives.

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1. Top managers determine their organization’s goals, what products or services to offer, how best to finance operations, or where to locate a new manufacturing plant. 2. Middle- and lower-level managers set production schedules, select new employees, and decide how to allocate pay raises. 3. Non-managerial employees decide how much effort to put forth at work and whether to comply with a request by the boss. 4. In recent years, organizations have been empowering their non-managerial employees with decision-making authority historically reserved for managers alone. B. Individual decision making is thus an important part of organizational behaviour. C. Decision making occurs as a reaction to a problem. 1. That is, a discrepancy exists between the current state of affairs and some desired state, requiring us to consider alternative courses of action. 2. Most problems don’t come neatly labelled “problem.” a. One person’s problem is another person’s satisfactory state of affairs. b. So awareness that a problem exists and that a decision might or might not be needed is a perceptual issue. c. Every decision requires us to interpret and evaluate information. 1) We typically receive data from multiple sources and need to screen, process, and interpret it. 2) The decision maker’s perceptions will answer that question, “Which data are relevant to the decision, and which are not?” d. We also need to develop alternatives and evaluate their strengths and weaknesses. 1) Again, the individual’s perceptual process will affect the final outcome. 2) Finally, throughout the entire decision-making process, perceptual distortions often surface that can bias analysis and conclusions.

V. DECISION MAKING IN ORGANIZATIONS A. Business schools generally train students to follow rational decision-making models. 1. Although these models have considerable merit, they don’t always describe how people actually make decisions. 2. This is where OB enters the picture: to improve how we make decisions in organizations, we must understand the decision-making errors people commit (in addition to the perception errors we’ve discussed). B. The Rational Model, Bounded Rationality, and Intuition 1. Rational Decision Making: making consistent, value-maximizing choices within specified constraints. a. Rational Decision-Making Model. This model has six steps that lead to an optimal solution. 1) The Six Steps of the Model: a) Define the problem. b) Identify decision criteria. c) Weight the previously identified criteria. d) Generate possible alternatives. e) Rate each alternative upon each criterion. f) Compute the optimal decision.

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2) Assumptions of the Model: One of the reasons that this model is rarely fully utilized in the real world is because the assumptions are almost never all met. a) Complete knowledge. The decision maker is assumed to have complete knowledge of the situation. b) Known options. The decision maker is assumed to be able to identify all relevant options in an unbiased manner. c) Highest utility. The assumption is that the decision maker will always choose the option with the highest utility. 2. Bounded Rationality a. The limited information-processing capability of human beings makes it impossible to assimilate and understand all the information necessary to optimize. 1) So, most people respond to a complex problem by reducing it to a level at which they can readily understand it. 2) Also, many problems likely don’t have an optimal solution because they are too complicated to be broken down into the parameters of the rational decision-making model. 3) So, people satisfice; that is, they seek solutions that are satisfactory and sufficient. b. Because the human mind cannot formulate and solve complex problems with full rationality, we operate within the confines of bounded rationality. 1) We construct simplified models that extract the essential features from problems without capturing all their complexity. 2) We can then behave rationally within the limits of the simple model. 3) How does bounded rationality work for the typical individual? a) Once we’ve identified a problem, we begin to search for criteria and alternatives. b) But the list of criteria is likely to be far from exhaustive. c) We identify a limited list of the most conspicuous choices, both easy to find and highly visible, that usually represent familiar criteria and tried-and-true solutions. d) Next, we begin reviewing them, but our review will not be comprehensive. e) Instead, we focus on alternatives that differ only in a relatively small degree from the choice currently in effect. f) Following familiar and well-worn paths, we review alternatives only until we identify one that is “good enough”—that meets an acceptable level of performance. g) That ends our search. h) So, the solution represents a satisficing choice—the first acceptable one we encounter—rather than an optimal one. (1) This process of satisficing is not always a bad idea—using a simple process may frequently be more sensible than the traditional rational decision-making model. 4) To use the rational model in the real world, you need to gather a great deal of information about all the options, compute applicable weights, and then calculate values across a huge number of criteria. a) All these processes can cost you time, energy, and money.

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b) And if there are a great number of unknowns when it comes to weights and preferences, the fully rational model may not be any more accurate than a best guess. c) Sometimes a fast-and-frugal process of solving problems might be your best option. 3. Intuition a. Perhaps the least rational way of making decisions is to rely on intuition. b. Intuitive decision making is an unconscious process created from distilled experience. 1) Its defining qualities are that: a) it occurs outside conscious thought; b) it relies on holistic associations, or links between disparate pieces of information; c) it’s fast; d) and it’s affectively charged, meaning it usually engages the emotions. c. Although intuition isn’t rational, it isn’t necessarily wrong. d. Nor does it always operate in opposition to rational analysis; rather, the two can complement each other. e. But intuition is not superstition, or the product of some magical or paranormal sixth sense.

VI. COMMON BIASES AND ERRORS IN DECISION MAKING A. Decision makers engage in bounded rationality, but they also allow systematic

biases and errors to creep into their judgments. 1. To minimize effort and avoid difficult trade-offs, people tend to rely too heavily on experience, impulses, gut feelings, and convenient rules of thumb. 2. In many instances, these shortcuts are helpful. However, they can lead to severe distortions of rationality. 3. The following are the most common biases in decision making. B. Overconfidence Bias. 1. The likelihood of overestimating the probability of being correct. 2. Tends to decrease as intellectual and interpersonal abilities rise: knowledge reduces overconfidence. C. Anchoring Bias. 1. The tendency to fixate on initial information and fail to adequately adjust for subsequent information. 2. The first information given forms the basis for the process, no matter what additional information is provided later. D. Confirmation Bias. 1. This bias represents a specific case of selective perception. Information used in decision making is selectively gathered: information that reaffirms past choices is amplified, while data that contradicts those choices is discounted. 2. Information that agrees with preconceived views is accepted at face value, while other information is criticized skeptically. E. Availability Bias. 1. The tendency for people to base their judgments on information that is readily available to them. 2. Emotional, vivid, or recent events tend to be more available in the minds of decision makers and therefore carry a greater weight in decision making.

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3. Causes people to overestimate the chances of unlikely but vivid events and underestimate chances of more likely, but less dramatic, events. F. Escalation of Commitment. 1. This bias refers to staying with an initial decision through a series of follow-on decisions, even when there is clear evidence that the initial decision was wrong. 2. This bias often occurs when the decision maker views himself or herself as responsible for the failure. G. Risk Aversion. 1. Nearly everyone but committed gamblers would rather have the sure thing than a risky prospect. 2. This tendency to prefer a sure thing over a risky outcome is risk aversion. a. Risk aversion has important implications. b. To offset the risks inherent in a commission-based wage, companies pay commissioned employees considerably more than they do those on straight salaries. c. Risk-averse employees will stick with the established way of doing their jobs, rather than taking a chance on innovative or creative methods. d. Sticking with a strategy that has worked in the past does minimize risk, but, in the long run, it will lead to stagnation. e. Ambitious people with power that can be taken away (most managers) appear to be especially risk averse, perhaps because they don’t want to lose on a gamble everything they’ve worked so hard to achieve. f. CEOs at risk of being terminated are also exceptionally risk averse, even when a riskier investment strategy is in their firms’ best interests. H. Hindsight Bias. 1. The tendency to believe (falsely) once the outcome of an event is actually known, that the results could have been accurately predicted. 2. This bias reduces our ability to learn from the past and falsely inflates our opinion of our ability to make accurate predictions.

VII. ORGANIZATIONAL CONSTRAINTS ON DECISION MAKING

Organizations can constrain decision makers, creating deviations from the rational model. These constraints can take the form of: A. Performance Management and Reward Systems. People are strongly influence in their decision making by the criteria on which they are evaluated. The reward system influences which choices are preferable in terms of a personal payoff. B. Formal Regulations. Rules and policies limit the decision maker’s choice of action. C. System-Imposed Time Constraints. Explicit deadlines create time pressures and often make it difficult to gather necessary information prior to making the decision. D. Historical Precedence. Commitments that have already been made constrain current options. The historic context of a decision limits available alternatives.

VIII. WHAT ABOUT ETHICS IN DECISION MAKING? A. Three Ethical Decision Criteria: 1. The first ethical yardstick is utilitarianism, in which decisions are made solely on the basis of their outcomes, ideally to provide the greatest good for the greatest number. a. This view dominates business decision making. It is consistent with goals such as efficiency, productivity, and high profits.

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2. Another ethical criterion is to make decisions consistent with fundamental liberties and privileges, as set forth in documents such as the Canadian Charter of Rights and Freedoms. a. An emphasis on rights in decision making means respecting and protecting the basic rights of individuals, such as the right to privacy, free speech, and due process. b. This criterion protects whistleblowers when they reveal an organization’s unethical practices to the press or government agencies, using their right to free speech. 3. A third criterion is to impose and enforce rules fairly and impartially to ensure justice or an equitable distribution of benefits and costs. a. Union members typically favour this view. b. It justifies paying people the same wage for a given job regardless of performance differences and using seniority as the primary determination in layoff decisions. B. Each criterion has advantages and liabilities. 1. A focus on utilitarianism promotes efficiency and productivity, but it can sideline the rights of some individuals, particularly those with minority representation. 2. The use of rights protects individuals from injury and is consistent with freedom and privacy, but it can create a legalistic environment that hinders productivity and efficiency. 3. A focus on justice protects the interests of the underrepresented and less powerful, but it can encourage a sense of entitlement that reduces risk taking, innovation, and productivity. 4. Decision makers, particularly in for-profit organizations, feel comfortable with utilitarianism. 5. The “best interests” of the organization and its stockholders can justify a lot of questionable actions, such as large layoffs. 6. But many critics believe this perspective needs to change. a. Public concern about individual rights and social justice suggests managers should develop ethical standards based on non-utilitarian criteria. b. This presents a challenge because satisfying individual rights and social justice creates far more ambiguities than utilitarian effects on efficiency and profits. c. This helps explain why managers are increasingly criticized for their actions. 1) Raising prices, selling products with questionable effects on consumer health, closing down inefficient plants, laying off large numbers of employees, moving production overseas to cut costs, and similar decisions can be justified in utilitarian terms. 2) But that may no longer be the single measure by which good decisions are judged.

IX. CREATIVITY IN ORGANIZATIONS A. Although the rational decision-making model will often improve decisions, a

decision maker also needs creativity, the ability to produce novel and useful ideas. 1. Novel ideas are different from what’s been done before but are appropriate for the problem. 2. Although all aspects of organizational behaviour have complexities, that is especially true for creativity. 6-9

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3. The three-stage model of creativity: the core of the model is creative behaviour, which has both causes (predictions of creative behaviour) and effects (outcomes of creative behaviour). B. Creative Behaviour. Creative behaviour occurs in four steps, each of which leads to the next (Exhibit 6-4): 1. Problem formulation. Any act of creativity begins with a problem that the behaviour is designed to solve. Thus, problem formulation is defined as the stage of creative behaviour in which we identify a problem or opportunity that requires a solution as yet unknown. 2. Information gathering. Given a problem, the solution is rarely directly at hand. We need time to learn more and to process that information. Thus, information gathering is the stage of creative behaviour when possible solutions to a problem incubate in an individual’s mind. 3. Idea generation. Once we have collected the relevant information, it is time to translate knowledge into ideas. Thus, idea generation is the process of creative behaviour in which we develop possible solutions to a problem from relevant information and knowledge. Increasingly, idea generation is collaborative. 4. Idea evaluation. Finally, it’s time to choose from the ideas we have generated. Thus, idea evaluation is the process of creative behaviour in which we evaluate potential solutions to identify the best one. Sometimes, the method of choosing can be innovative. Generally, you want those who evaluate ideas to be different from those who generate them, to eliminate the obvious biases. C. Causes of Creative Behaviour. Having defined creative behaviour, the main stage in the three-stage model, we now look back to the causes of creativity: creative potential and creative environment. 1. Creative Potential. Is there such a thing as a creative personality? Indeed. While creative genius—whether in science (Albert Einstein), art (Pablo Picasso), or business (BlackBerry’s Jim Balsillie)—is scarce, most people have some of the characteristics shared by exceptionally creative people. a. The more of these characteristics we have, the higher our creative potential. b. Intelligence is related to creativity. Smart people are more creative because they are better at solving complex problems. However, intelligent people may also be more creative because they have greater “working memory”; that is, they can recall more information that is related to the task at hand. c. The Big Five personality trait of openness to experience correlates with creativity, probably because open individuals are less conformist in action and more divergent in thinking. d. Other traits of creative people include proactive personality, self-confidence, risk taking, tolerance for ambiguity, and perseverance. e. Expertise is the foundation for all creative work and thus is the single most important predictor of creative potential. 1) The potential for creativity is enhanced when individuals have abilities, knowledge, proficiencies, and similar expertise to their field of endeavour. a) For instance, you wouldn’t expect someone with minimal knowledge of programming to be very creative as a software engineer. 2. Creative Environment. Most of us have creative potential we can learn to apply, but as important as creative potential is, by itself it is not enough. a. We need to be in an environment where creative potential can be realized.

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b. What environmental factors affect whether creative potential translates into creative behaviours? 1) First and perhaps most important is motivation. If you aren’t motivated to be creative, it is unlikely you will be. This link is true regardless of whether we are talking about student creativity or employee creativity. 2) It is also valuable to work in an environment that rewards and recognizes creative work. The organization should foster the free flow of ideas, including providing fair and constructive judgment. 3) Freedom from excessive rules encourages creativity; employees should have the freedom to decide what work is to be done and how to do it. D. Creative Outcomes. The final stage in our model of creativity is the outcome. Creative behaviour does not always produce a creative or innovative outcome. 1. An employee might generate a creative idea and never share it. Management might reject a creative solution. Teams might squelch creative behaviours by isolating those who propose different ideas. a. When people feel uncertain, their ability to see any idea as creative is blocked. 1) We can define creative outcomes as ideas or solutions judged to be novel and useful by relevant stakeholders. b. Novelty itself does not generate a creative outcome if it isn’t useful. 1) Thus, “off-the-wall” solutions are creative only if they help solve the problem. 2) The usefulness of the solution might be self-evident, or it might be considered successful by stakeholders before the actual success can be known. c. Creative ideas do not implement themselves; translating them into creative outcomes is a social process that requires utilizing other concepts addressed in this text, including power and politics, leadership, and motivation.

X. SUMMARY A. Individuals base their behaviour not on the way their external environment actually

is, but rather on the way they see it or believe it to be. B. Individuals often make errors in perception due to common biases and mental shortcuts including self-serving biases, social identity effects, and stereotyping. C. An understanding of the way people make decisions can help us explain and predict behaviour, and also avoid common decision-making errors. D. Few important decisions are simple or unambiguous enough for the rational model’s assumptions to fully apply. We find individuals looking for solutions that satisfice rather than optimize, injecting biases and prejudices into the decisionmaking process, and relying on intuition. E. Given the difficulties of making optimal decisions it becomes especially important to consider the ethics of our decisions: utilitarian, rights-based, and justice approaches can help with this. F. Managers should encourage creativity in employees and teams to create a route to innovative decision making.

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XI. IMPLICATIONS FOR MANAGERS A. Behaviour follows perception, so to influence employee behaviour at work, assess

how employees perceive their work. Often, behaviours we find puzzling can be explained by understanding the initiating perceptions. B. Make better decisions by recognizing perceptual biases and decision-making errors we tend to commit. Learning about these problems doesn’t always prevent us from making mistakes, but it does help. C. Adjust your decision-making approach to the national culture you’re operating in and to the criteria your organization values. If you’re in a country that doesn’t value rationality, don’t feel compelled to follow the decision-making model or to try to make your decisions appear rational. Adjust your decision approach to ensure compatibility with the organizational culture. D. Combine rational analysis with intuition. These are not conflicting approaches to decision making. By using both, you can improve your decision-making effectiveness. E. Try to enhance your creativity. Actively look for novel solutions to problems, attempt to see problems in new ways, use analogies, and hire creative talent. Try to remove work and organizational barriers that might impede your creativity.

Mini Case Discussion Questions Case 1: Hiring School Bus Drivers 1. In theory, how might perceptual biases and decision-making biases influence Etienne’s decision making? At the perceptual stage, Etienne is more likely to discount Duane’s positive traits and focus on irrelevant criteria. At the decision-making stage, Etienne is more likely to make unsupported risk assessments, perhaps based on availability bias that is informed by stereotyping. Put another way, if Etienne were exposed to negative stereotypes about cross-dressers, he would be more likely to make use of that highly available information rather than seeking disconfirmatory evidence. Case 2: Career Planning as Decision-Making 1. Do you see any evidence of perceptual biases influencing Maria’s thinking about each job opportunity? Put another way, is she being objective when she evaluates each option? If not, which perceptual biases are impacting her thought process? Maria is attracted to the door-to-door sales job despite the fact that her personality is ill-suited to the job. This is likely due to social identity effects. She believed that the successful woman interviewing her had several identity-based traits in common with her, so Maria felt that she herself should be able to succeed there, too. Halo effects may also have influenced Maria since she liked the woman and was focused on her positive traits. Maria felt uncomfortable with the atmosphere at the call centre, although it is not clear if this was biased selective perception or useful intuition. Finally, Maria assumed there wouldn’t be growth opportunities in a family business, but it is not clear if she actually asked her prospective employer about promotions or if she stereotyped them.

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Exercises 1. Self-analysis. What biases, either perceptual or decision-making, do you find you use most commonly? What actions can you take to reduce the effects of those biases? 2. Web Crawling. Using your favourite search engine, enter the term “famous perceptual experiments” and select three that look interesting to you. Describe what impact these studies have on organizational behaviour. 3. Analyzing Your Organization (Cumulative Project). The job interview process is where decision-making and perceptual biases can often come into play. Consider your own interview when you took the job and describe: a. What may have been the influences of the length of the interview? b. What may have been the influence of the length of time it took for the interviewer to make the hiring decision on both the perception of the firm toward the individual and the individual toward the firm? c. What biases may have been involved in your own hire? Consider your own biases regarding the firm as well as theirs toward you. d. What can the company do to reduce the negative effects of bias in the job interview process? Suggested Assignment Divide the class into groups of three to five students each. Have each team review and discuss the following court case. Answer the question that follows and be prepared to present your findings. Each team will be given additional guidance by the instructor. State vs. Scroggs In the fall of 1875, Hiram Smith filed a claim on a very fertile piece of land in South Dakota with the land office. Before he could put any improvements on the land, he died. A young Swede, newly immigrated, filed a counterclaim to the land at once, and by late spring of the following year had built a home and had begun to cultivate the land. In the meantime, the widow of the original claimant was on her way West with her two daughters and her son. She built a house on the land, across a ravine from the Swede’s home, and cultivated that half of the claim. Both parties sent their claims to the Department of the Interior, but ten years went by without a decision. Both the Swede and Mrs. Smith built barns and cultivated the land intensively, each on their own side of the ravine. A distant relative of Mrs. Smith, a minister named Scroggs, lived in a small town about two miles from the rival farms. He had been an advisor for the Swede on all matters of religion and politics since the fellow had first taken up farming in Dakota. He had often complimented the Swede on his land and had expressed his opinion at the general store that it was the best land in the West. Scroggs had acted as arbiter for the disputants and had corresponded with the Secretary of the Interior regarding the land. One day at the general store he told the Swede that he thought the Swede’s claim would be supported. The Swede swore that no one was going to put him off the land. The next day Scroggs went to the Smith farm and showed Mrs. Smith a paper from Washington, D.C., ratifying her claim to the land. He said it would be all

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right for them to take possession. Young Smith hitched a team to the plow and went over on to the Swede’s side of the farm. Scroggs, Mrs. Smith, and the two daughters went along; Scroggs on his horse. Young Smith had just started plowing when the Swede ran out of his house with a gun and shot him. Two more shots killed the horses at the plow. Scroggs galloped off and shouted that he was going after the marshal. When the marshal and a posse arrived, they found the Swede had killed the three women and had then committed suicide. Scroggs, being the only relative of the dead woman, inherited both pieces of land. Should Scroggs be held responsible for the killings? Instructions for Instructor: Copy the case text from this file and place it in a new Word document or other word processing program that can read .docx files. Print the case for your class. This case will allow students to experience a decision-making process and see how different each strategy is in effort, process, and quality of decision. 1. Prior to passing out the case, divide the class into three large groups without telling them how or why they are being divided. One group will use the rational model, the second, bounded rationality, and the third, intuition. 2. Go to each group and quietly tell them the model they are to use to make their decision. Refer students to the appropriate section of their text for their process. Each large group should not know how the other groups are making their decisions.  Those using the rational model must be prepared to outline how they came to their decision.  Those using bounded rationality must be prepared to explain why they stopped where they did.  Those using intuition are to read the case and make a decision based on their reaction without rereading the case or studying the details. 3. Each group is to track how long it took them to come to their decision. 4. During the next class, have students note on the board or orally present what their decisions were. Simply tabulate their decisions, responsible or not. Begin with those using the rational model, those using bounded rationality, and end with the intuitive. 5. As you debrief the class, note any pattern to the decisions. Did style lead to a given conclusion? Ask the groups for the reasons for their decisions. How long did it take to make the decision? Finally, ask the class if, now that they have heard more viewpoints, whether anyone wishes to change his or her findings.

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Chapter 7 Motivation Chapter Overview Motivation is one of the major areas of interest in OB. Properly motivating a workforce can lead to gains in productivity, innovation, and employee retention. This chapter will review the basics of motivation, assess the number of motivation theories, provide an integrative model that shows how the best of these theories fits together, and also apply motivational concepts in the workplace. Chapter Objectives After studying this chapter, the student should be able to: 7.1 Describe the three key elements of motivation. 7.2 Evaluate the applicability of hierarchy of needs theory, two factor theory, McClelland’s theory of needs, and self-determination theory. 7.3 Explain the difference between goal-setting theory, equity theory, and expectancy theory and be able to apply each theory to a workplace setting. 7.4 Discuss organizational justice and the four types of justice that influence it. 7.5 Explain the job characteristics model and the way it motivates by changing the work environment. 7.6 Compare the main ways jobs and work arrangements can be redesigned to better motivate employees. 7.7 Explain how employee involvement measures can motivate employees. 7.8 Evaluate how different pay, benefit, and recognition programs can contribute to increased employee motivation. Suggested Lecture Outline

I. INTRODUCTION

Motivation is a problem in the North American workforce. Poorly motivated workers express themselves through detrimental behaviours such as time wasting, absenteeism, and high turnover. It is important that motivational theories are understood and applied in the workplace.

II. DEFINING MOTIVATION

Motivation: the processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal, specifically for OB, toward attaining an organizational goal. A. Three Key Elements in the Definition: 1. Intensity: how much effort a person puts forth to meet a goal. 2. Direction: efforts are channelled toward organizational goals. 3. Persistence: how long a person maintains effort toward a goal.

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III. THEORIES OF MOTIVATION Four early theories of employee motivation formulated during the 1950s, although now of questionable validity, are probably the best known. We discuss more valid explanations later, but these four represent a foundation, and practicing managers still use their terminology. A. Hierarchy of Needs Theory. In this, perhaps best known (and least supported) of all motivational theories, Abraham Maslow proposed that there are five levels of human needs. As each of the lower level needs are satisfied, the next unsatisfied need becomes dominant. Satisfied needs no longer motivate; only unsatisfied needs motivate people. In cultures that do not share North American traits, the hierarchical order of needs may be out of sequence. 1. Physiological: lower order need, includes hunger, thirst, shelter, sex, and other bodily needs. Lower order needs are satisfied externally, through forces outside of the person. 2. Safety: lower order need, includes security and protection from physical and emotional harm. 3. Social: upper order need, includes affection, belongingness, acceptance, and friendship. Upper order needs are satisfied internally, that is, from within the person. 4. Esteem: upper order need, includes internal (self-respect, autonomy, and achievement) and external (status, recognition, and attention) esteem factors. 5. Self-actualization: upper order need, defined as the drive to “be all one can be,” it includes growth, achieving one’s potential, and self-fulfillment. B. Two-Factor Theory. Frederick Herzberg proposed that an individual’s relation to work is basic and that one’s attitude toward work can very well determine success or failure. In other words, things that people feel good about at work are motivating and those things they don’t feel good about are de-motivating. This theory is also known as the motivation-hygiene theory. 1. In his research, Herzberg realized that the opposite of satisfaction is not dissatisfaction; rather there are two different factor scales, one ranging from satisfaction to no satisfaction and the other from dissatisfaction to no dissatisfaction. When he related a number of workplace factors against these two scales, he realized they were very different concepts. He called the first set of factors motivation factors and the second hygiene factors. a. Hygiene Factors. These workplace factors, when not met, lead to job dissatisfaction. When they are met, they do NOT lead to job satisfaction, but rather, to a lack of dissatisfaction. Therefore, meeting hygiene factors does NOT increase motivation; it merely placates the workers. Hygiene factors include quality of supervision, pay, company policies, physical working conditions, relations with others, and job security. b. Motivation Factors. These are intrinsically rewarding factors in the work environment such as promotion and personal growth opportunities, recognition, responsibility, and achievement. Meeting these factors will increase motivation by creating a satisfying work environment. 2. As with the other two main motivational theories, this very popular theory is also not well-supported in the research literature. There are many criticisms of the Two-Factor Theory, mostly dealing with the methodology Herzberg used in his initial studies.

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C. McClelland's Theory of Needs. David McClelland and his associates created a theory

based on three subconscious needs: 1. Need for Achievement (nAch): the drive to excel and to achieve in relation to a set of standards. High achievers perform best when they have a 50-50 chance of success. High achievers perform best in jobs with a high degree of personal responsibility and feedback with an intermediate degree of risk. a. High achievers tend to be successful entrepreneurs. b. A high need for achievement does not necessarily mean the person would be a good manager for larger organizations, as his or her desire for personal recognition supersedes his or her concern for the organization. 2. Need for Power (nPow): the need to make others behave in a way they would not have behaved otherwise. 3. Need for Affiliation (nAff): the desire for friendly and close interpersonal relationships. 4. The best managers appear to be those with a high need for power and a low need for affiliation. 5. The need for achievement presupposes certain cultural characteristics such as moderate degree of risk acceptance and a concern with performance. These two cultural characteristics are not universal, and therefore the need for achievement may not be as powerful in other cultures. 6. McClelland’s theory has the best research support, but has the least practical effect of any of the early motivational theories. D. Self-Determination Theory 1. Self-determination theory, which proposes that people prefer to feel they have control over their actions, so anything that makes a previously enjoyed task feel more like an obligation than a freely chosen activity will undermine motivation. 2. Much research on self-determination theory in OB has focused on cognitive evaluation theory, which hypothesizes that extrinsic rewards will reduce intrinsic interest in a task. a. When people are paid for work, it feels less like something they want to do and more like something they have to do. 3. Self-determination theory also proposes that, in addition to being driven by a need for autonomy, people seek ways to achieve competence and positive connections to others. a. A large number of studies support self-determination theory. b. When organizations use extrinsic rewards as payoffs for superior performance, employees feel less like they are doing a good job because of their own intrinsic desire to excel and more like they are doing a good job because that’s what the organization wants. 1) Eliminating extrinsic rewards can also shift from an external to an internal explanation of an individual’s perception of why she works on a task. 2) If you’re reading a novel a week because your English literature instructor requires you to, you can attribute your reading behaviour to an external source. 3) However, if you find yourself continuing to read a novel a week after the course is over, your natural inclination is to say, “I must enjoy reading novels because I’m still reading one a week.”

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4. The original authors of self-determination theory acknowledge that extrinsic rewards such as verbal praise and feedback about competence can improve even intrinsic motivation under specific circumstances. 5. Deadlines and specific work standards do too if people believe they are in control of their behaviour. a. This is consistent with the central theme of self-determination theory: rewards and deadlines diminish motivation if people see them as coercive. 6. What does self-determination theory suggest for providing rewards? Consider two situations. a. If a senior sales representative really enjoys selling and making the deal, a commission indicates she’s been doing a good job at this valued task. b. The reward will increase her sense of competence by providing feedback that could improve intrinsic motivation. c. On the other hand, if a computer programmer values writing code because she likes to solve problems, a reward for working to an externally imposed standard she does not accept could feel coercive, and her intrinsic motivation would suffer. d. She would be less interested in the task and might reduce her effort. 7. A recent outgrowth of self-determination theory is self-concordance, which considers how strongly people’s reasons for pursuing goals are consistent with their interests and core values. a. If individuals pursue goals because of an intrinsic interest, they are more likely to attain their goals and are happy even if they do not. Why? Because the process of striving toward them is fun. b. In contrast, people who pursue goals for extrinsic reasons (money, status, or other benefits) are less likely to attain their goals and less happy even when they do achieve them. c. Why? Because the goals are less meaningful to them. 8. OB research suggests that people who pursue work goals for intrinsic reasons are more satisfied with their jobs, feel like they fit into their organizations better, and may perform better. 9. What does all this mean? a. It means you should choose your job for reasons other than extrinsic rewards. b. For organizations, it means managers should provide intrinsic as well as extrinsic incentives. 1) They need to make the work interesting, provide recognition, and support employee growth and development. Employees who feel what they do is within their control and a result of free choice are likely to be more motivated by their work and committed to their employers. E. Goal-Setting Theory. 1. This theory studies the effects goal specificity, measurability, agreed-upon nature, time-bound, challenge, and feedback have on performance. The study of goal setting has created the following general rules: a. Specific goals produce a higher level of output than do generalized goals. b. Objective, measureable feedback leads to higher performance than does non-feedback or subjective, biased feedback. c. Participation in goal creation increases acceptance of the goal as a desirable one toward which to work.

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d. Typically, the more difficult the goal, the higher the level of performance, assuming that the goal has been accepted by the employee. This is because: 1) Difficult goals focus attention on the task and away from distractions. 2) Difficult goals energize employees. 3) Difficult goals tend to make people persist in efforts toward attaining them. 4) Difficult goals force employees to discover strategies to help them perform the task or job more effectively. 2. Feedback is important in goal-setting theory, especially self-generated feedback. 3. The question of whether participative goal setting increases motivation has not yet been resolved. The assumption is that when employees are involved in setting the goals, they have greater buy-in and therefore will have a higher level of commitment. When employees don’t participate in goal setting, the manager must take pains to explain the purpose and importance of the goal. 4. Contingencies in goal-setting theory: a. Goal Commitment. Commitment increases when goals are made public, when the individual has an internal locus of control, and when goals are selfset rather than assigned. b. Task Characteristics. Goals are better in terms of performance on simple rather than complex tasks, when tasks are familiar, and when they are accomplished by a single individual. c. National Culture. Goal-setting theory is culture-bound. It is important that the key components of goal-setting theory match the culture traits. 5. Although goal setting has positive outcomes, it is not unequivocally beneficial. For example, some goals may be too beneficial. When learning something is important, goals related to performance undermine adaptation and creativity because people become too focused on outcomes and ignore changing conditions. a. A goal to learn and generate alternative solutions will be more effective than a goal to perform. b. Individuals may fail to give up on an unattainable goal, even when it might be beneficial to do so. c. Managers should make sure goals are aligned with company objectives. 6. Research has found that people differ in the way they regulate their thoughts and behaviours during goal pursuit. Generally, people fall into one of two categories, though they could belong to both. a. Those with a promotion focus strive for advancement and accomplishment, and they approach conditions that move them closer toward desired goals. b. Those with a prevention focus strive to fulfill duties and obligations and avoid conditions that pull them away from desired goals. c. Ideally, it’s probably best to be both promotion- and prevention-oriented. 7. Implementing Goal-Setting. Setting specific, challenging goals for employees is the best thing managers can do to improve performance. However, it appears that few managers actually set goals for their employees. One of the ways an organization can ensure this happens is through Management by Objectives (MBO). F. Management by Objectives (MBO). One of the more effective ways to formalize goalsetting theory into an organization is through management by objectives. MBO emphasizes participatively setting goals that are tangible, verifiable, and measurable. MBO operationalizes the concept of objectives by devising a process by 7-5

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which objectives cascade down through the organization. The result of MBO is a hierarchy of objectives that build toward organizational objectives. It also provides specific performance goals for individuals. 1. Four ingredients common to MBO programs: a. goal specificity, b. participation in decision making, c. an explicit time period, and d. performance feedback. 2. MBO and Goal Setting. The primary difference between MBO programs and goal-setting theory relates to the issue of participation. MBO strongly advocates it, while goal-setting theory demonstrates that having managers assign goals is usually just as effective. G. Equity Theory 1. This view holds that motivation can be affected by the comparisons employees make of their job inputs (effort, experience, education, confidence) and the job's outcomes (salary levels, raises, recognition) relative to the inputs and outcomes of other employees. If the ratios of inputs to outputs are roughly equal between employees, a state of equity is said to exist. 2. The situation is perceived to be fair. a. However, when the ratios are seen as unequal, employees may experience tension and emotion. b. Employees who believe they are under-rewarded may be angry, while those who feel they are over-rewarded might feel guilty. c. This emotional tension provides the motivation to do something to correct the situation. 3. Based on equity theory, employees who perceive inequity will make one of six choices: a. Change inputs (exert less effort if underpaid or more if overpaid). b. Change outcomes (individuals paid on a piece-rate basis can increase their pay by producing a higher quantity of units at a lower quality). c. Distort perceptions of self (“I used to think I worked at a moderate pace, but now I realize I work a lot harder than everyone else.”). d. Distort perceptions of others (“Mike’s job isn’t as desirable as I thought.”). e. Choose a different referent (“I may not make as much as my brother-in-law, but I’m doing a lot better than my Dad did when he was my age.”). f. Leave the field (quit the job). 4. Some of these propositions have been supported, but others haven’t. a. First, inequities by overpayment do not seem to significantly affect behaviour in most work situations. So, don’t expect an employee who feels overpaid to give back part of her salary or put in more hours to make up for the inequity. Although individuals sometimes perceive that they are overrewarded, they restore equity by rationalizing their situation. b. Second, not everyone is equity-sensitive. A few actually prefer outcomeinput ratios lower than the referent comparisons. H. Expectancy Theory. 1. This widely accepted theory explains motivation as a coupling of three beliefs: a. Effort will lead to a good performance appraisal, b. Good appraisals will lead to organizational rewards, and c. Organizational rewards will satisfy the employee's personal goals.

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I.

d. The relationship between these three beliefs and the strength of the links between them are the focus of this theory. 2. The Three Key Relationships: a. Effort-Performance Relationship. 1) The probability perceived by the individual that exerting a given amount of effort leads to successful performance. 2) If the employee believes that effort will not result in successful performance or that the performance will not be accurately reflected in the performance appraisal, little effort will be expended. b. Performance-Reward Relationship. 1) The degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome. Unless the relationship between strong performance appraisals and rewards is clear, little effort will be expended to achieve those high appraisal marks. c. Rewards-Personal Goals Relationship. 1) The degree to which organizational rewards satisfy an individual's personal goals (or needs) and the attractiveness of those potential rewards for the individual. 2) Unless organizational rewards are tailored to individual employee wants and needs, they will not be very motivational and little effort will be expended. d. While the research results are mixed, there is reasonable support for this theory. 1) It may be considered somewhat idealistic, considering the current realities of the workplace. 2) This theory may explain why such a large portion of the workforce exhibits low levels of effort in carrying out job responsibilities, as most companies do not reward for performance. Organizational Justice 1. Although equity theory’s propositions have not all held up, the hypothesis served as an important precursor to the study of organizational justice, or more simply, fairness, in the workplace. Organizational justice is concerned with how employees feel authorities and decision makers treat them. For the most part, employees evaluate how fairly they are treated along four dimensions. a. Distributive justice is concerned with the fairness of the outcome, such as pay and recognition that employees receive. People base distributive judgments on a feeling or an emotional reaction to the way they think they are being treated relative to others, and their reactions are often “hot” and emotional rather than rational. b. Procedural justice focuses on the fairness of the process used to distribute rewards. The two key elements of procedural justice are: 1) Employees perceive that procedures are fairer when they are given a say in the decision-making process. Having direct influence over how decisions are made, or at the very least being able to present your opinion to decision makers, creates a sense of control and makes us feel empowered. 2) Employees perceive that procedures are fairer when decision makers follow several “rules.” It is important that managers be consistent, unbiased, use accurate information, and are open to appeals for procedural justice to work. 7-7

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2.

3.

4.

5. 6.

7.

3) In the absence of distributive justice, research has shown that procedural justice becomes more important to employees. c. Informational justice reflects whether managers provide employees with explanations for key decisions and keep them informed of important organizational matters. The more detailed and candid managers are with employees, the more fairly treated those employees feel. 1) Though it may seem obvious that managers should be honest with their employees and not keep them in the dark about organizational matters, many managers are hesitant to share information. This is especially the case with bad news, which is uncomfortable for both the manager delivering it and the employee receiving it. 2) Research has linked the absence of explanations to increased litigation intentions by employees who have been laid off. Explanations for bad news are beneficial when they take the form of post hoc excuses rather than justifications. d. Interpersonal justice reflects the individual's perception of the degree to which he or she is treated with dignity, concern, and respect. This is a more interpersonal view of justice, normally related directly between supervisor and employee. When employees feel fairly treated, they respond in a number of positive ways. All four types of justice have been linked to higher levels of task performance and citizenship behaviours such as helping co-workers, as well as lower levels of counterproductive behaviours such as shirking job duties. Distributive and procedural justice are more strongly associated with task performance, while informational and interpersonal justice are more strongly associated with citizenship behaviour. Even more physiological outcomes, such as how well employees sleep and the state of their health have been linked to fair treatment. Why does justice have these positive effects? First, fair treatment enhances commitment to the organization and makes employees feel it cares about their well-being. In addition, employees who feel fairly treated trust their supervisors more, which reduces uncertainty and fear of being exploited by the organization. Finally, fair treatment elicits positive emotions, which in turn prompt citizenship behaviours. To promote fairness in the workplace, managers should consider openly sharing information on how allocation decisions were made, and following consistent unbiased procedures, to increase the perception of procedural justice. Despite all attempts to enhance fairness, perceived injustices are likely to occur. Fairness is often subjective; what one person sees as unfair, another may see as perfectly appropriate. a. In general, people see allocations or procedures favouring themselves as fair. b. When addressing perceived injustices, managers need to focus their attentions on the source of the problem. In terms of cultural differences, meta-analytic evidence shows individuals in both individualistic and collectivistic cultures prefer an equitable distribution of rewards over an equal division. Across nations, the same basic principles of procedural justice are respected, and workers around the world prefer rewards based on performance and skills over rewards based on seniority.

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a. However, in collectivistic cultures employees expect rewards to reflect their individual needs as well as their performance. b. Other research suggests that inputs and outcomes are valued differently in various cultures. Materialistic cultures are more likely to see cash compensation and rewards as the most relevant outcomes of work, whereas relational cultures will see social rewards and status as important outcomes. c. International managers must consider the cultural preferences of each group of employees when determining what is “fair” in different contexts.

IV. MOTIVATING BY JOB DESIGN: THE JOB CHARACTERISTICS MODEL A. The Job Characteristics Model (JCM). 1. Designed by Hackman and Oldham, the JCM proposes that any job can be described in terms of five core job dimensions: a. Skill Variety: described as the degree to which the job requires a variety of different activities so the worker can use a number of different skills and talents. b. Task Identity: this is the degree to which the job requires completion of a whole and identifiable piece of work. c. Task Significance: this is the degree to which the job has a substantial impact on the lives or work of other people. d. Autonomy: this is the degree to which the job provides substantial freedom, independence, and discretion to the individual in scheduling the work and determining the procedures to be used in carrying it out. Jobs that possess autonomy give employees a feeling of personal responsibility for the results. e. Feedback: this is the degree to which carrying out the work activities required by the job results in the individual obtaining direct and clear information about the effectiveness of his or her performance. Jobs that provide feedback let employees know how effectively they are performing. 2. Exhibit 7-1 presents the job characteristics model. a. The first three dimensions—skill variety, task identity, and task significance—combine to create meaningful work the employee will view as important, valuable, and worthwhile. b. Jobs with high autonomy give employees a feeling of personal responsibility for the results; if a job provides feedback, employees will know how effectively they are performing. c. From a motivational standpoint, the JCM proposes that individuals obtain internal rewards when they learn (knowledge of results) that they personally have performed well (experienced responsibility) on a task they care about (experienced meaningfulness). 1) The more these three psychological states are present, the greater will be employees’ motivation, performance, and satisfaction, and the lower their absenteeism and likelihood of leaving. d. As Exhibit 7-1 shows, individuals with a high growth need are more likely to experience the critical psychological states when their jobs are enriched— and respond to them more positively. e. Much evidence supports the JCM concept that the presence of a set of job characteristics—variety, identity, significance, autonomy, and feedback— does generate higher and more satisfying job performance. f. A few studies have tested the JCM in different cultures, but the results are not consistent. The fact that the JCM is relatively individualistic suggests job 7-9

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enrichment strategies may not have the same effects in collectivistic cultures as in individualistic cultures.

V. HOW CAN JOBS BE REDESIGNED? A. Job Rotation (or Cross-Training). 1. Helpful when employees suffer from excessively routine work. This technique is the periodic shifting of an employee from one task to another. a. Strengths. The strengths of job rotation are: 1) it reduces boredom, 2) it increases motivation through diversifying the employee's activities, and 3) it helps employees understand how their work contributes to the organization. 4) International evidence from Britain, Italy, and Turkey shows that job rotation is associated with higher levels of organizational performance in manufacturing settings. b. Costs. 1) Job rotation increases training costs and reduces productivity by moving worker into a new position just as that worker is becoming efficient in the old position. a) There may be social disruptions: members of the workgroup have to adjust to the new employee and supervisors have to spend more time monitoring the newly-rotated employees. B. Job Enrichment. This refers to the vertical expansion of jobs. It increases the degree to which the worker controls the planning, execution, and evaluation of the work. 1. Purpose. The purpose is to allow the worker to complete an entire activity, which increases the employee's freedom, independence, and responsibility. a. In order for job enrichment to work, there must be sufficient feedback so employees will be able to assess and correct their own performance. b. JCM Guidelines for Job Enrichment: 1) Combining tasks: takes existing and fractionalized tasks and reforms them into a new larger module of work. 2) Forming natural work units: the tasks are combined to create an identifiable and meaningful whole work unit for the employee. 3) Establishing client relationships: creating a direct linkage between workers and their clients. Note: this includes internal as well as external clients. 4) Expanding jobs vertically: allow employees some of the responsibilities and control formerly reserved for management. 5) Opening feedback channels: allows employees to know how well they are performing their jobs. 2. Some newer versions of job enrichment concentrate specifically on improving the meaningfulness of work. a. One method is to establish client relationships, which increases the direct relationships between workers and their clients. b. Another method is to provide employees with mutual assistance programs. 3. The evidence on job enrichment shows it reduces absenteeism and turnover costs and increases satisfaction, but not all job enrichment programs are equally effective.

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a. A review of 83 organizational interventions designed to improve performance management showed that frequent, specific feedback related to solving problems was linked to consistently higher performance, but infrequent feedback that focused more on past problems than future solutions was much less effective. b. Job enrichment can be effective when accompanied by practices—such as feedback—that support it.

VI. ALTERNATIVE WORK ARRANGEMENTS A. Another means of increasing motivation in the workplace is to alter the typical work

arrangements. There are three major ways to accomplish this. 1. Flextime a. Flextime refers to the use of "flexible work time." b. Flextime allows employees some discretion over when they arrive at work and when they can leave. c. Employees have to work a specific number of hours per week, but they are free to vary the hours of work within certain limits. d. Flextime has become popular outside Canada in countries such as Germany where 73 percent of businesses offer flextime, and Japan. e. Core Period 1) Typically, all workers must be in the office during a core period. 2) This core period may be as long as six hours, with the remaining two work hours scheduled at the employee's convenience. f. Benefits. They include: 1) reduced absenteeism 2) increased productivity, 3) reduced overtime expenses, 4) reduced hostility toward management, reduced traffic congestion around work sites, elimination of tardiness, and increased autonomy and responsibility for employees, any of which may increase employee job satisfaction. g. Research Results. 1) Most evidence seems to back up the listed benefits of flextime. 2) The use of this technique is not applicable to every job. 3) It does work well for clerical tasks, where interaction with outside individuals is limited, but 4) It is inappropriate for jobs with comprehensive service demands during predetermined hours. 2. Job Sharing. a. This scheduling innovation allows two or more individuals to split a single traditional 40-hours-a-week job among them. b. Only about 12 percent of large organizations offer job sharing, a significant decline from 18 percent in 2008. c. Reasons it is not more widely adopted include the difficulty of finding compatible pairs of employees to job share and the historically negative perceptions of individuals not completely committed to their jobs and employers. d. However, decreasing job sharing for these reasons may be short-sighted. e. Job sharing allows an organization to draw on the talents of more than one individual for a given job. It opens the opportunity to acquire skilled 7-11

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workers—for instance, women with young children and retirees—who might not be available on a full-time basis. f. From the employee’s perspective, job sharing can increase satisfaction and motivation. g. An employer’s decision to use job sharing is sometimes based on economics and national policy. 1) Two part-time employees sharing a job can be less expensive than one full-time employee, but experts suggest this is not the case because training, coordination, and administrative costs can be high. 2) Many German and Japanese firms have been using job sharing—but for a different reason. Germany’s Kurzarbeit program has kept employment levels from plummeting through economic crises by switching full-time workers to part-time job sharing workers. 3) Ideally, employers should consider each employee and job separately, seeking to match up the skills, personalities, and needs of each employee with the tasks required for the job to look for potential job sharing matches. 3. Telecommuting (or Working from the Virtual Office). a. This refers to employees who do their work remotely for at least two days a week using a computer linked to their office. A closely-related term—the virtual office—describes working from home on a relatively permanent basis. b. While telecommuting would seem to mesh with a transition to knowledge work, it has been a popular topic lately, not for its potential, but rather for reconsideration. c. Recently, large companies such as Yahoo! and Best Buy have eliminated this form of flexible work. d. For most companies, the movement toward telecommuting continues to grow. e. Appropriate Jobs. The three most appropriate categories for telecommuting are: 1) Jobs that deal with routine information-handling tasks, 2) mobile activities, and 3) professional and other knowledge-related tasks. f. Benefits. 1) For organizations, it results in a larger labour pool, higher productivity, improved morale, and reduced office-space costs. 2) For employees, telecommuting can result in a great cost savings. The hours and gas used in commuting and dry cleaning bills for office clothes may see significant reduction. g. Drawbacks. 1) For organizations: managers with telecommuting workforces have far less direct supervision of their employees. Telecommuting may make teamwork more difficult. 2) For employees: employees with high social needs may feel isolated and have reduced job satisfaction as a result of telecommuting. There is also a danger that, because they are not in the office environment on a daily basis, they will be overlooked for promotions and perhaps receive lower performance assessments.

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VII. EMPLOYEE INVOLVEMENT A. Employee Involvement: a participative process that uses the input of employees to

increase their commitment to the organization's success. 1. The logic behind employee involvement is that by involving workers in decisions that affect them and by increasing their autonomy and control over their work lives, employees will become more motivated, more committed to the organization, more productive, and more satisfied with their jobs. 2. Employee involvement programs differ among countries. Research shows that it is important to modify practices to reflect culture. 3. Examples of employee involvement programs. a. Participative Management. Participative management is the use of joint decision making in an organization. 1) Requirements. In order for this type of decision making to be effective, followers must have trust and confidence in their leaders. Leaders should refrain from coercive techniques and instead stress the organizational consequences of decisions to their followers. 2) Research Results. The findings on the use of this technique have been mixed. It appears that participation in decision making only has a modest influence on employee productivity, motivation, and job satisfaction. b. Representative Participation. 1) This technique from Western Europe is a legislated form of participation. 2) Representatives of employees are legally mandated to be placed on an organization's board (or on works councils who must be consulted regarding management’s personnel decisions) to represent the interests of the workers. 3) Purpose is the desire to redistribute power within an organization by giving the interests of labour more of an equal footing with those of management and stockholders. 4) Research a) From results thus far, it appears that this mandatory form of employee involvement has minimal impact on the employees. b) It may be motivational for those employees selected to represent the other workers, but it does not appear to motivate workers in general. 4. Linking Employee Involvement Programs and Motivation Theories a. Employee involvement draws on a number of the motivation theories we discussed in Chapter 7. 1) Theory Y is consistent with participative management and Theory X with the more traditional autocratic style of managing people. a) In terms of two-factor theory, employee involvement programs could provide intrinsic motivation by increasing opportunities for growth, responsibility, and involvement in the work itself. b) The opportunity to make and implement decisions—and then see them work out—can help satisfy an employee’s needs for responsibility, achievement, recognition, growth, and enhanced selfesteem. c) And extensive employee involvement programs clearly have the potential to increase employee intrinsic motivation in work tasks.

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VIII. USING PAY TO MOTIVATE EMPLOYEES A. Introduction 1. While pay is not a primary factor driving job satisfaction, it does motivate people. 2. There are four strategic reward decisions that need to be made in order to establish an effective pay and rewards system: a. what to pay employees, b. how to pay them, c. what benefits to offer, and d. how to recognize them. B. What to Pay: Establishing a Pay Structure 1. Setting pay levels can be a complex activity and entails balancing the following two values. a. Internal Equity: the worth of the job to the organization, usually established through a technical process called job evaluation. b. External Equity: the external competitiveness of an organization's pay relative to pay elsewhere in the industry, normally established through pay surveys. c. Some organizations pay above the market, while some lag the market because they cannot afford market rates or because they are willing to bear the costs of paying below market. d. Establishing internal and external equity is strategically important, because relative pay can make a great difference in the skill level of employees who are attracted to the organization and to turnover rate, therefore affecting both training and replacement costs. C. How to Pay: Rewarding Individual Employees Through Variable-Pay Programs 1. Rather than paying a person only for time on the job or seniority, a variable-pay program bases a portion of an employee’s pay on some individual and/or organizational measure of performance. 2. These programs attempt to tie pay directly to productivity and performance. 3. There are seven major types of variable-pay programs: a. Piece-Rate Pay. 1) In these programs, workers are paid a fixed sum for each unit of production completed. 2) These plans may or may not have a base salary attached to them. b. Merit-Based Pay. 1) These individual plans modify pay based on performance appraisal ratings. 2) Advantages. The advantage of these plans is that employers can differentiate pay based on performance, so that high performers are given bigger raises. 3) Disadvantages. However, it should be noted that these plans are only as valid as the appraisals they are based on. Additionally, the pay raise pool from which the merit pay monies are taken may be too low to provide a sufficient level of incentive pay. c. Bonuses. 1) Bonuses, extra money paid for a specific event or organizational achievement, are becoming more common even in the lower levels of organizations.

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2) One advantage of using bonuses is that they reward employees for recent performance rather than historical performance. 3) However, employees may prefer base pay increases to the variable bonuses. d. Skill-Based Pay (competency-based or knowledge-based pay). 1) These plans are an alternative to job-based pay. They pay workers for increasing their skill set at the job, rather than for advancements in position or job titles. 2) Advantages. This pay scheme increases workforce flexibility and makes management's job far easier when it comes to replacing or changing employees for a specific task. Communication throughout the organization also benefits. 3) Disadvantages. Employees can "top out" when they learn all the relevant skills in the program. They may not see any immediate need for the skills and management will be forced to pay for them anyway. e. Profit-Sharing Plans. 1) These are organization-wide programs to distribute compensation based on some established formula designed around a company's profitability. Rewards can be given in the form of cash, or for top management, allocations of stock options. f. Gainsharing. 1) This is a formula-based group incentive plan. 2) Group productivity improvements from one period to another determine the total amount of money that is to be allocated—even when the organization is not profitable. 3) Gainsharing is different from profit sharing because rewards are tied to productivity gains, not profitability. g. Employee Stock Ownership Plans (ESOPs). 1) These are company-established benefit plans in which employees can acquire stock, often at below-market prices, as part of their benefits. 2) Research has shown that these plans do increase employee satisfaction, but their impact on performance is less clear.

IX. EMPLOYEE RECOGNITION PROGRAMS A. Organizations are increasingly recognizing:

1. Important work rewards can be both intrinsic and extrinsic. 2. Rewards are intrinsic in the form of employee recognition programs and extrinsic in the form of compensation systems. B. Employee recognition programs range from a spontaneous and private thank-you to widely publicized formal programs in which specific types of behaviour are encouraged and the procedures for attaining recognition are clearly identified. C. Some research suggests financial incentives may be more motivating in the short term, but in the long run it’s nonfinancial incentives. 1. A few years ago, 1,500 employees were surveyed in a variety of work settings to find out what they considered the most powerful workplace motivator. D. Their response? Recognition, recognition, and more recognition. 1. An obvious advantage of recognition programs is that they are inexpensive because praise is free! 2. It shouldn’t be surprising then that they’ve grown in popularity.

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3. Despite the increased popularity of employee recognition programs, critics argue they are highly susceptible to political manipulation by management. 4. When applied to jobs for which performance factors are relatively objective, such as sales, recognition programs are likely to be perceived by employees as fair. 5. However, in most jobs, the criteria for good performance aren’t self-evident, which allows managers to manipulate the system and recognize their favourites. 6. Abuse can undermine the value of recognition programs and demoralize employees.

X. SUMMARY A. Understanding what motivates individuals is key to organizational performance. B. Employees whose differences are recognized, who feel valued, and who have the

oppor-tunity to work in jobs tailored to their strengths and interests will be motivated to per-form at the highest levels. C. Two-factor theory, and McClelland’s theory focus on needs. Neither has found widespread support, although McClelland’s is the strongest, particularly regarding the relation-ship between achievement and productivity. D. Self-determination theory has merits to consider. Goal-setting theory can be helpful but does not cover absenteeism, turnover, or job satisfaction. E. Equity theory’s strongest legacy is that it provided the spark for research on organiza-tional justice, which has more support in the literature. F. Expectancy theory can be helpful, but assumes employees have few constraints on deci-sion making, such as bias or incomplete information, and this limits its applicability. G. Organizational justice is influenced by distributive, procedural, informational, and inter-personal justice. The relevance of each form of justice varies by situation. H. The job characteristics model is a tool to help make jobs more engaging by being attentive to task identity, task significance, skill variety, autonomy, and feedback. I. Compensation and benefit plans, when well designed, can enhance motivation. When poorly designed, however, they can encourage negative and counterproductive work-place behaviours. J. Employee participation and recognition can increase employee productivity, commit-ment to work goals, motivation, and job satisfaction.

XI. IMPLICATIONS FOR MANAGERS A. Recognize individual differences. Spend the time necessary to understand what’s

important to each employee. Design jobs to align with individual needs and maximize their motivation potential. B. Use goals and feedback. You should give employees firm, specific goals, and they should receive feedback on how well they are faring in pursuit of those goals. C. Allow employees to participate in decisions that affect them. Employees can contribute to setting work goals, choosing their own benefits packages, and solving productivity and quality problems. D. Link rewards to performance. Rewards should contain a performance component, and employees must find the process to be fair. Recognize the power of both extrinsic and intrinsic rewards.

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E. Check the system for equity. Employees should perceive that experience, skills,

abilities, effort, and job requirements explain differences in pay, job assignments, and other rewards. F. Make sure extrinsic rewards for employees are not viewed as coercive, and recognize the importance of intrinsic motivators that appeal to employees’ desires for autonomy, relatedness, recognition, and competence. G. Consider goal-setting theory: Within reason, clear and difficult goals often lead to higher levels of employee productivity. H. In accordance with self-efficacy theory, efforts you make to help your employees feel successful in completing tasks will result in their increased motivation. I. As suggested by justice theory, ensure that employees feel fairly treated; sensitivity to processes and interactions are particularly important when rewards are distributed unequally. Mini Case Discussion Questions Case 1: Getting the Best from Your Sales Force 1. Using motivational theory as your guideline, identify strengths and weaknesses of the existing compensation system. Could the compensation and recognition system be contributing to poor sales of the new product? If so, explain how. Expectancy theory tells us that workers are more motivated when they anticipate a predictable, positive relationship between effort, performance, and reward. The current compensation system is problematic because the new product takes more effort to sell than the old product, yet the commission rate for the new software is the same for initial licenses and is actually less for maintenance contracts. In the eyes of the sales reps, they have more work to do for less overall compensation, with a higher risk of failure since the new product is untried in the market. This is made worse by the annual territory changes. Since this product has a long sales cycle once the first quarter of the year is past, there is always risk of losing a deal-inprogress due to territory changes. That would encourage sales reps to focus on maintenance contracts instead. These factors combine together, resulting in poor motivation to sell the new products. Positive elements of the existing compensation system include the small salary and high commission rate. This motivates employees to sell as much as possible while still providing a basic safety net such that anxiety and stress do not interfere with selling. Case 2: What Does “Fair” Mean? 1. Using what you know about equity theory, expectancy theory, and organizational justice, explain why Stephen and Bianca have different perceptions of what fairness means when it comes to implementing summer hours. Equity theory compares the inputs and rewards of one worker (or group of workers) with the inputs and rewards of another. Each worker, however, also engages in selective perception. For example, Bianca notices every time she has to stay on Friday afternoons but she doesn’t directly observe Stephen’s accounting team when they stay late for

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month end. Stephen’s group has a similar experience; they know when they stay late but don’t observe when Bianca’s group does the same thing. As a result, each group feels that they do more work (deliver more inputs) than the other group for inequitable rewards (time off), such that the end result is unfair. Expectancy theory highlights the relationship between effort, performance, and reward. The accounting group in particular considers their month-end efforts extraordinary and therefore feels that they have earned extra privileges. Others who do not have visibility into their month-end activities may perceive the situation differently. Organizational justice focuses on fairness related to outcomes, processes, and interpersonal interactions. Again, perceptions about relative effort and reward will influence these responses. In general, Bianca seems more focused on interpersonal justice (maintaining the family atmosphere) while Stephen seems more concerned with outcomes and processes (overtime tracking and associated compensation), suggesting different foci. Exercises 1. Self-analysis. After reviewing all of the motivational theories of this chapter, select the one you believe to be the most accurate in describing human behaviour. Justify your selection and describe how the motivational theory would explain the actions you have taken in your own life. 2. Web Crawling. Using your favourite search engine, find webpages that relate to Two Factor Theory. Read five of the most interesting pages. What overall impressions do you get on the perceived validity of this theory on those pages? Did everyone explain the theory in the same way? What may have caused the differences if there were any? 3. Teamwork. In small groups, discuss the motivations that each of you had when you made the decision to attend this university and this class in particular. Were they the same motivations? What motivates you to expend more effort in this class? What motivates you to continue to attend university and expend the effort necessary to graduate? As a group, decide which motivational theory best fits the results of your discussion. Be ready to give a short description of the most common motivators found in your group. Justify your application of the chosen motivational theory. What motivational suggestions would your team make to your professor or the university administrators to increase the likelihood of student performance, that is, successful graduation or increased study? 4. Analyzing Your Organization (Cumulative Project). Discuss with your manager the various motivational theories outlined in this chapter. Interview the manager to determine his or her beliefs regarding the validity of each of these theories. How might these beliefs affect organizational effectiveness? Be prepared to present your findings either orally in class or as a paper. 5. An Application of Motivation—MBO. Instructor notes: The goal here is to help students apply MBO. The emphasis should be on creating measurable realistic objectives. You

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may wish to use this as part of your grading for the course by holding the students accountable for their objectives at the end of the term. Review the principles of MBO with the class. Carefully describe the nature of effective outcomes. The criteria for effective objectives are that they should be specific, challenging, and measurable. Generalized outcomes, with no means of measuring their accomplishment, should not be accepted. As writing effective objectives is quite often a difficult task for both students and managers, it is strongly recommended that the first objective be written as a class activity. Typically, the students’ first version of an objective is “Get an A in the course.” Be gentle as you point out why this is not an effective objective. Suggested Assignment 1. Review the course objectives (outcomes) as given in the course materials. 2. Create five personal objectives relating to the successful completion of this course’s objectives. Submit the objectives to your instructor, retaining a copy for yourself. 3. In small groups, share your objectives and discuss. Present the five best objectives from the group to the class. 4. At the end of the course, when the instructor directs, write a short paper describing how well you believe you have met your own objectives.

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Chapter 8 Foundations of Group Behaviour Chapter Overview The text thus far has been dealing with individual behaviour. Another important component of OB is group behaviour. This chapter and the next will focus on how groups work and how to create effective teams. Chapter Objectives After studying this chapter, the student should be able to: 8.1a Define group, and identify the five stages of group development. 8.1 b Discuss how the punctuated equilibrium model helps us to better understand group behaviours. 8.2 Show how role requirements change in different situations. 8.3 Demonstrate how norms exert influence on an individual’s behaviour. 8.4 Discuss the dynamics of status in group behaviour. 8.5 Discuss the impact of cohesion and diversity on group effectiveness. 8.6 Contrast the strengths and weaknesses of group decision making. 8.7 Compare the effectiveness of interacting, brainstorming, and the nominal group technique. Suggested Lecture Outline

I. INTRODUCTION A. While understanding individual behaviour is important, most work takes place in

group settings. B. It is important for an effective manager to understand how people work in groups and how to create effective teams.

II. DEFINING AND CLASSIFYING GROUPS A. A group is two or more individuals, interacting and interdependent, who come

together to achieve particular objectives. 1. Formal Groups: groups that are defined by the organization's structure with designated work assignments that establish tasks. a. In these groups, acceptable behaviours are stipulated by, and directed toward, organizational goals. 2. Informal Groups: alliances that are neither formally structured nor organizationally determined. a. Informal groups are natural formations in the work environment that appear in response to the need for social contact. b. These types of interactions among individuals, though informal, deeply affect their behaviour and performance.

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B. The Five-Stage Model. 1. As shown in Exhibit 8-1, the five-stage group-development model characterizes groups as proceeding through the distinct stages of forming, storming, norming, performing, and adjourning. a. Forming. Characterized by a great deal of uncertainty about the group’s purpose, structure, and leadership. 1) Members experiment to determine which behaviours are acceptable. 2) The stage is complete when members think of themselves as part of a group. b. Storming. This stage is full of intragroup conflict as members resist the constraints the group imposes upon them and determine leadership. 1) When complete, the team will have a relatively clear hierarchy of group leadership. c. Norming. The group is cohesive and develops close relationships with a strong sense of group identity and camaraderie. 1) Stage is complete when the group structure solidifies and the group has assimilated a common set of expectations of what defines correct member behaviour. d. Performing. Finally, group energy moves toward performing their assigned task. 1) The group structure is fully functional and accepted. e. Adjourning. While permanent groups may not ever make it to this stage, temporary groups do. 1) In this stage, the group prepares to disband and perhaps join other groups. 2. Many interpreters of the five-stage model have assumed a group becomes more effective as it progresses through the first four stages. a. Although this may be generally true, what makes a group effective is actually more complex. b. Groups proceed through the stages of group development at different rates. 1) Those with a strong sense of purpose and strategy rapidly achieve high performance and improve over time. 2) Those with less sense of purpose actually see their performance worsen over time. 3) Groups that begin with a positive social focus appear to achieve the “performing” stage more rapidly. c. Nor do groups always proceed clearly from one stage to the next. 1) Storming and performing can occur simultaneously. 2) Groups even occasionally regress to previous stages. C. An Alternative Model for Temporary Groups with Deadlines. 1. Temporary groups with deadlines don’t seem to follow the usual five-stage model. Instead, they follow the punctuated-equilibrium model as shown in Exhibit 8-2. 2. Their first meeting sets the group’s direction; this first phase of group activity is one of inertia. 3. A transition takes place exactly when the group has used up half its allotted time. This transition initiates major changes. 4. A second phase of inertia follows the transition, and the group’s last meeting is characterized by markedly accelerated activity.

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5. The first meeting sets the group’s direction, and then a framework of behavioural patterns and assumptions through which the group will approach its project emerges, sometimes in the first few seconds of the group’s existence. a. Once set, the group’s direction is solidified and is unlikely to be reexamined throughout the first half of its life. This is a period of inertia—the group tends to stand still or become locked into a fixed course of action even if it gains new insights that challenge initial patterns and assumptions. 6. The group’s last meeting is characterized by a final burst of activity to finish its work. 7. In summary, the punctuated-equilibrium model characterizes groups as exhibiting long periods of inertia interspersed with brief revolutionary changes triggered primarily by members’ awareness of time and deadlines. a. Keep in mind that this model doesn’t apply to all groups but is suited to the finite quality of temporary task groups working under a time deadline.

III. GROUP ROLES A. In order to understand workgroups, it is important that we realize that the

behaviour of the members is shaped by the properties of the workgroups. B. Some defining group properties are roles, norms, status, size, cohesiveness, and diversity. C. Roles are the set of expected behaviour patterns attributed to someone occupying a given position in a social unit. 1. Typically, people are required to play a number of diverse roles, both on and off the job, which makes the understanding of role behaviour more difficult. 2. There are different ways to examine roles: a. Role Perception. 1) The view of how a person is supposed to act in a given situation. 2) The interpretation of how an individual believes he or she is supposed to behave will determine behaviour. 3) Perceptions can be gained through the media, direct experience, or observation. b. Role Expectations. 1) How others believe a person should act in a given situation. 2) Apprenticeship programs allow beginners to watch an expert so they can learn to act as they should. c. Role Conflict. 1) Role conflict exists when an individual finds that compliance with one’s role requirements makes it more difficult to comply with another role's requirements. 2) At the extreme, two or more role expectations can be completely contradictory.

IV. GROUP NORMS A. Norms are the acceptable standards of behaviour as shaped by the group's

members. 1. When accepted by the group's members, norms act as a powerful means of influencing the behaviour of the group with a minimum of external control. 2. Norms can cover any aspect of group behaviour.

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a. Probably the most common is performance norms, providing explicit cues about how hard members should work, how to do the job, what level of tardiness is appropriate, and the like. b. Other norms include appearance norms (dress codes, unspoken rules about when to look busy), social arrangement norms (with whom to eat lunch, whether to form friendships on and off the job), and resource allocation norms (assignment of difficult jobs, distribution of resources like pay or equipment). B. Norms and Behaviour. The importance of norms in influencing worker behaviour grew out of a series of studies undertaken at Western Electric Company’s Hawthorne Works in Chicago from 1924 through 1932. 1. The initial study determined that increases in productivity were caused by the fact that the groups were receiving more attention because they were observed, not by changes in the environmental conditions (lighting). 2. In a follow-on study, dealing with pay-for-performance, researchers discovered that workers do not maximize individual economic rewards, but as a group, establish and maintain the norm of a “proper day’s work” level of output. a. This also included strongly enforced norms of not creating too much or too little output or “squealing” to supervisors—enforced by ostracism or punches. C. Conformity. In order to be accepted, an individual will often change his or her behaviour or opinion to conform to the group. 1. There are numerous reasons for conformity, with recent research highlighting the importance of a desire to develop meaningful social relationships with others or to maintain a favourable self-concept. 2. In the set of classic studies by Solomon Asch, effects of conformity were demonstrated. a. When the subjects of the experiment were shown lines of unequal length in the presence of a group who claimed that the lines were of equal length, 75% of the subjects gave at least one answer that conformed, even though they knew it was wrong. However, these experiments are 50 years old and culture bound; the pressures to conform may not be as strong today as they were then. 3. Do individuals conform to the pressures of all groups to which they belong? Obviously not, because people belong to many groups and their norms vary and sometimes are contradictory. a. These important groups are called reference groups, in which a person is aware of other members, defines himself as a member or would like to be a member, and feels group members are significant to him. b. The implication then is that all groups do not impose equal conformity pressures on their members, since their importance is in the eye of the perceiver. D. Deviant Workplace Behaviour (also called antisocial behaviour or workplace incivility). Voluntary behaviour that violates significant organizational norms, and in doing so, threatens the well-being of the organization or its members. 1. Exhibit 8-4 provides a typology of deviant workplace behaviours. 2. Few organizations will admit to creating or condoning conditions that encourage and maintain deviant norms. Yet they exist. a. Employees report an increase in rudeness and disregard toward others by bosses and co-workers in recent years. 8-4

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3. Like norms in general, individual employees’ antisocial actions are shaped by the group context within which they work. a. Evidence demonstrates that deviant workplace behaviour is likely to flourish where it’s supported by group norms. b. When deviant workplace norms surface, employee cooperation, commitment, and motivation are likely to suffer. 4. What are the consequences of workplace deviance for teams? Some research suggests a chain reaction occurs in groups with high levels of dysfunctional behaviour. a. The process begins with negative behaviours like shirking, undermining coworkers, or being generally uncooperative. b. As a result, the team collectively starts to experience negative moods. These negative moods result in poor coordination of effort and lower levels of group performance.

V. GROUP STATUS A. Status. 1. Status is a socially defined position or rank given to groups or group members by others. a. Even the smallest group will develop roles, rights, and rituals to differentiate its members. b. Status is a significant motivator and has major behavioural consequences when individuals perceive a disparity between what they believe their status to be and what others perceive it to be. B. What Determines Status? 1. According to the status characteristics theory, status develops into a hierarchy, and tends to be derived from one of three sources: a. The Power a Person Wields over Others: The more power (control of resources) that an individual has, the higher his or her status. b. A Person’s Ability to Contribute to Group Goals: People whose contributions are critical to the group success also tend to have high status. c. An Individual's Personal Characteristics: When a group positively values certain personal characteristics, people who carry those traits receive high status. C. Status and Norms. 1. High status members of groups often have more freedom to deviate from norms than do low status members. 2. High status members are also better able to resist conformity pressures, as they are less likely to be motivated by the need for social rewards. D. Status and Group Interaction. 1. The interactions among members of a group are influenced by status. 2. High status people tend to be more assertive, while lower status members are more likely to be less active participants in discussions. 3. The situation may result in a lower diversity of ideas and creativity.

VI. GROUP SIZE A. Group size does affect the group's overall behaviour, but it is contingent uponwhich dependent variables are being examined.

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B. Smaller groups complete tasks faster and their individuals perform better, but larger groups consistently do better in problem solving.

VII. GROUPS AND WORK ATTITUDES: MORE ON SOCIAL LOAFING A. Social Loafing: the tendency for individuals to expend less effort when working

collectively than when working individually. 1. A group’s effort is not equal to the sum of the efforts of individuals within that group. 2. Group performance does increase with group size, but the addition of new members of the group has diminishing returns on productivity. 3. What causes social loafing? a. There are a number of possible causes of social loafing. b. Equity theory would indicate that when an individual and the group believes that he or she is working harder than the other group members, that individual will reduce effort to match that of the group. c. Another explanation may be the diffusion of responsibility: because the results of a group cannot be attributed to any single individual, the relationship between an individual's input and the group's output is clouded and difficult to measure. 4. Social loafing appears to have a Western bias. It is consistent with individualistic cultures, and not prevalent in collective societies in which individuals are motivated by in-group goals. 5. Preventing Social Loafing. While there is no magic bullet, these four suggestions will help minimize its effect: a. Set group goals so that the group has a common purpose. b. Increase intergroup competition (increases focus on shared outcomes). c. Engage in peer evaluation. d. Select members who have high motivation and prefer to work in groups. e. Distribute group rewards by partially basing them on each member’s unique contributions.

VIII. GROUP COHESIVENESS AND DIVERSITY A. Cohesiveness is the degree to which members are attracted to each other and are

motivated to stay in the group. 1. Cohesiveness is important because it has been found to be related to the group's productivity. 2. Groups may become more cohesive when they spend a lot of time together, the group size is small, or the group has experienced external threats. 3. Cohesiveness affects group productivity. a. Performance-related norms established by the group are the key moderating variable between cohesiveness and productivity. b. If performance-related norms are high and the group is cohesive, they will be more productive than a less cohesive group. c. However, a cohesive group with low performance norms will experience low productivity. 4. Encouraging group cohesiveness. a. The following methods may increase group cohesiveness: 1) Decrease the size of the group. 2) Encourage group members to agree with the group's goals.

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3) Increase the time members spend together. 4) Increase the status of the group and the perceived difficulty of obtaining membership in that group. 5) Stimulate competition with other groups. 6) Give rewards to the group rather than to individual members. 7) Physically isolate the group. B. Diversity is the degree to which members of the group are similar to, or different from, one another. 1. A great deal of research is being done on how diversity influences group performance. Some looks at cultural diversity and some at racial, gender, and other differences. Studies identify both costs and benefits from group diversity. 2. Diversity appears to increase group conflict, especially in the early stages of a group’s tenure, which often lowers group morale and raises dropout rates. 3. Research shows that teams in which the members’ values or opinions differ tend to experience more conflict, but leaders who can get the group to focus on the task at hand and encourage group learning are able to reduce these conflicts and enhance discussion of group issues. 4. Culturally and demographically diverse groups may perform better over time— if they can get over their initial conflicts. 5. Surface-level diversity—in observable characteristics such as national origin, race, and gender—alters people to possible deep-level diversity—in underlying attitudes, values, and opinions. 6. The impact of diversity on groups is mixed. It is difficult to be in a diverse group in the short term. However, if members can weather their differences, over time diversity may help them be more open-minded, creative, and to do better. But even positive effects are unlikely to be especially strong. C. Faultlines. 1. One possible side effect of diverse teams—especially those that are diverse in terms of surface-level characteristics—is faultlines, or perceived divisions that split groups into two or more subgroups based on individual differences such as sex, race, age, work experience, and education. 2. Research on faultlines has shown that splits are generally detrimental to group functioning and performance. 3. Subgroups may wind up competing with each other, which takes time away from core tasks and harms group performance. 4. Groups that have subgroups learn more slowly, make more risky decisions, are less creative, and experience higher levels of conflict. 5. Subgroups are less likely to trust each other. 6. Finally, although the overall group’s satisfaction is lower when faultlines are present, satisfaction with subgroups is generally high. 7. Overall, although research suggests that diversity in groups is a potential double-edged sword, recent work indicates they can be strategically employed to improve performance.

IX. GROUP DECISION MAKING A. Groups versus the Individual. 1. Whether or not a group’s decisions are better than an individual’s decisions depends on a number of factors.

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2. To understand group decision making, we must examine its strengths and weaknesses. B. Strengths of Group Decision Making. The use of groups in decision making provides the following benefits: 1. Generates more complete information and knowledge. 2. Offers increased diversity of views. 3. Increases the acceptance of the solution. C. Weaknesses of Group Decision Making: 1. Typically, it takes more time to reach a solution. 2. Greater conformity pressures exist. 3. Discussion can be dominated by one or a few members. 4. Ambiguous responsibility decreases accountability. D. Effectiveness and Efficiency. 1. Effectiveness. a. Whether or not group decisions are more effective than those of an individual depends on the criteria used for defining effectiveness. b. Accuracy: group decisions are generally more accurate than that of the average individual in the group, but less accurate than the judgments of the most accurate group member. c. Speed: individual decision making is much faster than group decision making. d. Creativity: groups tend to be more creative than are individuals. e. Degree of acceptance: group decisions tend to be more readily accepted than are those of an individual. 2. Efficiency. a. Groups are far less efficient than are individual decision makers. b. In deciding whether to use a group, consideration should be given to assessing whether increases in effectiveness more than offset the reductions in efficiency. E. Groupthink and Groupshift. 1. These two phenomena of group decision making have the potential to affect the group's ability to appraise alternatives subjectively and to arrive at quality decision solutions. a. Groupthink: relates to norms and describes situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views. b. Groupshift: describes the way group members tend to exaggerate their initial positions when discussing alternatives and arriving at a solution. 2. Groupthink. a. It describes a deterioration of an individual's mental efficiency, reality testing, and moral judgment as a result of group pressures. b. Symptoms of groupthink: 1) Group members rationalize away any resistance to the assumptions they have made, no matter how strong the evidence may be that those assumptions are incorrect. 2) Members apply direct pressures on those who momentarily express doubts about any of the group’s shared views or who question the validity of arguments supporting the alternative favoured by the majority.

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3) Members who have doubts or hold differing points of view keep silent about their misgivings and may even internally minimize the importance of their doubts. 4) The illusion of unanimity: unless a group member speaks out, his or her silence is taken as concurrence. c. Groupthink appears closely aligned with the conclusions Asch drew in his experiments with a lone dissenter. 1) Individuals who hold a position different from that of the dominant majority are under pressure to suppress, withhold, or modify their true feelings and beliefs. 2) As members of a group, we find it more pleasant to be in agreement—to be a positive part of the group—than to be a disruptive force, even if disruption is necessary to improve the effectiveness of the group’s decisions. d. What can managers do to minimize groupthink? 1) First, they can monitor group size. a) People grow more intimidated and hesitant as group size increases, and, although there is no magic number that will eliminate groupthink, individuals are likely to feel less personal responsibility when groups get larger than about ten members. 2) Managers should also encourage group leaders to play an impartial role. a) Leaders should actively seek input from all members and avoid expressing their own opinions, especially in the early stages of deliberation. 3) In addition, managers should appoint one group member to play the role of devil’s advocate; this member’s role is to overtly challenge the majority position and offer divergent perspectives. 4) Still another suggestion is to use exercises that stimulate active discussion of diverse alternatives without threatening the group and intensifying identity protection. a) One such exercise is to have group members delay discussion of possible gains so they can first talk about the dangers or risks inherent in a decision. 5) Requiring members to first focus on the negatives of an alternative makes the group less likely to stifle dissenting views and more likely to gain an objective evaluation. 3. Groupshift or Group Polarization. a. There are differences between group decisions and the individual decisions of group members. 1) Sometimes group decisions are more conservative. 2) More often, they lean toward greater risk. What appears to happen in groups is that the discussion leads members toward a more extreme view of the position they already held. 3) Conservatives become more cautious, and more aggressive types take on more risk. b. The group discussion tends to exaggerate the initial position of the group. c. We can view group polarization as a special case of groupthink. 1) The group’s decision reflects the dominant decision-making norm that develops during discussion.

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2) Whether the shift in the group’s decision is toward greater caution or more risk depends on the dominant pre-discussion norm. d. The shift toward polarization has generated several explanations. 1) It’s been argued, for instance, that discussion makes the members more comfortable with each other and, thus, more bold and daring. 2) Another argument is that the group diffuses responsibility. a) Group decisions free any single member from accountability for the group’s final choice, so greater risks can be taken. b) It’s also likely that people take on extreme positions because they want to demonstrate how different they are from the outgroup. 3) People on the fringes of political or social movements take on more and more extreme positions just to prove they are really committed to the cause. 4) So how should you use the findings on groupshift? a) Recognize that group decisions exaggerate the initial position of the individual members, b) Recognize that the shift has been shown more often to be toward greater risk, and c) Recognize that which way a group will shift is a function of the members’ pre-discussion inclinations.

X. GROUP DECISION-MAKING TECHNIQUES A. One of the most common forms that groups take when making decisions is that of

interacting groups. 1. Interacting Groups: groups in which the members meet face to face and rely on both verbal and nonverbal interaction to communicate with each other. 2. Brainstorming can overcome the pressures for conformity that dampen creativity by encouraging any and all alternatives while withholding criticism. 3. This somewhat ineffective technique does not lead to a solution, and may in fact lead to fewer creative alternatives than an individual could come up with, due to production blocking (distractions to thought caused by the technique itself). 4. Nominal group technique restricts discussion or interpersonal communication during the decision-making process. a. This is why it is referred to as a "nominal" (in name only) group technique. b. Group members are all physically present, but operate independently. c. A problem is presented and the following steps take place. d. Each member independently writes down ideas on the problem without discussing it in the group. e. Sequentially, each member will present one idea to the group until all ideas have been presented and recorded. No discussion is allowed until all ideas have been recorded. f. Group discusses ideas for clarity and evaluates them. g. Each group member silently and independently rank orders the ideas. h. The idea with the highest aggregate ranking determines the final decision. i. The chief advantage of the nominal group technique is that it does not restrict independent thinking; groups that use this technique tend to outperform brainstorming groups.

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5. Each of the group-decision techniques has its own set of strengths and weaknesses. The choice depends on what criteria you want to emphasize and the cost-benefit tradeoff. 6. As Exhibit 8-5 indicates, an interactive group is good for achieving commitment to a solution, brainstorming develops group cohesiveness, and the nominal group technique is an inexpensive means for generating a large number of ideas.

XI. SUMMARY A. Norms control behaviour by establishing standards of right and wrong. B. Status inequities create frustration and can adversely influence productivity and willingness to remain with an organization.

C. The impact of size on a group’s performance depends on the type of task. D. Cohesiveness may influence a group’s level of productivity, depending on the group’s performance-related norms.

E. Diversity appears to have a mixed impact on group performance, with some studies suggesting that diversity can help performance and others suggesting it can hurt it.

F. Role conflict is associated with job-induced tension and job dissatisfaction. G. People generally prefer to communicate with others at their own status or a higher one, rather than with those below them.

H. Using techniques such as brainstorming and the nominal group technique can lessen bias and member silencing when engaging in group decision making.

XII. IMPLICATIONS FOR MANAGERS A. Recognize that groups can dramatically affect individual behaviour in organizations,

to either positive or negative effect. Therefore, pay special attention to roles, norms, and cohesion—to understand how these are operating within a group is to understand how the group is likely to behave. B. To decrease the possibility of deviant workplace activities, ensure that group norms do not support antisocial behaviour. C. Pay attention to the organizational status levels of the employee groups you create. Because lower-status people tend to participate less in group discussions, groups with high-status differences are likely to inhibit input from lower-status members and reduce their potential. D. When forming employee groups, use larger groups for fact-finding activities and smaller groups for action-taking tasks. When creating larger groups, you should also provide measures of individual performance. E. To increase employee satisfaction, work on making certain your employees perceive their job roles the same way you perceive their roles.

XIII. KEEP IN MIND A. Group norms, roles, and identities have powerful effects on individual behaviour. B. Group decision making is not always better than individual decision making.

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Mini Case Discussion Questions Case 1: Accepting New Norms? A Harassed Reporter Fights Back 1. Discuss how power and status influenced norm development for the FHRITP “community.” Put another way, how might being a male sports fan in 2015 have influenced Simoes’ perceptions of acceptable behaviour? Sports are one of the last bastions of male privilege in North American society. Inequality is systematically accepted in the sporting world. For example, more formal resources are available for elite male athletes than elite female athletes. News stories about females being denied playing space/field time still appear occasionally in community papers. The compensation of men playing in the World Cup of Soccer is orders of magnitude higher than the pay for women’s World Cup teams. Male athletes routinely earn more in sponsorships. In most places, being told one “plays like a girl” is still considered an insult. Females who dare tread in this domain as experts are perceived as threatening, taking on roles that are “not their place.” Humiliating those women is one way to attempt to force them back into a traditional, servile role. The traditionally male world of professional sports is known for discounting women. As such, the context may have activated non-conscious attitudes within Simoes, causing aspects of his personality that he would normally self-edit to come out in an environment in which he would anticipate support for his behaviour. Case 2: Re-Norm or Adjourn? The US Federal Republican Party 1. What would research about the impact of status, group size, level of cohesion, and diversity predict when assessing this situation? Is it more likely that the Republican Party will re-norm and start to perform again or will they adjourn? Status is a socially defined position or rank given to groups or group members by others. Donald Trump had a lot of status in his party. Many of the members of the party were willing to listen to what he had to say. The fact that high status members of groups often have more freedom to deviate from norms than do low status members, Donaly Trump was able to make statements that would not have been possible from others in the party. Group size does not affect the group's overall behaviour, but it does influence the effect of other variables. For example, smaller groups complete tasks faster and their individuals perform better, but larger groups consistently do better in problem solving. In this particular case, the party was particularly large, which prevented them from completing tasks quickly. Level of cohesion refers to the degree to which group members are attracted to each other and motivated to stay in the group. The fact that political parties have a high level of cohesion suggests that members of the party are likely to be highly motivated to act based on what Donald Trump says. Diversity refers to the degree to which members of the group are similar to, or different from, one another. Based on the case study, it would appear that the Republican party has a high level of diversity, which has the tendency to increase group conflict.

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It is likely that the party will renorm. The party’s major status symbol (i.e., Donald Trump) has lost considerable status as a result of the Capital Hill riot and, therefore, is unlikely to continue to be the party’s leader. In order to identify a new leader / status symbol within the party, the members of the Republican party will need to re-norm so that there is consensus regarding the values of the party. Exercises 1. Self-analysis. Consider the last group that you were in that was required to make a decision. What type of group was it? What types of decision-making techniques were used? How is your input to the group affected by the type of group and decision-making technique? 2. Web Crawling. Using your favourite search engine, locate a group decision-making technique that was not mentioned in the text. Write a brief one-page synopsis of the technique that would allow a manager to use it without having viewed the website. Ensure you properly cite the source. 3. Teamwork. In this exercise, the instructor will break the class up into groups of various sizes, some large (12+ members) and some small (4-7 members), and will leave three individuals by themselves. The instructor will provide three datasheets on a product (cars, laptop computers, smartphones, or something similar). Using whichever group decision-making technique the group thinks is appropriate, decide which of the three products is superior. Keep track of the time it takes to make your decision. The three individuals will also make this decision, each on their own, and keep track of the time it takes them. As a class, compare the quality of the results and the time it took to achieve them, based on group size and decision-making technique. What are your findings? 4. Analyzing Your Organization (Cumulative Project). Write a one-page paper that outlines the use of groups and/or teams in your organization for decision making. What decision-making techniques are commonly used and how does the average worker feel about the quality of these decisions? Suggested Assignments 1. Group Membership Analysis. List all of the groups that you belong to and categorize each group based on the group subcategories given in the text. Count up the number of groups you belong to in each subcategory and record that subtotal. Sum up all of the subcategories and record your total group memberships. Share your results in class and sum up the individual subtotal counts to get a class total. In which subcategory was group membership most frequently identified and in which was membership least frequently identified? What was the average number of groups to which members of the class belonged? 2. Status Symbols. Examine an organization with which you are familiar and pay particular attention to the use of status symbols by those in high status positions. Make a list of the differences in symbols between those in high- and low-status positions.

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Share your findings with the class, and, as a class, discuss how being able to identify these high-status symbols can help you become more effective in the organization. 3. Identifying Norms. As university students you have been exposed to a continuing series of norms. From elementary school on, you have learned what is considered to be proper behaviour in the classroom. As a class (or in small groups), brainstorm and identify these unwritten rules of classroom behaviour. How many norms were there? How many of these norms were you consciously aware of prior to listing them?

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Chapter 9 Understanding Work Teams

Chapter 9 Understanding Work Teams Chapter Overview Teams are increasingly becoming the primary means for organizing work in contemporary business firms. Understanding how and when to create these work teams is the purpose of this chapter. Chapter Objectives After studying this chapter, the student should be able to: 9.1 a Analyze the growing popularity of teams in organizations. 9.1b Contrast groups and teams. 9.2 Contrast the five types of teams. 9.3 Identify the characteristics of effective teams. 9.4a Show how organizations can create team players. 9.4 b Understand how to contribute to a team effectively as a member. 9.5 Decide when to use individuals instead of teams. Suggested Lecture Outline

I. WHAT ARE TEAMS AND WHY HAVE THEY BECOME SO POPULAR? A. As organizations have restructured themselves to compete more effectively and efficiently, they have turned to teams as a better way to use employee talents.

B. Teams are more flexible and responsive to changing events than traditional

departments or other forms of permanent groupings. C. They can quickly assemble, deploy, refocus, and disband. But don’t overlook the motivational properties of teams. D. Consistent with our discussion of employee involvement as a motivator, teams facilitate employee participation in operating decisions. E. So another explanation for their popularity is that they are an effective means for management to democratize organizations and increase employee motivation. F. The fact that organizations have turned to teams doesn’t necessarily mean they’re always effective. G. Work Group. 1. A group is defined as two or more individuals, interacting and interdependent, who have come together to achieve particular objectives. 2. A work group is a group that interacts primarily to share information and to make decisions to help each member perform within his or her area of responsibility. a. Work groups have no need to engage in collective work or joint efforts, so no positive synergy is created.

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3. In contrast to work groups, work teams create positive synergy through coordinated effort. a. Their individual efforts result in a level of performance that is greater than the sum of those individual inputs. 4. In both work groups and work teams, there are often behavioural expectations of members, collective normalization efforts, active group dynamics, and some level of decision making (even if just informally about the scope of membership). a. Both work groups and work teams may generate ideas, pool resources, or coordinate logistics such as work schedules; for the work group, however, this effort will be limited to information gathering for decision makers outside the group. b. Whereas we can think of a work team as a subset of a work group, the team is constructed to be purposeful (symbiotic) in its member interaction. c. The distinction between a work group and a work team should be kept even when the terms are mentioned interchangeably in differing contexts. Exhibit 10-1 highlights the differences between work groups and work teams. 5. The definitions help clarify why organizations structure work processes by teams. Management is looking for positive synergy that will allow the organization to increase performance. a. The extensive use of teams creates the potential for an organization to generate greater outputs with no increase in employee headcount. b. Notice however that we said potential. There is nothing magical that ensures the achievement of positive synergy in the creation of teams. Merely calling a group a team doesn’t automatically improve its performance. c. Effective teams have certain characteristics. If management hopes to gain increases in organizational performance through the use of teams, its teams must possess these characteristics.

II. TYPES OF TEAMS A. In this section, we first describe four common types of teams; problem-solving

teams, self-managed work teams, cross-functional teams, and virtual teams. Then we discuss multi-teams, a “team of teams.” B. Problem-Solving Teams. 1. These are teams in which members, often from the same department, share ideas or offer suggestions on how work processes and methods can be improved. 2. They rarely have the authority to unilaterally implement any of their suggested actions. C. Self-Managed Work Teams. 1. Unlike problem-solving teams, these teams move beyond simply making recommendations and instead implement solutions and take responsibility for outcomes. 2. Typically made up of 10 to 15 employees who perform highly related or interdependent jobs. a. This team takes on many of the responsibilities of their former supervisors such as

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1) planning and scheduling of work 2) assigning tasks to members, collective control over the pace of work 3) making operating decisions 4) taking actions on problems 5) working with suppliers and customers 3. Research has indicated that the effectiveness of self-managed teams is not uniformly positive. a. Self-managed teams do not typically manage conflicts well. b. When disputes arise, members stop cooperating and power struggles ensue, which leads to lower group performance. c. Moreover, although individuals on these teams report higher levels of job satisfaction than other individuals, they also sometimes have higher absenteeism and turnover rates. D. Cross-Functional Teams. 1. These are teams made up of employees from about the same hierarchical level, but from different work areas, who come together to accomplish a specific task. 2. This type of team is an effective means of allowing people from diverse areas within the organization (or even between organizations) to exchange information, develop new ideas and solve problems, and coordinate complex projects. 3. Cross-functional teams are somewhat difficult to manage and it may take significant time for the teams to develop sufficient trust to become effective. 4. The strength of traditional cross-functional teams is the face-to-face collaborative efforts of individuals with diverse skills from a variety of disciplines. When the unique perspectives of these members are considered, these teams can be very effective. E. Virtual Teams. 1. Unlike the first three types of teams, virtual teams do not meet face to face. 2. Virtual teams use computer technology to tie together physically dispersed members in order to achieve a common goal. 3. These teams have become so pervasive and the technology so advanced that nearly all types of teams today do some of their work remotely. 4. Special Challenges of Virtual Teams. The lack of face-to-face contact results in: a. Less social rapport and direct interaction among members than in other types of teams. b. Another challenge is to correctly disperse information. Evidence from 94 studies involving more than 5,000 groups found that virtual teams are better at sharing unique information (information held by individual members, not the entire group), but they tend to share less information overall. c. A further challenge is finding the best amount of communication. Low levels of virtual communication in teams results in higher levels of information sharing, but high levels of virtual communication hinder it. 5. Thus, it is a mistake to think that virtual teams are an easy substitute for faceto-face teams. While geographic reach and immediacy of virtual communication make virtual teams a natural development, managers must make certain this type of team is the optimal choice for the desired outcome and then maintain an oversight role throughout the collaboration. F. Multiteam Systems. 1. The types of teams we’ve described so far are typically smaller, standalone 9-3

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2. 3. 4.

5.

teams, though their activities relate to the broader objectives of the organization. As tasks become more complex, teams often grow in size. Increases in team size are accompanied by higher coordination demands, creating a tipping point at which the addition of another member does more harm than good. To solve this problem, organizations are employing a multiteam system: collections of two or more interdependent teams that share a superordinate goal. In other words, multiteam systems are “teams of teams.” Some factors that make smaller, more traditional teams effective do not necessarily apply to multiteam systems and can even hinder their performance. a. One study showed that multiteam systems performed better when they had “boundary spanners” whose job was to coordinate with members of the other subteams. b. This reduced the need for some team member communication. Restricting the lines of communication was helpful because it reduced coordination demands. c. Research on smaller, standalone teams tends to find that opening up all lines of communication is better for coordination, but when it comes to multiteam systems, the same rules do not always apply. In general, a multiteam system is the best choice when either a team has become too large to be effective, or when teams with distinct functions need to be highly coordinated.

III. CREATING EFFECTIVE TEAMS A. Many researchers have tried to identify factors related to team effectiveness.

Exhibit 10-2 summarizes what we currently know about what makes teams effective. 1. In considering the team effectiveness model, keep in mind three points. a. First, teams differ in form and structure. The model attempts to generalize across all varieties of teams, but avoid rigidly applying its predictions to all teams. Use it as a guide. b. Second, the model assumes teamwork is preferable to individual work. Creating “effective” teams when individuals can do the job better is like perfectly solving the wrong problem. c. Third, let’s consider what team effectiveness means in this model. Typically, team effectiveness includes objective measures of the team’s productivity, managers’ rating of the team’s performance, and aggregate measures of member satisfaction. d. We can organize the key components of effective teams into three general categories. First are the resources and other contextual influences that make teams effective. The second relates to the team’s composition. Finally, process variables are events within the team that influence effectiveness. B. Context: What Factors Determine Whether Teams Are Effective? 1. There are four general categories of key team effectiveness components (context, composition, work design, and process variables): a. Adequate Resources. 1) All work groups rely on resources outside of the group to sustain them. 2) A scarcity of resources directly reduces the ability of the team to perform its job effectively. 9-4

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3) These supportive resources include timely information, proper equipment, adequate staffing, encouragement, and administrative assistance. b. Leadership and Structure. 1) Team leadership and structure are required in order to get team members to agree on the specifics of work and how they fit together to integrate individual skills into a team output. 2) Leadership is especially important in multiteam systems, where different teams need to coordinate efforts to produce a desired outcome. 3) In these situations, leaders need to play the role of facilitators. c. Climate of Trust. 1) Members of effective teams trust each other and their leaders. 2) This trust facilitates cooperation, reduces the need to monitor each other’s behaviour, and increases bonding. 3) Team members are more likely to take risks and expose vulnerabilities when they believe they can trust others on their team. 4) Trust in the leadership helps the team accept and commit to the leader’s goals and decisions. d. Performance Evaluation and Rewards Systems. 1) These systems must be modified to reflect team performance in order to hold both individuals and the team accountable. 2) These modifications may include group-based appraisals, profit sharing, gainsharing, and small-group incentives. C. Team Composition. 1. There are five variables in this category related to how teams should be staffed. a. Abilities of Members. Part of a team's performance depends on the knowledge, skills, and abilities of its members. 1) A team’s performance is not merely the summation of its individual members’ abilities, but these abilities set limits on what members can do and how effectively they will perform on a team. 2) Research has shown the following results when considering the abilities of members of effective teams. a) For tasks that entail considerable thought, high ability teams (teams composed of mostly intelligent members) do better. b) High ability teams are also better at adapting to changing situations. c) The intelligence and ability of a team’s leader also matters. A less intelligent leader can neutralize the effect of a high ability team. b. Personality of Members. 1) As demonstrated in a previous chapter, personality has a significant influence on individual behaviour; it also does on team behaviour. 2) Teams that rate higher in mean levels of conscientiousness and openness to experience with a minimum level of agreeableness tend to perform better. 3) Conscientious team members are valuable because they back up other team members and are good at sensing limited support. a) When there are not enough conscientious team members to go around, it is better to “pack” teams of conscientious members rather than “seeding” them throughout all of the organization’s teams.

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4) Open team members are better communicators and throw up more ideas leading to more creative and innovative solutions. c. Allocation of Roles. 1) Teams have different needs, and members should be selected to ensure all the various roles are filled. 2) A study of 778 major league baseball teams over a 21-year period highlights the importance of assigning roles appropriately. a) As you might expect, teams with more experienced and skilled members performed better. b) However, the experience and skill of those in core roles who handle more of the workflow of the team, and who are central to all work processes (in this case, pitchers and catchers), were especially vital. c) In other words, put your most able, experienced, and conscientious workers in the most central roles in a team. d. Diversity of Members. 1) Organizational Demography: The degree to which members of a work unit share a common demographic attribute such as age, sex, race, educational level, or length of service in the organization. 2) Attributes such as age or the date of joining should help us predict turnover. 3) Surface-level social-category diversity such as race/ethnicity, gender, and age tend to have negative effects on the performance of teams. 4) While these effects may decline over time, there is little evidence diverse teams perform better. 5) For diverse teams to realize their creative potential, they need to focus on their differences, not their similarities. 6) Culturally heterogeneous teams have more difficulty learning to work with each other and solving problems, but these difficulties dissipate with time. e. Size of Teams. 1) Most effective teams have five to nine members. 2) Using the smallest possible number of people who can accomplish a task tends to be the most effective way of sizing a team. 3) Doing so reduces coordination problems, decreases the chance of social loafing, and increases cohesiveness. f. Member Preferences. 1) Not every employee is a team player. a) Given the option, many employees will select themselves out of team participation. b) When people who would prefer to work alone are required to team up, there is a direct threat to the team’s morale and to individual member satisfaction. c) This suggests that when selecting team members, managers should consider individual preferences along with abilities, personalities, and skills. High-performing teams are likely to be composed of people who prefer working as part of a group. D. Team Processes. 1. The final key component for team effectiveness is process: specifically, six variables related to how a team completes their task.

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2. Team processes should produce positive results: the output should be greater than the sum of the inputs (positive synergy). 3. Common Plan and Purpose. a. Effective teams begin by analyzing the team’s mission, developing goals to achieve that mission, and creating strategies for achieving the goals. b. Teams that establish a clear sense of what needs to be done and how consistently perform better. c. Members of successful teams put a tremendous amount of time and effort into discussing, shaping, and agreeing on a purpose that belongs to them both collectively and individually. d. This common purpose, when accepted by the team, becomes what celestial navigation is to a ship captain: 1) It provides direction and guidance under any and all conditions. e. Like a ship following the wrong course, teams that don’t have good planning skills are doomed; perfectly executing the wrong plan is a lost cause. f. Effective teams also show reflexivity, meaning they reflect on and adjust their master plan when necessary. g. A team has to have a good plan, but it also has to be willing and able to adapt when conditions call for it. 4. Specific Goals. a. Successful teams translate their common purpose into specific, measurable, and realistic performance goals. b. Specific goals facilitate better communication and help teams maintain focus on results. c. These goals should be challenging in order to be motivational. 5. Team Efficacy. a. Effective teams have confidence in themselves: they believe they can succeed. b. Past success breeds future success. c. In order to increase team efficacy, managers can take one or both of the following two options. 1) Help the team to achieve small initial successes. 2) Provide technical and interpersonal skills training. 6. Mental Models. a. Effective teams have accurate and common mental models—knowledge and beliefs (a “psychological map”) about how the work is done. Incorrect or inaccurate mental models will decrease effectiveness. 7. Conflict Levels. a. A low level of conflict can actually improve team effectiveness. b. Relationship conflicts are usually detrimental, but task conflicts in teams performing non-routine activities may actually lead to superior decisions. 8. Social Loafing. a. Individuals can hide within groups. b. They coast on the group's effort because their individual contributions can't be identified. c. Effective teams undermine this tendency by holding themselves accountable at both the individual and team level.

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IV. TURNING INDIVIDUALS INTO TEAM PLAYERS A. In many cultures and companies, employees have been trained to be fiercely

E.

individualistic. 1. Teamwork is not a natural state for them. 2. Management's challenge, therefore, is to overcome the individual resistance toward team participation. B. Selection: Hiring Team Players. 1. When hiring team members, in addition to technical skills, candidates should be screened on their ability to fulfill team roles. 2. Creating teams often means resisting the urge to hire the best talent no matter what. C. Training: Creating Team Players. 1. Managers can train individuals to become team players. 2. This may require the use of outside consultants who can help employees improve the employees’ problem solving, communication, negotiation, conflictmanagement, and coaching skills. D. Rewarding: Providing Incentives to Be a Good Team Player. 1. An organization’s reward system must be reworked to encourage cooperative efforts rather than competitive ones. a. Hallmark Cards, Inc. added to its basic individual-incentive system an annual bonus based on achievement of team goals. b. Whole Foods directs most of its performance-based rewards toward team performance. c. As a result, teams select new members carefully so they will contribute to team effectiveness (and thus team bonuses). 2. It is usually best to set a cooperative tone as soon as possible in the life of a team. a. As we already noted, teams that switch from a competitive to a cooperative system do not share information and make rushed, poor-quality decisions. b. Apparently, the low trust typical of the competitive group will not be readily replaced by high trust with a quick change in reward systems. c. These problems are not seen in teams that have consistently cooperative systems. 3. Promotions, pay raises, and other forms of recognition should be given to individuals who work effectively as team members by training new colleagues, sharing information, helping resolve team conflicts, and mastering needed skills. 4. Don’t forget the intrinsic rewards, such as camaraderie, that employees can receive from teamwork. How to be an Effective Member of a Team 1. Show up. Be present. Avoid distractions. 2. Be aware of what you know and what you don’t know. 3. Listen actively and respectfully. 4. Focus on ideas not personalities. 5. Be responsible. 6. Be proactive about helping others (with their consent). 7. Avoid jealousy and envy. Give credit to others when it is due. 8. Take flexible approaches to problem solving. 9. Recognize silent team members and create space for them to contribute.

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V. BEWARE! BEWARE! TEAMS AREN'T ALWAYS THE ANSWER A. Teamwork takes more time and often more resources than individual work. B. Therefore, the benefits of using teams must exceed the costs of having them. This may not always be the case, and there are three tests to determine if a team is necessary in a given situation. 1. Complexity of Work. A good indicator of the need for teams is the complexity of the work and the need for different perspectives for effective solutions. Simple tasks, that do not need diverse input, are probably best left to individuals. 2. Common Purpose. For organizational outcomes that require multi-function interaction, the common purpose created by a team may increase organizational effectiveness. 3. Interdependence. Teams make sense when the tasks are interdependent and require a great deal of coordination.

VI. SUMMARY A. Few trends have influenced jobs as much as the massive movement to introduce

teams to the workplace. Several different types of teams are commonly used in industry; these include problem-solving teams, self-managed teams, crossfunctional teams, and virtual teams. B. The shift from working alone to working on teams requires employees to cooperate with others, share information, confront differences, and sublimate personal interests for the greater good of the team. C. Teams can be rendered more effective by ensuring they are an appropriate size and composition for the tasks at hand and having them use a formal process for information sharing and goal setting. D. Selection, training, and rewards systems can all support and reinforce teamfriendly behaviours.

VII. IMPLICATIONS FOR MANAGERS A. Effective teams have common characteristics. They have adequate resources,

effective leadership, a climate of trust, and a performance and rewards system that reflects team contributions. 1. These teams have individuals with technical expertise as well as problemsolving, decision-making, and interpersonal skills, as well as the right traits, especially conscientiousness and openness. B. Effective teams tend to be small—fewer than ten people, preferably of diverse backgrounds. 1. They have members who fill role demands and who prefer to be part of a group. The work that these members do provides freedom and autonomy, the opportunity for members to use different skills and talents, the ability to complete a whole and identifiable task or product, and work that has substantial impact on others. C. Effective teams have members who believe in the team’s capabilities and are committed to a common plan and purpose, have an accurate shared mental model of what is to be accomplished, share specific team goals, maintain a manageable level of conflict, and show a minimal level degree of social loafing. D. Because individualistic organizations and societies attract and reward individual accomplishments, it can be difficult to create team players in these environments.

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1. To make the conversion, try to select individuals who have the right interpersonal skills to be effective team players, provide training to develop teamwork skills, and reward individuals for cooperative efforts.

VIII. KEEP IN MIND A. Team composition matters—the optimal way to construct teams depends on the ability, skill, or trait under consideration.

B. By matching individual preferences with team role demands, managers increase

the likelihood that the team members will work well together. C. Effective teams maintain a common plan and purpose to their actions that guides their actions and concentrates their energies. Mini Case Discussion Questions Case 1: LifeLong Learning and Teamwork 1. Is there anything that this team could have done at the beginning to avoid the difficulties that they are facing now? If so, what should they have done? The team started work without addressing the clear conflict that existed between the CEO’s expectations and the Chairman of the Board’s expectations. The team reports to both of these leaders and it is important that the leaders reach agreement about processes and desired outcomes. Without this guiding structure in place, it is difficult, if not impossible, for the team to move forward. It is likely that the CEO and the Chairman of the Board aren’t even aware that their instructions differed so greatly so the team needs to bring this to their attention in a respectful manner. 2. Outline some of the underlying reasons that the individuals in this particular work team may have difficulty communicating with each other. What could they do about it? In addition to the lack of structure this team has other barriers to working effectively. The five-member team comes from four very different cultures, each with their own communication norms. There are also noticeable personality differences. Oladele’s strong goal-orientation and direct communication style, for instance, may be perceived as aggression by someone like Wei, who is process-focused and more familiar with Chinese working norms. The team members from high power distance, high uncertainty avoidance cultures (Wei and Ranj) seem to have different process-related expectations than the team members from low power distance, low uncertainty avoidance cultures (Jamaica, Canada). These cultural differences don’t seem to be recognized or understood. As a result, communication is impaired and trust undermined. 3. What strategies could Oladele use now that would move the team forward in a productive direction? It is important to re-establish trust and develop a shared understanding of their goals and associated processes. Clarity from management would help. In addition, the team 9-10

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members may want to confront some of their interpersonal issues more openly so they can get through the “storming” phase into “norming.” Respectful discussion of communication style differences may help create mutual empathy and increased understanding, improving communication going forward. Finally, the team should develop a contract that outlines key responsibilities and roles of each team member along with goals, processes, and associated timelines. Having a shared understanding of where they are going will help ease conflict and tension. Case 2: Team Incentives and Unintended Consequences 1. Do you think the new incentive plan is impacting the safety of this workplace? Explain your reasoning. The new incentive plan encourages hurried work, adding an element of peer pressure since one worker being late can mean that the entire team loses their bonus. This peer pressure encourages people to take shortcuts such as failing to use machine guards and not cleaning up spills. As a result, the incentive plan is contributing directly to safety problems. 2. What types of team incentives would maximize both efficiency and safety while maintaining a respectful workplace? Explain why your strategy would be effective. Any team incentive should include both safety and efficiency metrics. For example, a group bonus for completing a job on time would be less likely to result in poor safety habits if there was a requirement that the job also have a perfect safety record. Unfortunately, that policy would create another unintended consequence—people may hide injuries to avoid causing the entire team to lose their bonus! Since focusing on the safety outcomes creates this conflict, employers should reward workers for engaging in safety behaviours and processes instead. For example, bonuses could be tied to 100% compliance in wearing personal protective equipment and using machine guards rather than focusing on a perfect safety record. This protects workers from peer pressure related to factors that may be beyond their control. 3. What are the benefits and drawbacks of Pittiulak’s self-directed project team structure? Is it a good choice for his business? Explain your answer. The self-directed team structure provides the flexibility that Pittiulak’s business requires. His clients need a wide variety of renovation services and each job is different, so flexibility allows him to make the best use of his labour resources. That effectiveness is especially important in Pittiulak’s industry and geographical location since skilled tradespeople are scarce and expensive. The workers themselves, as experts in their respective areas, are likely to find self-direction more challenging and motivating. The drawback associated with this structure is lessened control and visibility into team activities. Pittiulak can mitigate these weaknesses with effective, well-designed incentive plans and sound communication practices.

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Exercises 1. Self-analysis. Are you a team player? Based on the information in this chapter, do you believe you are a team player? Why or why not? How might you improve your ability to function well on effective teams? 2. Web Crawling. Using your favourite search engine, search on the term “team effectiveness.” Find five webpages related to this concept and write up a one-page summary of the common team effectiveness concepts you discovered by visiting these pages. 3. Teamwork. As a team, you are to develop a bulleted study guide for this chapter. The items included in the study guide are to fully represent the chapter content. The items are also to be placed in the study guide in descending order of importance. In other words, the most important content item from the chapter is to be listed first, down to the least important content item. The items chosen for inclusion in this study guide, and their order of importance, must be completely agreed upon by ALL members of the team. No use of voting and majority rules can be employed in determining the content of the study guide. Consensus agreement must prevail within the team. Instructor notes: The purpose of this exercise is to indicate to students the relationship between size and team effectiveness. Divide the class into different sized teams. Make some teams extremely small and lacking in diversity and skills, and some teams extremely large and cumbersome. Give the teams the instructions that they are to come to a consensus on the content of their study guide. You might want to have a quick discussion on team roles, or simply let the teams themselves formally or informally let team roles evolve naturally, and have the teams identify the different role holders after the conclusion of the exercise. Record the time required by each different team to complete its task. Walk around the classroom and listen to the conversations within the different groups—this may provide rich insights as to why some groups completed the task more efficiently than others. When the study guides are done, conduct a discussion on what problems the teams encountered (size, diversity, roles) and how they think the team overcame that particular problem. 4. Analyzing Your Organization (Cumulative Project). If you are currently in an environment of teamwork, interview or discuss with the team leaders some of the variables in this chapter, using the following questions as a guide. a. How do you determine the size of the team? b. What types of conflict occur? How do you resolve conflict? c. Does it take longer to complete tasks in a team environment? d. Do you have “resistors” to teamwork? If so, how do you manage that? e. What happened to cause management to look at teams as a more efficient way of doing work? f. If you are not in a teamwork environment at your organization, what aspects of your organization would benefit from teamwork? Justify your answer.

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Suggested Assignment Use the teams structured in the Teamwork exercise. Ask the students to go to Google Docs’ presentation template at https://docs.google.com/present/edit?id=0ASCP6dbp8LXCZGRkMzZoeGpfMTgxY3dicXFo Y2M&hl=en&authkey=CP_bsocC and select “Edit” on the actions menu at the bottom. When the edit window opens, ask students to create a new presentation file by selecting File>New>Presentations (this may require that a student have a Google Docs account. If it does, ask one of the students to act as the coordinator and to sign up for a Google Account to manage the presentation set up.) A new presentation document should come up. Ask the students to rename the presentation document to a name they will remember by clicking on the “Chapter 9 Robbins and Judge” title. Ask the students to click on the “Share” button on the right. When its dialog box opens, click on “Change” access. Select “Only those with the address.” And “anyone can edit” (two check boxes). This should set the presentation to access by all students who use the unique address as a web URL. Once this is done and everything is saved, the student creating the presentation for the group should email the address to the other members of his or her group. This is a presentation collaboration site that does not require passwords or other security clearance. Ask the groups to prepare a presentation on the results of the Teamwork Exercise. Assign this task to be done from their home computers or laptops in virtual meeting format. This illustrates the use of “Cloud Computing” for online virtual collaboration on a presentation. The same can be done for reports or spreadsheets. When the presentation is complete, have the students email the presentation address to the instructor, who will then distribute it to the class. Each class member can then view the presentations. Note that creation of this type of stand-alone presentation is different from the typical student outline of a paper that constitutes the slide content. Ask students to rate the presentations on the basis of creativity, information presentation, and achievement of a communication objective. Discuss in class how the presentation could be improved to better present the information about the teamwork outcome.

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Chapter 10 Communication

Chapter 10 Communication Chapter Overview In order to be successful, managers must be able to communicate effectively. This chapter describes the communication process and the various ways managers communicate to employees. Additionally, barriers to communication are presented. Chapter Objectives After studying this chapter, the student should be able to: 10.1 Describe the communication process and formal and informal communication. 10.2a Contrast downward, upward, and lateral communication. 10.2b Compare and contrast formal small-group networks and the grapevine. 10.3 a Discuss the strengths and weaknesses of oral, written (including electronic), and nonverbal communication. 10.3 b Identify basic best practices for managing communication during a crisis and maintaining privacy in an organizational setting. 10.4 Explain how channel richness underlies the choice of communication channel. 10.5 Differentiate between automatic and controlled processing of persuasive messages. 10.6 a Identify common barriers to effective communication and recommend mitigation strategies. 10.6b Assess how to maximize the effectiveness of cross-cultural communication efforts. Suggested Lecture Outline

I.

INTRODUCTION

A. No individual, group, or organization can exist without communication (the transference and understanding of meaning).

II. THE COMMUNICATION PROCESS A. Before communication can take place, it needs a purpose, expressed as a message to be conveyed.

B. The message passes between a sender and receiver. The message is encoded

(converted to a symbolic form) and passed by way of some medium (channel) to the receiver, who retranslates (decodes) the message. Successful communication results in the transference of meaning from one person to another. C. Exhibit 10-1 shows the key components of the communication process. 1. Sender: the person who initiates a message by encoding a thought. 2. Encoding: converting the thought into symbols and language.

10-1

Chapter 10 Communication

3. Message: the actual physical product the sender is encoding. It is the encoded thought to be transferred. 4. Channel: the sender-selected medium through which the message travels. There are two basic channels for communication in organizations: a. Formal Channels. The path follows the authority chain of the organization. The messages sent by these channels normally relate to the professional activities of the members of that organization. b. Informal Channels. These are spontaneous channels that emerge as a response to individual choices. Messages sent through these channels are often personal or social. 5. Receiver: the person to whom the message is directed. 6. Decoding: converting a message from symbols and language back into thought. 7. Noise: communication barriers that distort the clarity of the message, such as perceptual problems, information overload, semantic difficulties, or cultural differences. 8. Feedback: information sent from the receiver back to the sender to indicate how successful the transference was.

III. COMMUNICATION IN AN ORGANIZATIONAL SETTING A. Communication can flow vertically or laterally. Vertical communications can be

upward or downward from a person's position in an organization. 1. Downward Communication. Communication that flows from one level of a group or organization to a lower level in that organization. a. Typically used by leaders and managers to assign goals, provide job instructions, inform employees of policies and procedures, point out problems that need attention, and offer feedback about performance. b. Downward communication can be an effective means for managers to explain the reasons why a decision was made. Such explanations can dramatically increase employee commitment to change. c. Downward communication is one way: from manager to employee. The effectiveness of downward communication can be increased if it includes a request for upward communication (feedback, opinions, or advice) from those they supervise. 2. Upward Communication. Communication that moves upward through the organization's hierarchy. a. Used to provide feedback to organizational superiors, inform superiors of progress toward goals, to relay current problems, and solicit employee suggestions. 1) Effective upward communication requires: a) Reduction of distractions. b) Communicating in “headlines,” not “paragraphs.” c) Supporting headlines with actionable items. d) Preparation and use of an agenda. 3. Lateral Communication. Communication that takes place among members of the same work group, among members of work groups of the same level of the hierarchy, among managers at the same level, or between any horizontally equivalent personnel. a. Such communications help to facilitate coordination and save time. These lateral relationships may be formally sanctioned or, more often, they are informally created to short-circuit the vertical hierarchy and expedite action. 10-2

Chapter 10 Communication

b. Such communication can be good or bad depending on whether it conflicts or enhances the formal vertical channels of communication.

IV. FORMAL AND INFORMAL ORGANIZATIONAL COMMUNICATION A. Formal Small-Group Networks. 1. This text will demonstrate three basic types of networks: the chain, wheel, and all-channel. a. Chain. These networks rigidly follow the formal chain of command. This can be seen in traditional, bureaucratic organizations. b. Wheel. These networks rely on a central figure to be the conduit for all of the group's communication. This type of network is often seen in teams with strong leaders, with the leader acting as the conduit. c. All-Channel. In this network, all group members actively communicate with each other with no leader present. An example of this type of network is self-managed work teams. 2. Effectiveness. The effectiveness of each network hinges upon which dependent variable needs to be emphasized in the organization. No single network structure is best for all occasions. B. The Grapevine. 1. In addition to the formal network systems of communication in organizations, there exists an informal one that is just as important: the grapevine. 2. Rumours emerge as a response to situations that are: a. important to us, b. when there is ambiguity, and c. under conditions that arouse anxiety. 3. The fact that work situations frequently contain these three elements explains why rumours flourish in organizations. 4. The secrecy and competition that typically prevail in large organizations— around the appointment of new bosses, the relocation of offices, downsizing decisions, or the realignment of work assignments—encourage and sustain rumours on the grapevine. 5. A rumour will persist either until the wants and expectations creating the uncertainty are fulfilled, or the anxiety has been reduced. 6. Certainly, it’s an important part of any group or organization communication network and is well worth understanding. a. It gives managers a feel for the morale of their organization, identifies issues employees consider important, and helps tap into employee anxieties. b. The grapevine also serves employees’ needs: 1) Small talk creates a sense of closeness and friendship among those who share information. 2) Research suggests it often does so at the expense of those in the “out” group. 7. Can managers entirely eliminate rumours? a. No. b. What they should do, however, is minimize the negative consequences of rumours by limiting their range and impact.

V. MODES OF COMMUNICATION

There are three basic methods of communication: oral, written, and nonverbal.

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A. Oral Communication. This is the chief means of conveying messages. It may be in

the form of speeches, formal one-on-one and group discussions, or talk along the grapevine. 1. Advantages. Oral communications are quick and feedback can be received just as quickly, making corrections relatively simple. 2. Disadvantages. Oral communications are subject to personal interpretation, and when passed through a number of people, the message received at the final destination may not be the one that was originally sent. (Remember the childhood game of telephone?) Some people, particularly people with ADHD, autism, or learning disabilities may find it more difficult to process and retain information transmitted via oral communication. B. Written Communication. This form of communication includes any method that conveys written words or symbols and dates back thousands of years, and since we have samples from these earliest writings, written communication is thus the longest-lasting form of communication. 1. Written communication today is usually conducted via letters, e-mail, instant messaging, social media, and blogs. 2. Norms surrounding emoticons seem to be changing, partly in response to generational shifts and partly due to heightened use of text messaging for professional purposes as a result of remote working during the COVID-19 pandemic. Now emoticons are increasingly being considered work appropriate as long as they are limited to facial expressions. C. Nonverbal Communication. This form of communication includes body movements, the intonations or emphasis given to words, facial expressions, and the physical distance between the sender and the receiver. 1. Forms of Nonverbal Communication: a. Body Movement. Any movement of the body can have meaning. Such body language conveys two important messages: 1) the degree of like or interest in another (or the person's ideas) and 2) the perceived status differences between sender and receiver. 3) Body language both enhances and complicates verbal communication. b. Intonation. This is the emphasis given to words or phrases in verbal communication. Changing the intonation of a set of words can completely change their meaning. c. Facial Expressions. Similar to intonation, facial expressions can change the meaning of the words communicated. Facial expressions allow people to add an emotional component to the words they use. 2. Non-verbal communication can also be a challenge for neurodiverse people, particularly people on the autism continuum. People with autism report two primary difficulties: trouble interpreting other people’s non-verbal communication, and problems with their own non-verbal communication being misinterpreted.

VI. CHOICE OF COMMUNICATION CHANNEL A. Why do people choose one channel of communication over others? A model of media richness helps explain channel selection among managers.

B. Channel Richness.

1. Channels differ in terms of their capacity to convey information. Some are rich in that they can:

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a. Handle multiple cues simultaneously, b. Facilitate rapid feedback, and c. Be very personal. 2. Others are lean in that they score low on these factors. 3. As Exhibit 10-6 illustrates, face-to-face conversation scores highest in channel richness because it transmits the most information per episode—multiple information cues (words, postures, facial expressions, gestures, intonations), immediate feedback (both verbal and nonverbal), and the personal touch of being physically present. 4. Impersonal written media such as formal reports and bulletins rate the lowest in richness. C. Choosing Communication Methods. 1. The choice of channel depends on whether the message is routine. a. Routine messages tend to be straightforward and have minimal ambiguity, so channels low in richness can carry them efficiently. b. Non-routine communications are likely to be complicated and have the potential for misunderstanding. 2. Managers can communicate them effectively only by selecting rich channels. 3. Often, a variety of modes of communication work best to convey important ideas. 4. Channel richness is a helpful framework for choosing your mode of communication. It is not always easy to know when to choose oral rather than written communication, for instance. 5. Experts say oral communication or “face time” with coworkers, clients, and upper management is key to success. However, if you seek the CEO out just to say hello, you may be remembered as an annoyance rather than a star, and signing up for every meeting on the calendar to increase your face time is counterproductive to getting the work of the organization done. a. Your communication choice is worth a moment’s thought: Is the message you need to communicate better suited to a discussion, or a diagram? 6. Whenever you need to gauge the receiver’s receptivity, oral communication is usually the better choice. 7. Also consider the receiver’s preferred mode of communication; some individuals focus on content better over the phone than in person. The pace of your work environment matters, too. a. If your manager requests a meeting with you, you may not want to ask for an exchange of emails instead. A fast-paced workplace may thrive on pop-by meetings, while a deadline heavy team project may progress faster with scheduled videoconferences. Sometimes we cannot choose between a faceto-face meeting and a telephone meeting because of distance. Other times, there is an option. 8. Much of what we communicate face-to-face is in the delivery, so consider your speaking skills when choosing your communication method. 9. Written communication is generally the most reliable mode for complex and lengthy communications, and it can be the most efficient method for short messages, as when a two-sentence text can take the place of a ten-minute phone call. a. But keep in mind that written communication can be limited in its emotional expression.

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10. Choose written communication when you want the information to be tangible and verifiable. Both you and the receiver(s) will have a record of the message. 11. People are usually forced to think more thoroughly about what they want to convey in a written message than in a spoken one, so written communications can be well thought out and clear. a. But be aware that, as with oral communication, your delivery is just as important as the content. Managers report that grammar mistakes and lack of business formality are unprofessional and unacceptable. 12. Finally, in choosing a communication channel, it’s important to be alert to nonverbal aspects of your communication and consider your body language cues as well as the literal meaning of your words. 13. You should be particularly aware of contradictions between the verbal and nonverbal messages, as a sender and as a receiver. D. Communicating in Times of Crisis. 1. Crises create an especial communication challenge because people’s ability to decode information goes down significantly when they are anxious or stressed. a. Plan and strategize an action plan ahead of time. E. Information Security and Privacy. 1. Security is a huge concern for nearly all organizations with private or proprietary information about clients, customers, and employees. Organizations worry about the security of the electronic information they seek to protect, such as hospital patient data, the physical information they still keep in file cabinets, and the security of the information they entrust their employees with knowing. 2. The recent adoption of cloud-based electronic data storage has brought a new level of worry; 51 percent of managers in a recent survey were considering cloud-based human resource software. a. Early research indicates that fears about cloud computing seem unwarranted, so its business use will likely increase. 3. An organization can lessen employee and shareholder concerns by engaging them in the creation of information-security policies and having written, readily accessible, and well-rehearsed disaster recovery plans.

VII. PERSUASIVE COMMUNICATION A. Automatic and Controlled Processing. 1. To understand the process of communication, it is useful to consider two different ways that we process information. Consider the last time you bought a can of pop. Did you carefully research brands, or did you choose the can that had the most appealing advertising images? If we’re honest, we’ll admit glitzy ads and catchy slogans do indeed influence our choices as consumers. 2. We often rely on automatic processing, a relatively superficial consideration of evidence and information making use of heuristics. a. Automatic processing takes little time and minimal effort, so it makes sense to use it for processing persuasive messages related to topics you don’t care much about. The disadvantage is that it lets us be easily fooled by a variety of tricks, like a cute jingle or a glamorous photo. 3. Now consider the last time you chose a place to live. You probably researched the area, gathered information about prices from a variety of sources, and considered the costs and benefits of renting versus buying. Here, you’re relying

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on more effortful controlled processing, a detailed consideration of evidence and information relying on facts, figures, and logic. a. Controlled processing requires effort and energy, but it’s harder to fool someone who has taken the time and effort to engage in it. 4. So what makes someone engage in either automatic or controlled processing? There are a few rules of thumb for determining what types of processing an audience will use. B. Interest Level. 1. One of the best predictors of whether people will use an automatic or controlled process for reacting to a persuasive message is their level of interest in the outcome. a. Interest levels reflect the impact a decision is going to have on your life. When people are very interested in the outcome of a decision, they’re more likely to process information carefully. That’s probably why people look for so much more information when deciding about something important than something relatively unimportant. C. Prior Knowledge. 1. People who are very well-informed about a subject area are more likely to use controlled processing strategies. They have already thought through various arguments for or against a specific course of action, and therefore they won’t readily change their position unless very good, thoughtful reasons are provided. a. On the other hand, people who are poorly informed about a topic can change their minds more readily, even in the face of fairly superficial arguments presented without a great deal of evidence. b. Overall, then, a better-informed audience is likely to be much harder to persuade. D. Personality. 1. Those who are lower in need for cognition are more likely to use automatic processing strategies, relying on intuition and emotion to guide their evaluation of persuasive messages. E. Message Characteristics. 1. Another factor that influences whether people use an automatic or controlled processing strategy is the characteristics of the message itself. a. Messages provided through relatively lean communication channels, with little opportunity for users to interact with the content of the message, encourage automatic processing. b. Conversely, messages provided through richer communication channels tend to encourage more deliberative processing. 2. The most important implication is to match your persuasive message to the type of processing your audience is likely to use. When the audience is not interested in a persuasive message topic, when they are poorly informed, when they are low in need for cognition, and when information is transmitted through relatively lean channels, they’ll be more likely to use automatic processing. a. In these cases, use messages that are more emotionally laden and associate positive images with your preferred outcome. b. On the other hand, when the audience is interested in a topic, when they are high in need for cognition, or when the information is transmitted through rich channels, then it is a better idea to focus on rational arguments and evidence to make your case.

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VIII. BARRIERS TO EFFECTIVE COMMUNICATION. A. Filtering. 1. Refers to senders purposely manipulating information so it will be seen more favourably by the receiver. 2. Upward communication, especially of bad news, is often filtered and distorted to avoid the possibility of upper management “killing the messenger.” B. Selective Perception. 1. As mentioned earlier, receivers in the communication process selectively see and hear based on their own needs, motivations, experience, background, and other personal characteristics. 2. Human beings don't see reality; they interpret what they see and call it reality. C. Information Overload. 1. Individuals have a finite capacity for processing data, and when that capacity is exceeded, the result is information overload. 2. When individuals are in this condition, they tend to pass over, ignore, select out, or forget information, resulting in lost information and less effective communication. D. Emotions. 1. How a person feels when a message is received will influence how he or she interprets it. 2. When emotions are running high, most people tend to disregard rational and objective thinking processes. E. Language. 1. Despite sharing a common language, words do not always hold the same meaning among members of the organization. 2. Senders tend to assume the words and terms they use mean the same to the receiver as to them. This assumption is often incorrect. F. Silence. 1. It’s easy to ignore silence or lack of communication, precisely because it is defined by the absence of information. 2. However, research suggests silence and withholding communication are both common and problematic. a. One survey found that more than 85 percent of managers reported remaining silent about at least one issue of significant concern. Employee silence means managers lack information about ongoing operational problems. b. And silence regarding discrimination, harassment, corruption, and misconduct means top management cannot take action to eliminate this behaviour. c. Finally, employees who are silent about important issues may also experience psychological stress. 3. Silence is less likely where minority opinions are treated with respect, work group identification is high, and high procedural justice prevails. a. Practically, this means managers must make sure they behave in a supportive manner when employees voice divergent opinions or express concerns, and they must take these concerns under advisement. b. One act of ignoring or belittling an employee for expressing concerns may well lead the employee to withhold important future communication.

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G. Communication Apprehension. 1. Approximately 5 to 20% of the population is anxious when put in a situation where they have to communicate to others. 2. This apprehension may affect all forms of communication, not just speaking in front of groups. H. Lying. 1. The final barrier to effective communication is outright misrepresentation of information, or lying. 2. People differ in their definition of what constitutes a lie. Regardless of the definition, however, lying is prevalent. 3. The average person tells two lies per day, and is more comfortable lying over the phone than face to face, and more comfortable lying in an e-mail than on paper. 4. Most people are not very good at detecting deception in others. The problem is that there are no nonverbal or verbal cues unique to lying. 5. Most people who lie take a number of steps to guard against being detected. 6. Many lies are embedded in truths.

IX. GLOBAL IMPLICATIONS A. Effective communication is difficult under the best of conditions. 1. Cross-cultural factors clearly create the potential for increased communication problems. 2. A gesture that is well understood and acceptable in one culture can be meaningless or lewd in another. 3. Only 18 percent of companies have documented strategies for communicating with employees across cultures, and only 31 percent require that corporate messages be customized for consumption in other cultures. B. Cultural Barriers. 1. Researchers have identified a number of problems related to language difficulties in cross-cultural communications. 2. First are barriers caused by semantics. a. Words mean different things to different people, particularly people from different national cultures. b. Some words don’t translate between cultures. c. The new capitalists in Russia may have difficulty communicating with British or Canadian counterparts because English terms such as efficiency, free market, and regulation have no direct Russian equivalents. 3. Second are barriers caused by word connotations. a. Words imply different things in different languages. b. Negotiations between Canadian and Japanese executives can be difficult because the Japanese word hai translates as “yes,” but its connotation is “Yes, I’m listening” rather than “Yes, I agree.” 4. Third are barriers caused by tone differences. a. In some cultures, language is formal; in others, it’s informal. In some cultures, the tone changes depending on the context: People speak differently at home, in social situations, and at work. Using a personal, informal style when a more formal style is expected can be inappropriate. 5. Fourth are differences in tolerance for conflict and methods for resolving conflicts.

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a. Individuals from individualist cultures tend to be more comfortable with direct conflicts and will make the source of their disagreements overt. b. Collectivists are more likely to acknowledge conflict only implicitly and avoid emotionally charged disputes. c. They may attribute conflicts to the situation more than to the individuals and therefore may not require explicit apologies to repair relationships, whereas individualists prefer explicit statements accepting responsibility for conflicts and public apologies to restore relationships. C. Cultural Context. 1. Cultures tend to differ in the degree to which context influences the meaning individuals take from communication. a. In high-context cultures such as China, Korea, Japan, and Vietnam, people rely heavily on nonverbal and subtle situational cues in communicating with others, and a person’s official status, place in society, and reputation carry considerable weight. 1) What is not said may be more significant than what is said. 2) In contrast, people from Europe and North America reflect their lowcontext cultures. 3) They rely essentially on spoken and written words to convey meaning; body language and formal titles are secondary. b. These contextual differences actually mean quite a lot in terms of communication. 2. Communication in high-context cultures implies considerably more trust by both parties. a. What may appear to be casual and insignificant conversation in fact reflects the desire to build a relationship and create trust. b. Oral agreements imply strong commitments in high-context cultures. And who you are—your age, seniority, rank in the organization—is highly valued and heavily influences your credibility. 3. But in low-context cultures, enforceable contracts tend to be in writing, precisely worded, and highly legalistic. a. Similarly, low-context cultures value directness. b. Managers are expected to be explicit and precise in conveying intended meaning. 4. It’s quite different in high-context cultures, in which managers tend to “make suggestions” rather than give orders. D. A Cultural Guide 1. When communicating with people from a different culture, what can you do to reduce misinterpretations? 2. Begin by trying to assess the cultural context. You’re likely to have fewer difficulties if it’s similar to yours. 3. The following rules can be helpful: a. Know Yourself. Recognizing your own cultural identity and biases is critical to understanding the unique viewpoint of others. b. Foster a Climate of Mutual Respect, Fairness, and Democracy. Clearly establish an environment of equality and mutual concern. This will be your “third culture” context for effective intercultural communication that transcends each person’s cultural norms.

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c. Learn the Cultural Context of Each Person. You may find more similarities or differences to your own frame of reference than you might expect. Be careful not to categorize them, however. d. When in Doubt, Listen. If you mention your opinions too early, you may be more likely to offend the other person. You will also want to listen first to better understand the other person’s intercultural language fluency and familiarity with your culture. e. State the Facts, Not Your Interpretation. Interpreting or evaluating what someone has said or done draws more on your own culture and background than on the observed situation. If you state only facts, you will have the opportunity to benefit from the other person’s interpretation. Delay judgment until you’ve had sufficient time to observe and interpret the situation from the differing perspectives of all concerned. f. Consider the Other Person’s Viewpoint. Before sending a message, put yourself in the recipient’s shoes. Try to see the people in the group as they really are at first, and take a collaborative problem-solving approach whenever potential conflicts arise. g. Proactively Maintain the Identity of the Group. Like any culture, the establishment of a common-ground “third culture” for effective intercultural communication takes time and nurturing. Remind members of the group of your common goals, mutual respect, and need to adapt to individual communication preferences.

X.

SUMMARY A. You’ve probably discovered the link between communication and employee satisfaction in this chapter: the less uncertainty, the greater the satisfaction. B. Distortions, ambiguities, and incongruities between oral, written, and nonverbal messages all increase uncertainty and reduce satisfaction. C. Since everyone’s perspective is different, the more you can understand your employees, the better you can respond. D. Cultural sensitivity is an important organizational component for establishing communications understanding. E. It is important to foster three distinct types of communication, each for different reasons. They include downward, upward, and lateral communication. F. Channel richness and context-specific factors should be considered when making choices about how to best communicate.

XI. IMPLICATIONS FOR MANAGERS A. Remember that your communication mode will partly determine your

communication effectiveness. B. Obtain feedback from your employees to make certain your messages—however they are communicated—are understood. C. Remember that written communication creates more misunderstandings than oral communication; communicate with employees through in-person meetings when possible. D. Make sure you use communication strategies appropriate to your audience and the type of message you’re sending. E. Keep in mind communication barriers such as gender and culture.

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XII. KEEP IN MIND A. Each communication direction has its own challenge that must be overcome. B. Each form of communication has an optimal purpose and specific limitations—use appropriately. C. Communication barriers often retard or distort communication.

Mini Case Discussion Questions Case 1: The Informal Communication Network 1. Why do you think the grease trap cleaning issue has not been drawn to Melisande’s attention? Be as specific as possible. Melisande has created an atmosphere that discourages upward communication. Her body language is unwelcoming and she is impatient and negative with her staff, which inhibits communication since it makes her unapproachable. In addition, Melisande is rarely physically present, which further inhibits communication. 2. What might Melisande do differently to encourage more upward communication? Be specific. Melisande should be physically present more frequently and she should encourage employees to contact her using phone or e-mail when she is absent. Melisande could use open body language and change the general manner/tone she uses when interacting with staff. Treating employees with respect and demonstrating patience and concern would make them more likely to approach her with issues. In addition, when issues are brought to her attention, Melisande should respond with action when appropriate or explain why she is not acting on the information. 3. Using this case as an example, discuss how the informal communication network can impact the effectiveness of orientation and training. Remember to consider both potential positive and potential negative impacts. The informal communication network can support and reinforce orientation or it can undermine it. In this case, undermining orientation was a good thing since the safety training in orientation was inadequate. In many cases, however, undermining is a bad thing. For instance, it can encourage new employees to use old, outdated processes when current employees have been resistant to process improvements. Assigning a formal (and carefully chosen) mentor can help lessen the negative aspects of informal communication networks while retaining their positive aspects. Case 2: Voicing and Being a “Team Player” 1. List and explain all the communication errors that you can identify in this scenario. John inhibited upward communication in several ways during this interaction.  He was aggressive and hostile when receiving feedback he disagreed with. Since he is in a position of power, this behaviour was very intimidating.

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 

He presented his own view before employees voiced their opinion. This would have encouraged people to just agree with his plan, lessening creativity and problem-solving effectiveness. He criticized motivations (“Aren’t you a team player?”), rather than commenting on the ideas being presented. He made it personal.

2. What communication barriers and/or perceptual biases may have contributed to John’s overreaction to Rodrigo’s comments? How might these have been avoided? Remember to consider what Rodrigo might have done differently and what John might have done differently. John seems to be personalizing discussions that are not, in fact, personal. He interprets disagreement as a personal attack instead of well-intentioned feedback. Rodrigo’s communication style reinforced this belief since he used unnecessarily aggressive and confrontational vocabulary (i.e., “this sucks”) to make his point. Both parties would have benefited from using respectful communication that focused on the problem being presented. In addition, they could have explained the rationale for their point of view and the expected consequences of each course of action. A rational decision-making model with pre-determined decision-making criteria would also have been useful. 3. What might John do now, after this event, to create an environment conducive to effective upward communication? Since John is in a position of power and his response was extreme, a public apology would go a long way towards reassuring employees that it is okay to express their opinions. After apologizing, John should ensure that his future responses to negative feedback are calm, measured, and appropriate. John should consider having another party lead brainstorming and problem-solving meetings in the near future while people adjust to his new style and reset their expectations. He could also offer alternate methods for feedback such as a suggestion box or an anonymous electronic equivalent. Exercises 1. Self-analysis. Have you ever been misinterpreted in an email, TM, or IM because the receiver could not see your facial expressions or hear your tone of voice? If so, describe what happened. Do you think the use of “emoticons” (smiley faces and the like) help reduce this communication confusion? 2. Web Crawling. Using your favourite search engine, enter the phrase “communication tests,” and identify and take three of the free communications tests offered. What did the tests tell you about your communication style? Write up your results and compare the tests and suggestions with those of the text. 3. Teamwork. a. Telephone I: Line the class up and pass a hard copy of the following message to the first student in line. That student is to read the message silently and then whisper the message into the ear of the student next in line. No questions are allowed during the course of this activity and the message can only be passed on (said) once—no repeating.

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All on a summer’s day, Candice crammed cranberries into the cask while Paula pruned the purple primroses completely away. -OrBob’s budget was bigger than the boss believed and, boy oh boy, was Bill belligerent about being berated about a bollixed budget! Have the last student in line repeat the message aloud and then have the first student re-read the message. Count the number of words correctly passed along, and calculate the error rate (100% - [number of correct words over total number of words to have been communicated * 100]) and share the results with the class. Have the class discuss what happened and how to remedy the situation. Their answers should lead to Phase II. b. Telephone II: Use whichever of the two messages was not used in Phase I and pass it along in a similar manner. This time, however, allow each recipient to ask for the message to be repeated (still in his or her ear) before forcing the message on to the next person. (As an alternative, also give the recipient the option of being able to repeat the message back into the sender’s ear for confirmation before passing it on.) End as with Phase I. Compare the results of the two phases. What might account for the differences? 4. Analyzing Your Organization (Cumulative Project). Discuss with various members of your organization where they think the communication breakdowns occur, either in their department or in the organization itself. Analyze their answers in the context of the communications model given as Exhibit 10-1. Where in the process do you feel these breakdowns tend to occur most often? Write up your results and prepare suggestions on “fixing” the process in your organization. If your instructor directs, be ready to share your suggestions in class. Suggested Assignments 1. The Importance of Nonverbal Communication. Ask a couple of student volunteers to participate in a role-playing communication exercise. Print these role scenarios on sheets that can be given to each “actor.” Allow the volunteers five minutes to resolve this issue. Have the class observe the drama and be ready to comment on the communication they observed: verbal and nonverbal. Supervisor: You are a supervisor for an accounting department in a mid-sized manufacturing company. You have an employee, Roger, who is a good employee overall. However, Roger has one bad habit that has continually gotten worse—he is late for work regularly. The lateness has gotten to the level that Roger will be late—15 minutes or more—at least three days every week. However, Roger has worked for you for four years, and his work is of quite high quality and completed in a timely manner. In general, Roger is a good employee, and you would like to keep him. However, his lateness is beginning to affect office morale, as other employees are beginning to wonder (and talk about) why Roger is given the preferential treatment of being able to come in late and yet still leave on time. You have called Roger into your office to have a visit with him and indicate that he must come to work on time, or you will be forced to let him go. Your overall nonverbal messages need to convey a professional attitude of

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concern and authority; you must convey to Roger that his behaviour is not acceptable, and must be changed. So how is he to change it? Roger: You have worked for the firm for four years, and you are a good employee (at least you think you are, and your past evaluations have reinforced this opinion), but you have a problem getting to work on time. You are truly trying to be an exemplary employee, but your wife has recently left you (you did not tell anyone at work because you don’t believe in bringing your personal problems into the workplace), and you are now a single parent responsible for getting your seven-year-old to school. You must be at work by 8 a.m., but the school where your son attends will not allow him to be in the building until 8 a.m. He cannot ride the bus because you live too close to the school, so he is not eligible to be a bus rider. You have a high school student who is available to pick your son up from school in the afternoon, but she cannot take him in the morning. You have tried, but can’t find a babysitter who could. Now, your boss is angry because you are late, and has called you into her office. You certainly don’t want to lose your job, so you must communicate very openly about your changed home status. The nonverbal messages that you need to convey are a sense of embarrassment about having your wife leave you; a sense of remorse for being late, but you don’t know any other way to get your son to school; a sense of urgency because you do not want to lose your job. Suggestions: be very polite to the boss, sit up straight, sit on the forward part of your chair with your hands folded neatly; be sure that your appearance is as “spit and polished” as possible. 2. The Power of Punctuation. Write the following six words on the board without any punctuation: WOMAN WITHOUT HER MAN IS NOTHING. Ask the students to share what they believe the sentence to mean. Once the discussion has gone on for a while, offer to punctuate it this way. Woman, without her man, is nothing. Resume the discussion and then change the punctuation to read: Woman, without her, man is nothing! Punctuation is the way we place tone and emphasis into writing—can the class see why nonverbal communication can be problematic? 3. Emoticons. To try to overcome the nonverbal communications problems in emails, many people have resorted to the use of typographic faces (or “smiley faces”) to convey the emotion behind their words. How many of these can your class identify? Emoticons #:-o %*} %-( %-6 >>:-<< () /\/\/\ 8-) 8-o :(

Shocked Inebriated Confused Brain-dead Furious Hugging Laughter Wide-eyed Shocked Sad

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Emoticons :) :-@ :-p :-s :-{) :-| :-| :.( :-* @>--->--;) ]:-> ^^^ ~= ^5

Smile Screaming Sticking tongue out What?! Smile with moustache Déjà vu Crying Kiss A long-stemmed rose Wink Devil Giggles Flame Message High five

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Chapter 11 Leadership Chapter Overview Leaders can make the difference between success and failure. In this chapter, we'll look at the basic approaches to determining what makes an effective leader and what differentiates leaders from non-leaders. Chapter Objectives After studying this chapter, the student should be able to: 11.1a Contrast leadership and management. 11.1b Summarize the conclusions of trait theories of leadership. 11.1 c Identify the central tenets and main limitations of behavioural theories of leader-ship. 11.2 Assess contingency theories of leadership. 11.3 a Contrast charismatic and transformational leadership. 11.3 b Discuss the conditions that support toxic and destructive forms of leadership. 11.4a Describe the roles of ethics and trust in authentic leadership. 11.4 b Identify main differentiators between servant leadership and other forms of leadership. 11.5 Outline how gender impacts leadership style and responses to the leader. 11.6a Outline how cultural value differences can impact leadership style preferences. 11.6b Compare and contrast traditional Western views of leadership with the views of In-digenous populations. 11.7 Identify leadership substitutes and neutralizers. 11.8 Describe how organizations can find or create effective leaders and how individuals can improve their own leadership skills. 11.9 Outline strategies that can help employees become more effective followers. Suggested Lecture Outline

I.

INTRODUCTION

A. This chapter examines what it takes to be an effective leader and what differentiates leaders from non-leaders.

II. LEADERSHIP DEFINED, AND THE EARLY EVOLUTION OF LEADERSHIP THEORY A. Leadership is the ability to influence a group toward the achievement of a vision or set of goals. 1. The source of this influence may be formal, such as that provided by managerial rank in an organization.

.

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2. Not all leaders are managers, nor are all managers leaders. Just because an organization provides its managers with certain formal rights is no assurance they will lead effectively. B. Nonsanctioned leadership—the ability to influence that arises outside the formal structure of the organization is often as important, or more important, than formal influence. C. Organizations need strong leadership and strong management for optimal effectiveness. 1. We need leaders today to challenge the status quo, create visions of the future, and inspire organizational members to want to achieve the visions. 2. We also need managers to formulate detailed plans, create efficient structures, and oversee day-to-day operations. D. Trait Theories of Leadership. 1. Trait theories of leadership differentiate leaders from non-leaders by focusing on personal qualities and characteristics. 2. The Big Five Personality Framework and Trait Theory. When the existing trait theory research was organized around the Big Five personality framework (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience—see Chapter 5), a clearer picture began to emerge. a. Extraversion has been found to be the most important trait of effective leaders but more strongly related to leader emergence than to leader effectiveness. Sociable and dominant people are more likely to assert themselves in group situations. 1) But leaders need to make sure they’re not too assertive. 2) One study found leaders who scored very high on assertiveness were less effective than those who were moderately high. b. Conscientiousness and Openness to Experience also showed strong and consistent relationships to leadership, although not as strong as extraversion. c. Using the Big Five framework, leaders do appear to have key traits in common: they are extraverted (individuals who like being around people and are able to assert themselves without being too assertive), conscientious (disciplined individuals who keep the commitments they make), and open (individuals who are creative and flexible). 3. Two conclusions. a. Based on the latest findings, we offer two conclusions. 1) First, traits can predict leadership. Twenty years ago, the evidence suggested otherwise. But this was probably due to the lack of a valid framework for classifying and organizing traits. The Big Five seems to have rectified that. 2) Second, traits do a better job predicting the emergence of leaders and the appearance of leadership than actually distinguishing between effective and ineffective leaders. The fact that an individual exhibits the traits and others consider that person to be a leader does not necessarily mean the leader is successful at getting his or her group to achieve its goals. b. The fact that an individual exhibits the right traits and that others consider him a leader does not necessarily mean he will be an effective leader, successful at getting the group to achieve its goals.

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E. Behavioral Theories of Leadership F. Trait theory provides a basis for selecting the right people for leadership. But you probably noticed trait theories don’t adequately explore the way leaders behave.

G. Behavioural theories of leadership imply that we can determine leadership effectiveness by leader behaviour, and perhaps train people to be leaders.

H. The Ohio State Studies. 1.

I.

These studies attempted to find what behaviours substantially accounted for most of the leadership behaviour described by employees. Beginning with over a thousand dimensions, researchers narrowed the list to two: a. Initiating Structure. This dimension refers to the extent to which a leader is likely to define and structure his or her role and those of employees in the search for goal attainment. It includes behaviour that attempts to organize work, work relationships, and goals. b. Consideration. This dimension is the extent to which a person is likely to have job relationships that are characterized by mutual trust, respect for employees’ ideas, and regard for their feelings. The University of Michigan Studies. 1. Roughly contemporary to the Ohio State studies, this set of studies had similar research objectives: to locate behavioural characteristics of leaders that appeared to be related to measures of performance effectiveness. 2. They also came up with two dimensions of leadership behaviour that were critical: a. Employee-Oriented. Leaders who were employee-oriented were described as emphasizing interpersonal relations. They took a personal interest in the needs of their employees and accepted individual differences among members. b. Production-Oriented. These leaders tended to emphasize the technical or task aspects of the job. Their main concern was in accomplishing their group’s tasks and the group members were seen as a means to that end. 3. Study Results. At one time, the results of testing behavioural theories were thought to be disappointing. a. However, a more recent review of 160 studies found the followers of leaders high in consideration were more satisfied with their jobs, were more motivated, and had more respect for their leader. Initiating structure was more strongly related to higher levels of group and organization productivity and more positive performance evaluations.

III. CONTINGENCY THEORIES A. Background. 1. While trait and behavioural theories contributed to our understanding of leadership, predicting leadership success proved to be more complex than thought, so researchers began to focus on situational influences. a. The goal of such contingency theories was to match leadership style with work conditions in order to achieve leadership effectiveness. B. The Fiedler Contingency Model. 1. One of the first models of this type was developed by Fred Fiedler. 2. It proposes that effective group performance depends on the proper match between the leader’s style and the degree to which the situation gives control to the leader.

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3. Fiedler assumes an individual’s leadership style is fixed. This means if a situation requires a task-oriented leader and the person in the leadership position is relationship-oriented, either the situation has to be modified or the leader has to be replaced to achieve optimal effectiveness. a. After assessing an individual’s basic leadership style through the LPC questionnaire, the leader is matched with the situation. b. Fiedler identified three contingency dimensions that defined the key situational factors that will determine the appropriate leadership style. 1) Leader-member relations: the degree of confidence, trust, and respect members have in their leader. Measured as good or poor. 2) Task structure: the degree to which the job assignments are structured or unstructured. Measured as high or low. 3) Position power: the degree of influence a leader has over hiring, firing, discipline, promotions, and salary increases. Measured as strong or weak. c. The next step is to evaluate the situation in terms of these three variables. 1) Fiedler states that the better the leader–member relations, the more highly structured the job, and the stronger the position power, the more control the leader has. 2) A very favourable situation (in which the leader has a great deal of control) might include a payroll manager who is well-respected and whose employees have confidence in her (good leader–member relations); activities to be done—such as wage computation, check writing, and report filing—that are specific and clear (high task structure); and provision of considerable freedom to reward and punish employees (strong position power). 3) An unfavourable situation might be that of the disliked chairperson of a volunteer United Way fundraising team. In this job, the leader has very little control. 4. Combining the three contingency dimensions yields eight possible situations in which leaders can find themselves. a. Task-oriented leaders tend to perform better in situations that are either very favourable to them or which are very unfavourable (category I, II, III, VII, or VIII). b. Relationship-oriented leaders perform better in moderately favourable situations (categories IV through VI). c. Recently, Fiedler has condensed these eight situations down to three based on the degree of control: task-oriented leaders perform best in situations of high and low control while relationship-oriented leaders perform best in moderate control situations. d. Using the Model to Improve Leadership Effectiveness. Because Fiedler believes an individual’s leadership style is fixed, there are really only two ways to improve leader effectiveness: 1) Change the leader to fit the situation. If a group situation rates highly unfavourable but is currently led by a relationshiporiented manager, the group’s performance could be improved under a manager who is task-oriented. 2) Change the situation to fit the leader. This can be done by restructuring tasks or increasing/decreasing the power the leader has

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to control factors such as salary increases, promotions, and disciplinary actions. 5. Considerable evidence supports substantial parts of Fiedler's model. a. If we use only three categories rather than the original eight, there is ample evidence to support Fiedler’s conclusions. b. But the logic underlying the LPC questionnaire is not well understood, and respondents’ scores are not stable. c. The contingency variables are also complex and difficult for practitioners to assess. C. Other Contingency Theories 1. Situational Leadership Theory. Situational leadership theory (SLT) focuses on the followers. It says successful leadership depends on selecting the right leadership style contingent on the followers’ readiness, the extent to which followers are willing and able to accomplish a specific task. 2. A leader should choose one of the following four behaviours depending on follower readiness. a. If followers are unable and unwilling to do a task, the leader needs to give clear and specific directions. b. If followers are unable but willing, the leader needs to display high task orientation to compensate for followers’ lack of ability and high relationship orientation to get them to “buy into” the leader’s desires. c. If followers are able but unwilling, the leader needs to use a supportive and participative style. d. If followers are both able and willing, the leader doesn’t need to do much. 3. SLT has intuitive appeal. It acknowledges the importance of followers and builds on the logic that leaders can compensate for their limited ability and motivation. a. Yet, research efforts to test and support the theory have been relatively disappointing. Possible explanations include internal ambiguities and inconsistencies in the model itself as well as problems with research methodology. 4. Path-Goal Theory. Developed by Robert House, path-goal theory extracts elements from the Ohio State leadership research on initiating structure and consideration, and the expectancy theory of motivation. 5. Path-goal theory suggests it’s the leader’s job to provide followers with information, support, or other resources necessary to achieve goals. 6. The theory predicts: a. Directive leadership yields greater satisfaction when tasks are ambiguous or stressful than when they are highly-structured and well laid out. b. Supportive leadership results in high performance and satisfaction when employees are performing structured tasks. c. Directive leadership is likely to be perceived as redundant by employees with high ability or considerable experience. 7. The match between leadership style and situation can be individualistic and mercurial. Some tasks may be both stressful and highly-structured, and employees may have high ability or experience in some tasks and not others. 8. Studies indicate that leaders who set goals enable conscientious followers to achieve higher performance but may cause stress for workers who are low in conscientiousness.

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9. Altogether, the foundations of path-goal theory have merit. Directive or supportive leadership does matter to followers’ performance, and leaders need to be aware of their important facilitating role. 10. Additionally, path-goal theory, like SLT and other contingency theories, reminds us that the effectiveness of leaders depends to a large degree on their followers. 11. Leader-Member Exchange Theory (LMX) takes the concept of the importance of followers further, highlighting that individual followers may not all have the same relationship with a given leader. 12. The theory reminds us that leaders form a deep, trusting bond with some employees and not others, partly due to time constraints and resource limitations and partly due to personality dynamics and in-group effects. The nature of this dyadic relationship influences leadership outcomes, as the same leader will have varied outcomes depending on the leader's individual relationship with specific followers. 13. LMX theory has been well supported by research, indicating that a “high-quality exchange” relationship (meaning relationships with the leader that are characterized by high trust and perceived supportiveness), are associated with higher job satisfaction, reduced turnover, increased organizational citizenship, and better performance.

IV. CHARISMATIC LEADERSHIP AND TRANSFORMATIONAL LEADERSHIP A. In this section, we present two contemporary leadership theories—charismatic

leadership and transformational leadership—which have a common theme: they view leaders as individuals who inspire followers through their words, ideas, and behaviours. B. Charismatic Leadership. 1. What Is Charismatic Leadership? a. Max Weber, a sociologist, defined charisma (from the Greek for “gift”) more than a century ago as “a certain quality of an individual personality, by virtue of which he or she is set apart from ordinary people and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. 1) These are not accessible to the ordinary person and are regarded as of divine origin or as exemplary, and on the basis of them, the individual concerned is treated as a leader.” 2) Weber argued that charismatic leadership was one of several ideal types of authority. 2. House’s Charismatic Leadership Theory. a. In this theory, followers are believed to make attributions of heroic or extraordinary leadership abilities when they observe certain behaviours. b. The charismatic characteristics identified by the research so far are: 1) vision, 2) a willingness to take personal risks to achieve that vision, 3) sensitivity to followers’ needs, and 4) exhibiting behaviours that are out of the ordinary. 3. How Do Charismatic Leaders Influence Followers? a. It begins with articulating an appealing vision, a long-term strategy for attaining a goal by linking the present with a better future for the organization. 11-6

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1) Desirable visions fit the times and circumstances and reflect the uniqueness of the organization. b. A vision is incomplete without an accompanying vision statement, a formal articulation of an organization’s vision or mission. 1) Charismatic leaders may use vision statements to imprint on followers an overarching goal and purpose. 2) They then communicate high performance expectations and express confidence that followers can attain them. 3) This enhances follower self-esteem and self-confidence. c. Through words and actions, the leader conveys a new set of values and sets an example for followers to imitate. 1) One study of Israeli bank employees showed charismatic leaders were more effective because their employees personally identified with them. 2) Charismatic leaders also set a tone of cooperation and mutual support. d. Finally, the charismatic leader engages in emotion-inducing and often unconventional behaviour to demonstrate courage and conviction about the vision. Followers “catch” the emotions their leader is conveying. 4. The Destructive and Toxic Side of Charismatic Leadership a. Narcissists score higher in some behaviours associated with charismatic leadership. b. Destructive leadership traits include a willingness to use power for personal gain and self-aggrandizement; having a childhood characterized by powerlessness, trauma, and neglect that resulted in a broad view of the world as negative and threatening; and embracing ideologies of hatred. 5. Does Charismatic Leadership Depend on the Person and the Situation? a. There are strong correlations between charismatic leadership and high performance and satisfaction among followers, but such results may be situationally dependent. 1) Charisma appears to be most successful when the follower’s task includes ideology or the environment involves a high degree of stress and uncertainty. 2) Additionally, charisma, given its need for a vision, is more often associated with high-level executives than with low-level managers. Also, charisma affects some followers more than it does others. 3) Finally, people are especially receptive to charismatic leadership when they sense a crisis, when they are under stress, or when they fear for their lives. 4) Top executives create vision. It is more difficult to utilize a person’s charismatic leadership qualities in lower-level management jobs or to align new vision with the specific top-management goals of the organization. a) While charismatic leadership may be more important in the upper echelons of organizations, it is also clear that its effects are not confined to high-level leaders, as it can be effective from a distance, or from close range. 5) Some personalities are especially susceptible to charismatic leadership. a) For instance, an individual who lacks self-esteem and questions his self-worth is more likley to absorb a leader’s direction rather than establish his own way of leading or thinking. For these people, the 11-7

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situation may matter much less than the charismatic qualities of the leader. C. Transformational Leadership. 1. Leadership Types. This theory of leadership divides leaders into two types, based on their methods and outcomes: a. Transactional Leaders: those who guide or motivate their followers in the direction of established goals by clarifying role and task requirements. These leaders were described in the Ohio State studies and Fiedler's model. b. Transformational Leaders: those who inspire followers to transcend their own self-interests for the good of the organization and are capable of having a profound or extraordinary effect on their followers. c. Transactional and transformational leadership aren’t opposing approaches to getting things done. They complement each other, though they’re not equally important. 1) Transformational leadership builds on transactional leadership and produces levels of follower effort and performance beyond what transactional leadership alone can do. 2) But the reverse isn’t true. So, if you are a good transactional leader but do not have transformational qualities, you’ll likely only be a mediocre leader. 3) The best leaders are transactional and transformational. d. Full Range of Leadership Model. Exhibit 11-4 shows the full range of leadership model. e. The first three: 1) Laissez-faire is the most passive and therefore least effective of leader behaviours. 2) Management by exception—active or passive—is slightly better than laissez-faire, but it’s still considered ineffective. 3) Management-by-exception leaders tend to be available only when there is a problem, which is often too late. 4) Contingent reward leadership can be an effective style of leadership but will not get employees to go above and beyond the call of duty. f. Only with the four remaining styles—all aspects of transformational leadership—are leaders able to motivate followers to perform above expectations and transcend their self-interest for the sake of the organization. 1) Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence all result in extra effort from workers, higher productivity, higher morale and satisfaction, higher organizational effectiveness, lower turnover, lower absenteeism, and greater organizational adaptability. g. Based on this model, leaders are generally most effective when they regularly use each of the four transformational behaviours. 2. Evaluation of Transformational Leadership. a. Transformational leadership has been impressively supported at various job levels and in disparate occupations. b. Transformational leadership isn’t equally effective in all situations, however.

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3. What elements of transformational leadership appear universal? Vision, foresight, providing encouragement, trustworthiness, dynamics, positiveness, and proactiveness top the list. a. The GLOBE team concluded that “effective business leaders in any country are expected by their subordinates to provide a powerful and proactive vision to guide the company into the future, strong motivational skills to stimulate all employees to fulfill the vision, and excellent planning skills to assist in implementing the vision” (Carl and Javidan 29). 4. A vision is important in any culture, then, but the way it is formed and communicated may need to vary by culture.

V. AUTHENTIC LEADERSHIP: ETHICS AND TRUST

One area left out of charismatic and transformational leadership theories is the role of ethics and trust in leadership effectiveness. A. What Is Authentic Leadership? Authentic leaders know who they are, what they believe in and value, and act on those values and beliefs openly and candidly. 1. Their followers consider them ethical people. The primary quality produced by authentic leadership, therefore, is trust. 2. Authentic leaders share information, encourage open communication, and stick to their ideals. The result: people come to have faith in them. 3. Because the concept is new, there has been little research on authentic leadership. a. However, recent research indicated that authentic leadership, especially when shared among top management team members, created a positive energizing effect that heightened firm performance. b. Transformational or charismatic leaders can have a vision and communicate it persuasively, but sometimes the vision is wrong, or the leader is more concerned with his or her own needs or pleasures. B. Ethical Leadership. For better or worse, leadership is not value-free. In assessing leadership effectiveness, we need to address the means a leader uses to achieve goals as well as the content of those goals. 1. The role of the leader in creating the ethical expectations for all members is crucial. Therefore, although every member of an organization is responsible for ethical behaviour, many initiatives aimed at increasing organizational ethical behaviour are focused on the leaders. 2. Ethics and leadership intersect at a number of junctures. a. Leaders who treat their followers with fairness, especially by providing honest, frequent, and accurate information, are seen as more effective. b. Related to this is the concept of humbleness, another characteristic ethical leaders often exhibit as part of being authentic. Research indicates that leaders who model humility help followers to understand the growth process for their own development. c. Leaders can build on a foundation of trust to show their character, enhance a sense of unity, and create buy-in from followers. Research findings suggest that organizations should invest in ethical leadership training programs, especially in industries with few regulations. C. Servant Leadership. Scholars have recently considered ethical leadership from a new angle by examining servant leadership. 1. Servant leaders go beyond their own self-interest and focus on opportunities to

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help followers grow and develop. They don’t use power to achieve ends; they emphasize persuasion. 2. Characteristic behaviours include listening, empathizing, persuading, practicing stewardship, and actively developing followers’ potential. 3. What are the effects of servant leadership? One study of 123 supervisors found that it resulted in higher levels of commitment to the supervisor, self-efficacy, and perceptions of justice, which were all related to organizational citizenship behaviour. The relationship between servant leadership and follower organizational citizenship behaviour appears to be stronger when followers are focused on being dutiful and responsible. 4. Servant leadership increases team potency (a belief that one’s team has aboveaverage skills and abilities), which in turn leads to higher levels of group performance. 5. A study with a nationally representative sample found higher levels of citizenship associated with a focus on growth and advancement, which in turn was associated with higher levels of creative performance. 6. Servant leadership may be more prevalent and more effective in certain cultures. In particular, the East Asian prototype is more like a servant leader, which might mean servant leadership is more effective in these cultures. D. Trust and Leadership 1. Trust is a psychological state that exists when you agree to make yourself vulnerable to another because you have positive expectations about how things are going to turn out. Although you aren’t completely in control of the situation, you are willing to take a chance that the other person will come through for you. 2. Trust is a primary attribute associated with leadership; breaking it can have serious adverse effects on a group’s performance. E. What Are the Consequences of Trust? 1. Trust between supervisors and employees is related to a number of positive employment outcomes. 2. Here are just a few of the most important outcomes that research has shown: a. Trust encourages taking risks. 1) Whenever employees decide to deviate from the usual way of doing things, or to take their supervisors’ word on a new direction, they are taking a risk. 2) In both cases, a trusting relationship can facilitate that leap. b. Trust facilitates information sharing. 1) One big reason employees fail to express concerns at work is that they don’t feel psychologically safe revealing their views. 2) When managers demonstrate they will give employees’ ideas a fair hearing and show they are concerned enough to actively make changes, employees are more willing to speak out. c. Trusting groups are more effective. 1) When a leader sets a trusting tone in a group, members are more willing to help each other and exert extra effort for one another, which further increases trust. 2) Conversely, members of mistrusting groups tend to be suspicious of each other, are constantly on guard against exploitation, and restrict communication with others in the group. 3) These actions tend to undermine and eventually destroy the group. 11-10

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d. Trust enhances productivity. 1) The bottom-line interest of companies also appears positively influenced by trust. 2) Employees who trust their supervisors tend to receive higher performance ratings. 3) Mistrust focuses attention on the differences in member interests, making it difficult for people to visualize common goals. 4) People respond by concealing information and secretly pursuing their own interests.

VI. GENDER AND LEADERSHIP A. Gender impacts leadership style and responses to the leader. 1. There is a long-standing stereotype that women are more communal, empathetic and nurturing, while men are more agentic, dominant and forceful. 2. Recent research has highlighted that men, women, and nonbinary people tend use a range of tactics and that their choice is driven more by organizational context, occupational norms, individual personality, and personal values than by gender.

VII. The GLOBE studies explicitly CROSS CULTURAL AND INDIGENOUS LEADERSHIP A. GLOBE Leadership findings 1. The GLOBE studies explicitly examined perceptions of ideal leadership traits in 64 countries across the world. 2. 22 traits were determined to be universally positive (e.g., trustworthy, just, honest, having foresight, planning, well informed, encouraging, communicative, motivating). 3. 8 universal negatives identified (e.g., anti-social, self-protective, irritable, noncooperative, dictatorial). 4. 35 traits were culturally contingent (e.g., being status conscious was related to power distance, being a risk-taker was related to uncertainty avoidance). 5. The GLOBE studies provided concrete evidence of the link between cultural values and leadership preferences. 6. Main Implication: Leaders working with diverse groups of employees, and leaders who are expatriates working in a new culture, should inform themselves of the cultural values and business norms that may impact the behavioural expectations of their direct reports. B. Indigenous Leadership 1. The concept of a leader tends to be broader among Indigenous people and it is not always driven by formal title or authority. 2. People with knowledge of ceremony, traditions, and stories are often considered important community leaders, termed “knowledge keepers”. 3. Business leaders in most Indigenous communities are not only communityoriented, they are also more spiritual than leaders in traditional Western organizations.

VIII. LEADERSHIP SUBSTITUTES AND NEUTRALIZERS A. While leadership is important, leaders cannot do everything. This theory holds

that leadership actions are often irrelevant when trying to explain organizational outcomes.

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1. Experience and training are among the substitutes that can replace the need for a leader’s support or ability to create structure. a. Organizational characteristics such as explicit formalized goals, rigid rules and procedures, and cohesive work groups can also replace formal leadership, while indifference to organizational rewards can neutralize its effects. 2. Neutralizers make it impossible for leader behaviour to make any difference to follower outcomes. 3. There are many possible substitutes for and neutralizers of many different types of leader behaviours across many different situations. a. Moreover, sometimes the difference between substitutes and neutralizers is fuzzy. b. If I’m working on a task that’s intrinsically enjoyable, theory predicts leadership will be less important because the task itself provides enough motivation. But does that mean intrinsically enjoyable tasks neutralize leadership effects, or substitute for them, or both? c. Another problem is that while substitutes for leadership (such as employee characteristics, the nature of the task, and so forth) matter to performance, we can’t infer that leadership doesn’t.

IX. FINDING AND CREATING EFFECTIVE LEADERS A. Selecting Leaders. 1. The process organizations go through to fill management positions is an exercise in the identification of effective leaders. a. You might begin by reviewing the knowledge, skills, and abilities needed to do the job effectively. b. Personality tests can identify traits associated with leadership— extraversion, conscientiousness, and openness to experience. c. High self-monitors are better at reading situations and adjusting their behaviour accordingly. d. Candidates with high emotional intelligence should have an advantage, especially in situations requiring transformational leadership. 2. Experience is a poor predictor of leader effectiveness, but situation-specific experience is relevant. B. Training Leaders. 1. How can managers get more from their training budgets? a. Leadership training is likely to be more successful with high-self monitors. b. Organizations can teach implementation skills. c. We can teach skills such as trust building and mentoring. d. Behavioural training through modelling exercises can increase an individual’s ability to exhibit charismatic leadership qualities. e. Leaders should engage in regularly reviewing their leadership after key organizational events. f. Leaders can be trained in transformational leadership skills that have bottom-line results. 2. Mentors are senior employee who sponsors and supports a less experienced employee. a. Formal mentors: protégé candidates are identified according to assessments of leadership potential and then matched with leaders in corresponding organizational functions. 11-12

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b. Informal mentors: a less experienced, lower-level employee who appears to have potential for future development is identified and informally tested by the senior employee. If the lower-level employees passes the test, they will be come a mentee. C. Developing Your Own Leadership Skills 1. Complete a self-assessment to determine your leadership strengths and weaknesses. This assessment will provide some guidance in terms of where you need to invest your efforts to develop your leadership skills. 2. Formal learning can help you develop your leadership skills (e.g., university courses, project management courses). 3. Read books by famous leaders, or watch Ted Talks to expose yourself to new perspectives. 4. Practice the behaviors that you have learned about. 5. Be honest with your successes and failures.

X.

BEING AN EFFECTIVE FOLLOWER

A. Effective followers have been defined in the leadership literature as people who are able to “manage up”.

B. Managing up is challenging: as a follower you are not in control and you need to

balance constructive criticism with respect (and even then certain personality types may not be receptive). C. How to be an effective follower? 1. Know your leader well. 2. If you are unsure, ask and then communicate with the leader according to their preferences (not yours). 3. Approach interactions with a positive attitude focused on achieving shared goals. 4. Offer opinions to the leader in a private and respectful manner. 5. Share credit when appropriate (preferably in public). 6. Actively ask for feedback. 7. Be willing to collaborate.

XI. SUMMARY A. Leadership plays a central part in our understanding of group behaviour because

it’s the leader who usually directs us toward our goals. B. Knowing what makes a good leader should thus be valuable in improving group performance. 1. The early search for a set of universal leadership traits failed. However, recent efforts using the Big Five personality framework show strong and consistent relationships between leadership and extraversion, conscientiousness, and openness to experience. 2. The behavioural approach’s major contribution was narrowing leadership into task-oriented (initiating structure) and people-oriented (consideration) styles. 3. By considering the situation in which the leader operates, contingency theories promised to improve on the behavioural approach. 4. Research on charismatic and transformational leadership has made major contributions to our understanding of leadership effectiveness.

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5. The concept of authentic leadership encompasses the dimensions of ethics and trust that characterize the best leadership practices, although the need for leadership to increase performance is not always certain. 6. Servant leadership involves helping others grow and develop. 7. The expectations of leaders can differ significantly by culture, it is important to be aware of the influence of culture when leading people from diverse backgrounds. 8. Regardless of the type of leadership style used, trust is key for leadership effectiveness.

XII. IMPLICATIONS FOR MANAGERS A. For maximum leadership effectiveness, ensure that your preferences on the

initiating structure and consideration dimensions are a match for your work dynamics and culture. B. Hire candidates who exhibit transformational leadership qualities and who have demonstrated success in working through others to meet a long-term vision. 1. Personality tests can reveal candidates higher in extraversion, conscientiousness, and openness, which may indicate leadership readiness. C. For the management role, hire candidates whom you believe are ethical and trustworthy; and train managers in your organization’s ethical standards. D. Seek to develop trusting relationships with followers because, as organizations have become less stable and predictable, strong bonds of trust are replacing bureaucratic rules in defining expecations and relationships. E. Consider investing in leadership training such as formal courses, workshops, rotating job responsibilities, coaching, and mentoring.

XIII. KEEP IN MIND A. Leaders can influence a group toward the achievement of goals. B. The best leaders are ethical and authentic in addition to being charismatic. Mini Case Discussion Questions Case 1: A Study of Leadership Style 1. How would you characterize Bryce Williams’ leadership style? Justify your answer. Remember that he may be combining styles or exhibiting varied styles at different times or in different contexts. Bryce Williams combines aspects of participative leadership with transformational and supportive leadership behaviours. He has a vision for his band that includes inspirational messages about combining economic prosperity with cultural maintenance. He asks for feedback and insight from his legislative assembly. He is directly engaged in supporting his community by teaching carving to children. Although he makes sure tasks are completed, Bryce is highly relationship-focused. That focus carries through into all leadership contexts, whether he is acting in transformational, participative, or supportive ways.

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2. Is Bryce’s leadership style or styles suitable for the context that he is working in? Justify your answer. Bryce’s leadership style is highly appropriate for the culture and context he is working in. First Nations cultures emphasize inclusive decision making. In addition, he is young and relatively less experienced. These traits, in combination, make participative leadership especially appropriate. Furthermore, as Chief of the first provincial urban reserve in B.C., Bryce is likely aware that their community can serve as a model and inspiration for others, making transformational leadership a timely tool. 3. Describe two jobs/scenarios in which Bryce’s current primary leadership style would likely be ineffective. Explain your answer. Bryce’s leadership style is inclusive and respectful, but time-consuming. Contexts which require rapid, decisive decision making, such as leading a team of first responders in an emergency situation, would be ill-suited to his style. His style is also less suited to contexts in which task completion is the primary focus, tasks are simple, and the followers unskilled. In that type of environment, Bryce’s transformational and participative styles would be unhelpful, since task completion is the main goal, emotions are less relevant, and the followers have limited insight to offer. Examples include manufacturing contexts and short-term projects requiring manual labour (putting up sandbags in preparation for a flood, for instance). Case 2: Situational Leadership Comes Clean 1. Why is Martha having such a different leadership experience with her new team compared to her old team and how can she correct the situation such that her current team respects her leadership more? Martha is having a different leadership experience with her new team compared to her old team because the team composition is very different. According to the Fiedler contingency model, effective groups depend on a proper match between a leader’s style of interacting with subordinates and the degree to which the situation gives control and influence to the leader. In this case, there was a proper match between Martha’s leadership style and the first crew (e.g., they needed more specific instructions, they responded well to the ‘mom voice’). There was an improper match between Martha’s leadership style and the second crew (e.g., they needed less specific instructions as they were more experienced, they needed more autonomy). Martha can correct the situation such that her current team respects her leadership more by changing the task structure, which refers to the degree to which the job assignments are procedurized (that is, structured or unstructured). As the second crew are more experienced and are taking on more challenging tasks, they might appreciate less structured interactions with Martha. These interactions might be less directive (e.g., ‘you do this’) and more collaborative (e.g., ‘what do you think about this approach?’).

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Exercises 1. Self-analysis. Based on your Big Five personality profile, what leadership traits do you possess? Do you think you would be a good leader? Why or why not? (If you have not already completed this personality test in an earlier chapter, search the Internet for a free version of the Big Five personality test and take it.) 2. Web Crawling. Search the Internet to find three sources that believe that leadership is necessary for organizations to be effective and three sources that do not. Concisely summarize the two arguments and then provide your opinion on the matter. 3. Teamwork. Split the class into small groups of four. Half of these teams will elect a leader who will act as a transactional leader. The other half will select leaders who will act as transformational leaders. Give each team three decks of cards that have been shuffled together and randomly stacked. Call the leaders together and inform them of their team’s task. The task of each group is to sort and sequence the pile into the original three separate decks of cards (ordered by suit and rank: A♠-K♠, A♣-K♣, A♥K♥, and A♦-K♦). This activity is a race between teams. The winning team will be the one that completes the task the fastest and the most accurately. Every card that is found to be out of place is a 30-second penalty. Review with the leaders the differences between transactional and transformational leadership before allowing them to start the exercise. Allow the leaders to act in the way they see fit, based on their style of leadership. Time each team. At the end of the activity, have the competing teams check each other's results for accuracy. Average the time taken by each type of leader’s teams. Was there a difference? Why or why not? Address these questions to the team members, not the team leaders. Ask the team members of each type of leader how they felt during the activity. Ask the team leaders how they felt about their team members and the activity. Hold a discussion on the effects of these two types of leadership on the results of this activity. 4. Analyzing Your Organization (Cumulative Project). Analyze the leadership in your organization using the theories discussed in this chapter as a framework. Pick one or more theories that you think applies most to your organization, and actually write a case study on it. For example, if you think that the Fiedler model is what is driving the leadership in your organization, write a paper discussing why this is the case. For example, you may have a strong task-oriented leader who is very effective because the situational variables are either very high or very low. 5. What Characterizes a Leader? This exercise will show students different leadership styles in a fun way. It requires some significant preparation on the instructor’s part. a. Rent one or more of the following movies: 1) Karate Kid - Good for contingency leadership. 2) Lawrence of Arabia - Good for charismatic/visionary leadership. 3) Hoosiers - Good for transactional leadership. b. Preview the film(s) you will use in class and note where the following sections are. (By previewing, you will reduce viewing time to 15 to 20 minutes out of each film.) 1) Karate Kid: (1) When Miagi has Daniel washing, sanding, and painting, only to show him that he has learned karate: high task/low relationship. (2) When they are on the inlet fishing and Daniel is standing on the boat practicing: moderate 11-16

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task/moderate relationship. And (3) the tournament at the end of the film: high relationship/low task direction. 2) Lawrence of Arabia: (1) The beginning of the film when Lawrence gets his assignment and declares it is fun. (2) When he is first riding in the desert and won’t drink his water except when his guide does. (3) When he is talking the tribal leader into riding across the desert to attack the port city and (4) later when he talks the second tribal leader into joining them. The pattern shows the development, execution, and creation commitment to a vision. 3) Hoosiers: (1) When Gene Hackman is first coaching the players and tells them to leave if they don’t want to work. (2) Choose one or two scenes where he is dictating to them how to play: my way or the highway. Be sure to close with (3) the tournament game where the players finally have enough confidence to tell him they want to do something different and he lets them. This last scene is important to show that transactional leadership does work; you just may not like the method. c. Lead a discussion after watching the clips from each film. As an alternative, watch the entire movie(s), stopping the video periodically and discussing the elements of leadership displayed to that point. 6. Name That Leader! Before even beginning the discussion of leadership, have students name/identify who they think are or have been great leaders. This list can include past, present, and future leaders; male and female leaders; living or deceased leaders of the following categories: business leaders, governmental leaders (domestic and international), ethnic leaders, and religious leaders from any/all denominations. Try to encourage a wide variety of leaders, even some leaders that would not be considered socially acceptable, such as Hitler, Saddam Hussein, Osama bin Laden, and cult leaders such as Jim Jones and Charles Manson, because they will lead into the discussion. While they were not exactly nice people, they were able to influence the behaviour of others to act in a certain manner. After the class has generated a relatively lengthy list (20 or more), have the students identify why all of the people on this list are or were leaders, and what characteristics they all have in common. Write the list on the board. This can lead into an interesting discussion on trait theory. 7. Ethical Leadership. Have the class search for news stories on ethical breakdowns by current leaders. Discuss the events in the context of why the breakdowns occurred. Was it due to a wrong style, such as using charisma when it did not work? Discuss the concept of traits and behaviours in the context of what makes a great leader. For example, can one behave unethically in their personal lives, but still be a great leader? Suggested Assignments 1. Ask students to look at the list of famous quotes from well-known leaders from history. They may use the Internet to find these leaders. 2. Once the leaders are identified, ask students to write a short paper about one of these leaders to describe their leadership characteristics in terms introduced in the chapter.

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Who Said That? Name That Leader 1. I have a dream. 2. I have not yet begun to fight. 3. [In response to a female heckler who claimed he was drunk.] And you, madam, are ugly. But I shall be sober in the morning. 4. Give me liberty or give me death. 5. If you judge people, you have no time to love them. Who Said That? Name That Leader: Answer Key 1. I have a dream. - Martin Luther King, Jr. 2. I have not yet begun to fight. - John Paul Jones 3. [In response to a female heckler who claimed he was drunk.] And you, madam, are ugly. But I shall be sober in the morning. - Winston Churchill 4. Give me liberty or give me death. - Patrick Henry 5. If you judge people, you have no time to love them. - Mother Teresa

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Chapter 12 Power and Politics

Chapter 12 Power and Politics Chapter Overview For anything to be accomplished in an organization people must use both power and politics. While often looked at as negative aspects of organizations, both power and politics are the means by which organizations and individuals get objectives accomplished. Chapter Objectives After studying this chapter, the student should be able to: 12.1a Define power. 12.1b Contrast leadership and power. 12.2 Describe the five bases of power. 12.3 Identify nine power or influence tactics and their contingencies. 12.4 Explain how power affects people. 12.5 Define organizational politics and evaluate the role of politics in organizations. 12.6a Identify the causes and consequences of political behaviour. 12.6b Assess whether a political action is ethical. 12.7 Describe the political mapping process and its advantages. Suggested Lecture Outline

I.

INTRODUCTION

A. This chapter will examine how power shapes group goals and resource allocation as well as the individual use of political skills to achieve goals.

II. A DEFINITION OF POWER A. Power: a capacity that one person has to influence the behaviour of another so that

the other acts in accordance with the first person's wishes. 1. Power requires a dependency relationship: the greater the dependency, the greater the power that exists. a. Dependence is based on alternatives and their desirability. b. Alternatives. Dependence is increased as a number of alternatives decrease. Control over an alternative gives power. c. Desirability. The more desirable an alternative is, the more dependent a person (target) is on the person (controller) who controls the alternative and therefore the more power the controller has.

III. POWER AND LEADERSHIP COMPARED A. Similarities. The concepts of leadership and power are closely intertwined. Leaders use power as a means of attaining group goals. B. Differences. Power and leadership differ in three major areas:

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1. Power does not require goal compatibility, merely dependence. a. Leadership requires some congruence between the goals of the leader and those being led. 2. Leadership focuses on the downward influence over one's followers. a. It minimizes the importance of lateral and upward influence patterns. Power is concerned with all directions of influence. 3. Leadership research tends to emphasize the style leaders take. a. Research on power is a broader topic and focuses on tactics for gaining compliance. 4. Power research looks at the power exerted by individuals, as well as that used by groups.

IV. BASES OF POWER A. There are two general groupings of power sources: formal and personal.

1. Formal Power. a. This source of power comes from an individual's position in an organization. b. It is based on the ability to coerce or reward, or from formal authority. 1) Coercive Power. a) This power base is driven by fear. b) A target reacts to this power out of fear of the negative results that would occur if he or she failed to comply. c) It rests on the application, or threat of application, of physical sanctions (pain, frustration, or threatening lower order needs). 2) Reward Power. a) The opposite of coercive power, this source of power is based on producing positive benefits for the target who complies. b) Rewards can be financial (pay or bonuses) or nonfinancial (recognition, interesting assignments, or preferred work shifts). 3) Legitimate Power. a) In formal groups and organizations, this common base of power is the formal authority to control and use organizational resources based on structural position. b) It is based on member acceptance of the position, not simply the power to coerce and reward given with that position. 2. Personal Power. a. This power stems from an individual's unique characteristics. b. There are two bases of personal power: 1) Expert Power. a) This is influence wielded because of expertise, special skill, or knowledge. b) This has become a powerful source of influence as the world becomes more technologically oriented. 2) Referent Power. a) This power is based on identification with a person who has desirable resources or personal traits. b) It develops out of admiration of another and the desire to be like that person: followers wish to please a person with referent power. c) This source of power is closely aligned with charisma. B. Which Bases of Power Are Most Effective? 1. Personal Power. 12-2

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a. Both expert and referent power are positively related to employee satisfaction with supervision, organizational commitment, and performance. 2. Formal Power. a. Reward and legitimate power are unrelated to organizational outcomes. b. Coercive power is negatively related to employee satisfaction and commitment.

V. POWER TACTICS A. Defined: Power tactics are what people use to translate power bases into specific

actions that influence others. 1. Power tactics are more immediate in nature than power bases, although they are similar concepts. 2. In fact, over time, successfully applied power tactics can result in the accumulation of a power base. B. Nine Influence Tactics: 1. Legitimacy. Relying on one's positional authority or stressing the request is in accordance with organizational policies and rules. 2. Rational Persuasion. Presenting logical arguments and factual evidence to demonstrate the request is reasonable. 3. Inspirational Appeals. Developing emotional commitment by appealing to a target’s values, needs, hopes, and aspirations. 4. Consultation. Increasing the target’s motivation and support by involving him or her in deciding how the plan or change will be done. 5. Exchange. Rewarding the target with benefits or favours in exchange for following a request. 6. Personal Appeals. Asking for compliance based on friendship or loyalty. 7. Ingratiation. Using flattery, praise, or friendly behaviour prior to making the request. 8. Pressure. Using warnings, repeated demands, and threats. 9. Coalitions. Enlisting the aid of other people to persuade the target or using the support of others as a reason for the target to agree. C. Not all tactics are equally effective. 1. Rational persuasion, inspirational appeals, and consultation tend to be the most effective tactics. 2. Pressure is the least effective of all nine tactics. 3. Effectiveness is increased by using more than one type of tactic at the same time or sequentially, as long as the tactics are compatible. 4. Tactic effectiveness is modified by the direction of the influence. a. Inspirational appeals and pressure work best as downward influencing tactics. b. Personal appeals and coalitions are most effective as lateral influence attempts. 5. You’re more likely to be effective if you begin with “softer” tactics that rely on personal power, such as personal and inspirational appeals, rational persuasion, and consultation. 6. If these fail, you can move to “harder” tactics, such as exchange, coalitions, and pressure, which emphasize formal power and incur greater costs and risks.

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7. Interestingly, a single soft tactic is more effective than a single hard tactic, and combining two soft tactics or a soft tactic and rational persuasion is more effective than any single tactic or combination of hard tactics. 8. The effectiveness of tactics depends on the audience. a. People especially likely to comply with soft power tactics tend to be more reflective, are intrinsically motivated, have high self-esteem, and have greater desire for control. b. People likely to comply with hard power tactics are more action oriented and extrinsically motivated and are more focused on getting along with others than with getting their own way. 9. There are some gender role congruency effects when it comes to the use of influence tactics. Men and women who use the exact same tactic in the same situation may be perceived differently. 10. People in different countries prefer different power tactics. a. Those from individualistic countries tend to see power in personalized terms and as a legitimate means of advancing their personal ends, whereas those in collectivistic countries see power in social terms and as a legitimate means of helping others. 1) Research suggests that managers have less need for influence tactics in countries with high power distance, as employees will comply with requests simply out of respect for the manager’s authority. 2) Canadian Indigenous peoples, whose varied cultures tend to be collectivistic and emphasize “power with” rather than “power over,” generally respond better to softer tactics that help develop consensus and shared understanding. 11. People differ in their political skill, or their ability to influence others to enhance their own objectives. 12. The politically skilled are more effective users of all of the influence tactics. a. Political skill also appears more effective when the stakes are high—such as when the individual is accountable for important organizational outcomes. 13. The politically skilled are able to exert their influence without others detecting it, a key element in being effective (it’s damaging to be labelled political). 14. Finally, we know cultures within organizations differ markedly—some are warm, relaxed, and supportive; others are formal and conservative. a. The organizational culture in which a person works will have a bearing on which tactics are considered appropriate. Some cultures encourage participation and consultation, some encourage reason, and still others rely on pressure. b. People who fit the culture of the organization tend to obtain more influence. 1) Specifically, extraverts tend to be more influential in team-oriented organizations, and highly conscientious people are more influential in organizations that value working alone on technical tasks. c. Part of the reason people who fit the culture are influential is that they are able to perform especially well in the domains deemed most important for success. In other words, they are influential because they are competent. So the organization itself will influence which subset of power tactics is viewed as acceptable for use.

VI. HOW POWER AFFECTS PEOPLE A. Does power corrupt? 12-4

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B. There is currently evidence that there are corrupting aspects of power. Research

suggests that power leads people to place their own interests ahead of others. Why does this happen? 1. Interestingly, research suggests that power not only leads people to focus on their self-interests because they can, but it also liberates people to focus inward and thus come to place greater weight on their goals and interests. 2. Power also appears to lead individuals to “objectify” others and to see relationships as more peripheral. C. Powerful people react—especially negatively—to any threats to their competence. They’re more willing to denigrate others. 1. People given power are more likely to make self-interested decisions when faced with a moral dilemma. 2. Power also leads to overconfident decision making. D. Power doesn’t affect everyone in the same way. There are some positive effects of power. 1. The toxic effects of power depend on one’s personality. Research suggests that if we have an anxious personality, power does not corrupt us because we are less likely to think that using power benefits us. 2. The corrosive effects of power can be contained by organizational systems. 3. We have the power to blunt the negative effects of power. 4. The people who are most likely to abuse power are those who are low in status and gain power. Why is this the case? It appears that having low status is threatening, and this fear is used in negative ways if power is given. E. As you can see, there are factors that can ameliorate the negative effects of power. But there also appear to be general positive effects. 1. Power energizes and leads to approach motivation. It can also enhance people’s motivation to help others, at least for certain people. a. One study found, for example, that values toward helping others translated into actual work behaviour only when people felt a sense of power. 2. This study points to an important insight about power. It is not so much that power corrupts, as it reveals. a. Supporting this line of reasoning, another study revealed that power led to self-interested behaviour only for those with a weak moral identity; power actually enhanced their moral awareness.

VII. POLITICS: POWER IN ACTION A. Definition of Organizational Politics: 1. Occurs when employees convert their power into action. 2. Employees with good political skills have the ability to use their bases of power effectively. B. Definition of Political Behaviour. 1. Political behaviour is activities that are not required as part of one's formal role in the organization, but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organization. 2. This definition includes these key elements: a. Outside of Job. Political behaviour is outside one’s specified job requirements. b. Use of Power. The behaviour requires some attempt to use one's power bases.

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C. The Reality of Politics. 1. Interviews with experienced managers show that most believe political behaviour is a major part of organizational life. 2. Many managers report some use of political behaviour is both ethical and necessary, as long as it doesn’t directly harm anyone else. 3. Managers describe politics as a necessary evil and believe someone who never uses political behaviour will have a hard time getting things done. 4. Most managers indicate they had never been trained to use political behaviour effectively. 5. But why, you may wonder, must politics exist? a. Organizations are made up of individuals and groups with different values, goals, and interests. b. This sets up the potential for conflict over the allocation of limited resources, such as departmental budgets, space, project responsibilities, and salary adjustments. c. If resources were abundant, then all constituencies within the organization could satisfy their goals. d. But because they are limited, not everyone’s interests can be satisfied. e. Furthermore, gains by one individual or group are often perceived as coming at the expense of others within the organization (whether they are or not). f. These forces create real competition among members for the organization’s limited resources. g. Maybe the most important factor leading to politics within organizations is the realization that most of the “facts” used to allocate the limited resources are open to interpretation. h. It is in the large and ambiguous middle ground of organizational life—where the facts don’t speak for themselves—that politics flourish. i. Finally, because most decisions have to be made in a climate of ambiguity— where facts are rarely fully objective and thus are open to interpretation— people within organizations will use whatever influence they can to taint the facts to support their goals and interests. j. Therefore, to answer the question of whether it is possible for an organization to be politics free, we can say “yes”— 1) if all members of that organization hold the same goals and interests, 2) if organizational resources are not scarce, and 3) if performance outcomes are completely clear and objective. But that doesn’t describe the organizational world in which most of us live.

VIII. CAUSES AND CONSEQUENCES OF POLITICAL BEHAVIOUR A. Factors Contributing to Political Behaviour. There are a number of factors that appear to encourage political behaviour: some are individual characteristics and others are the results of the organization's culture or internal environment. 1. Individual Factors. a. At the individual level, researchers have identified certain personality traits, needs, and other factors likely to be related to political behaviour. b. In terms of traits, we find that employees who are high self-monitors, possess an internal locus of control, and have a high need for power are more likely to engage in political behaviour. 12-6

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1) The high self-monitor is more sensitive to social cues, exhibits higher levels of social conformity, and is more likely to be skilled in political behaviour than the low self-monitor. c. Because they believe they can control their environment, individuals with an internal locus of control are more prone to take a proactive stance and attempt to manipulate situations in their favour. 1) Not surprisingly, the Machiavellian personality—characterized by the will to manipulate and the desire for power—is comfortable using politics as a means to further his or her self-interest. d. In addition, an individual’s investment in the organization, perceived alternatives, and expectations of success influence the degree to which he or she will pursue illegitimate means of political action. 1) The more a person expects increased future benefits from the organization, the more that person has to lose if forced out and the less likely he or she is to use illegitimate means. 2) The more alternative job opportunities an individual has—due to a favourable job market or the possession of scarce skills or knowledge, a prominent reputation, or influential contacts outside the organization— the more likely that individual is to risk illegitimate political actions. 3) Finally, if an individual has a low expectation of success in using illegitimate means, it is unlikely he or she will attempt to do so. a) High expectations of success in the use of illegitimate means are most likely to be the province of both experienced and powerful individuals with polished political skills and inexperienced and naïve employees who misjudge their chances. 2. Organizational Factors. This is the most influential set of factors leading to political behaviour. a. When an organization’s resources are declining or when the existing patterns of resource distribution are changing, the likelihood of political behaviour increases. 1) This is especially true in periods of downsizing. b. The availability of promotions is one of the most political aspects of any organization and is most likely to cause political behaviour. c. Cultures evidencing the following characteristics are more likely to experience political behaviours. 1) Low levels of trust (also increases the likelihood of illegitimate political actions). 2) The more ambiguous a worker’s role, the fewer limits there are to the scope and functions of the employee’s political actions. 3) The more organizations use subjective criteria in performance appraisal, emphasize a single outcome measure, or allow significant time to pass between the time of an action and its appraisal, the greater the likelihood that an employee can get away with politicking. a) Subjective performance criteria create ambiguity. b) The use of a single outcome measure encourages individuals to do whatever is necessary to “look good” on that measure, but that often occurs at the expense of good performance on other important parts of the job that are not being appraised. c) The time lapse between an action and its appraisal is also a relevant factor. 12-7

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d) The longer the time, the more unlikely it is that the employee will be held accountable for political behaviours. 4) The use of zero-sum or win-lose reward allocation practices, which forces employees to compete with each other for a limited reward. 5) When there are high pressures for performance, especially when employees are held strictly accountable for outcomes and have great pressure upon them to look “good.” 6) When the firm is being led by poor example: self-serving senior managers who use political behaviours make such behaviour acceptable throughout the organization. B. How Do People Respond to Organizational Politics? 1. In our previous discussion in this chapter of factors that contribute to political behaviour, we focused on the favourable outcomes. a. But for most people—who have modest political skills or are unwilling to play the politics game—outcomes tend to be predominantly negative. b. Exhibit 12-2 summarizes the extensive research on the relationship between organizational politics and individual outcomes. 1) Very strong evidence indicates, for instance, that perceptions of organizational politics are negatively related to job satisfaction. 2) The perception of politics also tends to increase job anxiety and stress. 3) This seems due to the perception that, by not engaging in politics, a person may be losing ground to others who are active politickers or, conversely, to the additional pressures felt from having entered into and competing in the political arena. 4) When politicking becomes too much to handle, it can lead employees to quit. c. Researchers have also noted several interesting qualifiers. 1) First, the politics-performance relationship appears to be moderated by an individual’s understanding of the “hows” and “whys” of organizational politics. a) “An individual who has a clear understanding of who is responsible for making decisions and why they were selected to be the decision makers would have a better understanding of how and why things happen the way they do than someone who does not understand the decision-making process in the organization” (Kacmar et al. 389). b) When both politics and understanding are high, performance is likely to increase because the individual will see political actions as an opportunity. (1) This is consistent with what you might expect among individuals with well-honed political skills. (2) But when understanding is low, individuals are more likely to see politics as a threat, which would have a negative effect on job performance. 2) Second, political behaviour at work moderates the effects of ethical leadership. 3) Third, when employees see politics as a threat, they often respond with defensive behaviours—reactive and protective behaviours to avoid action, blame, or change. a) Exhibit 12-3 provides some examples of these behaviours.

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b) Defensive behaviours are often associated with negative feelings toward the job and work environment. c) Employees may find that defensiveness protects their self-interest, but in the long run it wears them down. d) People who consistently rely on defensiveness find that, eventually, it is the only way they know how to behave. (1) At that point, they lose the trust and support of their peers, bosses, employees, and clients. C. Impression Management (IM). 1. The process by which individuals attempt to control the impression others form of them is called impression management (IM). a. Being perceived positively by others should have benefits for people in organizations. b. It might, for instance, help them initially to get the jobs they want in an organization and, once hired, to get favourable evaluations, superior salary increases, and more rapid promotions. c. In a political context, it might help sway the distribution of advantages in their favour. 2. Who is most likely to use or not use this concept? a. The high self-monitor is the most likely to employ this concept. b. Low self-monitors tend to present images of themselves that are consistent with their personalities, regardless of the beneficial or detrimental effects for them. c. In contrast, high self-monitors are good at reading situations and molding their appearances and behaviour to fit each situation. d. Exhibit 12-4 summarizes some of the most popular IM techniques and provides an example of each. 3. Keep in mind that the impressions people use IM to convey are necessarily false (although, of course, they sometimes are true). a. Excuses, for instance, may be offered with sincerity. b. Referring to the example in Exhibit 12-4, you can actually believe that ads contribute little to sales in your region. c. But misrepresentation can have a high cost. 1) If you “cry wolf” once too often, no one is likely to believe you when the wolf really comes. 2) So the impression manager must be cautious not to be perceived as insincere or manipulative. 3) People don’t like to feel others are manipulating them through impression management, so such tactics should be employed with caution. d. Are there situations in which individuals are more likely to misrepresent themselves or more likely to get away with it? 1) Yes—situations characterized by high uncertainty or ambiguity provide relatively little information for challenging a fraudulent claim and reduce the risks associated with misrepresentation. 4. The increasing use of telework may be increasing the use of IM. a. Individuals who work remotely from their supervisors engage in high levels of IM relative to those who work closely with their supervisors. 5. Most of the studies undertaken to test the effectiveness of IM techniques have related it to two criteria: interview success and performance evaluations. 12-9

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a. The evidence indicates most job applicants use IM techniques in interviews and that it works. 1) In one study, for instance, interviewers felt applicants for a position as a customer service representative who used IM techniques performed better in the interview, and they seemed somewhat more inclined to hire these people. 2) Moreover, when the researchers considered applicants’ credentials, they concluded it was the IM techniques alone that influenced the interviewers—that is, it didn’t seem to matter whether applicants were well or poorly qualified. 3) If they used IM techniques, they did better in the interview. Some IM techniques work better than others in the interview. 4) Researchers have compared applicants whose IM techniques focused on promoting their accomplishments (called self-promotion) to those who focused on complimenting the interviewer and finding areas of agreement (referred to as ingratiation). 5) In general, applicants appear to use self-promotion more than ingratiation. What’s more, self-promotion tactics may be more important to interviewing success. 6) Applicants who work to create an appearance of competence by enhancing their accomplishments, taking credit for successes, and explaining away failures do better in interviews. 7) These effects reach beyond the interview: a) Applicants who use more self-promotion tactics also seem to get more follow-up job-site visits, even after adjusting for grade-point average, gender, and job type. 8) Ingratiation also works well in interviews; applicants who compliment the interviewer, agree with his or her opinions, and emphasize areas of fit do better than those who don’t. b. In terms of performance ratings, the picture is quite different. 1) Ingratiation is positively related to performance ratings, meaning those who ingratiate with their supervisors get higher performance evaluations. 2) However, self-promotion appears to backfire: a) Those who self-promote actually seem to receive lower performance evaluations. b) There is an important qualifier to this general result. (1) It appears that individuals high in political skill are able to translate IM into higher performance appraisals, whereas those lower in political skill are more likely to be hurt by their IM attempts. (2) Self-promotion may also work better for males than females. Women who use it are sometimes inappropriately labelled a “braggart” or “pushy” due to gender role stereotypes that favour modesty for females. That does not mean that women should not engage in self-promotion; in fact, failing to do so in appropriate contexts may disadvantage their careers. It does mean, however, that managers and coworkers should be aware of these stereotypes and make an effort to avoid them. (3) What explains these results unrelated to gender?

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(a) If you think about them, they make sense. (b) Ingratiating always works because everyone—both

interviewers and supervisors—likes to be treated nicely.

(c) However, self-promotion may work only in interviews and

backfire on the job because, whereas the interviewer has little idea whether you’re blowing smoke about your accomplishments, the supervisor knows because it’s his or her job to observe you. (d) Thus, if you’re going to self-promote, remember that what works in an interview won’t always work once you’re on the job. c. Are our conclusions about responses to politics globally valid? 1) Almost all of our conclusions on employee reactions to organizational politics are based on studies conducted in North America. 2) The few studies that have included other countries suggest some minor modifications.

IX. THE ETHICS OF BEHAVING POLITICALLY A. Ethical Guidelines for Political Behaviour. 1. While there are no clear-cut standards to differentiate ethical from unethical politicking, answering the following questions may prove helpful. a. Realize, however, that the answers to these questions are often argued in ways to make unethical practices seem ethical. b. This is especially true for powerful people who are articulate and persuasive. 2. What is the utility of engaging in the behaviour? 3. How does the utility of engaging in the political behaviour balance out any harm (or potential harm) it will do to others? 4. Does the political activity conform to the standards of equity and justice? a. Sometimes it is difficult to weigh the costs and benefits of a political action, but its ethicality is clear. b. The department head who inflates the performance evaluation of a favoured employee and deflates the evaluation of an unpopular employee—and then uses these evaluations to justify giving the former a big raise and nothing to the latter—has treated the unpopular employee unfairly. 5. Unfortunately, powerful people can become very good at explaining self-serving behaviours in terms of the organization’s best interests. a. They can persuasively argue that unfair actions are really fair and just. b. Our point is that immoral people can justify almost any behaviour. c. Those who are powerful, articulate, and persuasive are most vulnerable to ethical lapses because they are likely to be able to get away with unethical practices successfully. d. When faced with an ethical dilemma regarding organizational politics, try to consider whether playing politics is worth the risk and whether others might be harmed in the process. e. If you have a strong power base, recognize the ability of power to corrupt. f. Remember that it’s a lot easier for the powerless to act ethically, if for no other reason than they typically have very little political discretion to exploit.

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X.

MAPPING YOUR POLITICAL CAREER A. You can use the concepts presented in this chapter in some very tangible ways we have outlined. However, there is another application: You. 1. One of the most useful ways to think about power and politics is in terms of your own career. Think about your career in your organization of choice. a. What are your ambitions? Who has the power to get you there? What is your relationship with these people? 2. The best way to answer these questions is with a political map, which can help you sketch out your relationships with the people upon whom your career depends (see Exhibit 12-5).

XI. SUMMARY A. An effective manager accepts the political nature of organizations. 1. Some people are more politically astute than others, meaning that they are aware of the underlying politics and can manage impressions. 2. Those who are good at playing politics can be expected to get higher performance evaluations, and hence, larger salary increases and more promotions than the politically naïve or inept. 3. The politically astute are also likely to exhibit higher job satisfaction and be better able to neutralize job stressors. B. Few employees relish being powerless in their job and organization. People respond differently to the various power bases. Expert and referent power are derived from an individual’s personal qualities. C. In contrast, coercions, reward, and legitimate power are essentially organizationally derived. D. Cultural differences impact the types and forms of power tactics and impression management tactics considered appropriate for the workplace. E. Gender stereotypes influence the effectiveness of certain influence and impression management tactics; however, these stereotypes are counterproductive and efforts should be made to avoid them when assessing others. Organizations influence the degree of politicking that takes place within them via their policies, organizational culture, reward systems, and tone from the top. F. Political mapping is a useful tool to help understand and manage politics in your organization.

XII. IMPLICATIONS FOR MANAGERS A. If you want to get things done in a group or an organization, it helps to have power. B. As a manager who wants to maximize your power, you will want to increase others’ dependence on you. 1. You can, for instance, increase your power in relation to your boss by developing knowledge or a skill she needs and for which she perceives no ready substitute. C. You will not be alone in attempting to build your power bases. 1. Others, particularly employees and peers, will be seeking to increase your dependence on them, while you are trying to minimize it and increase their dependence on you. D. Try to avoid putting others in a position where they feel they have no power.

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E. By assessing behaviour in a political framework, you can better predict the actions

of others and use that information to formulate political strategies that will gain advantages for you and your work unit. F. Consider that employees who have poor political skills or are unwilling to play the politics game generally relate perceived organizational politics to lower job satisfaction and self-reported performance, increased anxiety, and higher turnover. 1. Therefore, if you are adept at organizational politics, help others understand the importance of becoming politically savvy.

XIII. KEEP IN MIND A. Informal, expert, and referent power are the most important to acquire. B. Use consultation and inspirational appeals. C. IM techniques’ effectiveness depends on the setting. Mini Case Discussion Questions Case 1: Power Abused—Celebrity and Harassment 1. The media firm involved is re-examining their sexual harassment policies and procedures. Were the policies and procedures really the problem in the first place? Explain your answer. The comments made by complainants suggest that policies and procedures were in place to address harassment issues. Those policies and procedures were not enforced, however, due to the considerable formal and informal power held by the person engaging in harassment. Since this was an enforcement problem born of power and privilege, changes in policies in isolation are unlikely to address the issue effectively. 2. What type(s) of power did the media celebrity described in this scenario have and why was he able to wield it so effectively? One of the reasons this celebrity wielded power so effectively is that he enjoyed multiple sources of power, each reinforcing the other. He had legitimate power. As the host of a popular show many people considered him the “boss.” He had referent power since his celebrity status made people fond of him. He also had reward and coercive power since he had some authority to decide who worked on his show and he wielded influence in determining who could access the best opportunities. As a result, he could directly influence the career trajectories of individuals. 3. When people in formal authority failed to respond, what sources of power were left to victims to help them address and cope with this situation? What form of power would be most useful to them and why? In the absence of a formal response, workers could use coercive power by threatening legal action or media exposure. If they had traits the harasser admired, they could attempt to use referent power to influence him. They could also use social sanctions—a form of reward power—by ignoring or otherwise treating him dismissively when he engages in harassment. The latter may, with some people, escalate harassment. The judicious use of coercive power is therefore warranted in this situation.

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Case 2: Power Plays, Politics, and COVID-19 Vaccines 1. Which power and influence tactics are displayed in these examples and which ones would you anticipate would be most effective? Explain your reasoning. There are numerous power and influence tactics illustrated in this case. Rational Persuasion (i.e., Presenting logical arguments and factual evidence to demonstrate the request is reasonable) was seen by people using scientific, data-driven arguments (e.g., healthcare workers, indigenous leaders). Coalitions (i.e., enlisting the aid of other people to persuade the target or using the support of others as a reason for the target to agree) was also seen by politicians in US and European nations that fought for access to vaccines based on alliances or simple control of the resource. Personal Appeals (i.e., asking for compliance based on friendship or loyalty) was also seen when advocates of people with disabilities made public and emotional appeals for justice and equity. The tactics that appeared to be most effective throughout the pandemic were rational persuasion and coalitions. Healthcare workers were among the first to receive the vaccine in Canada. This would suggest that their data-driven arguments were well received. Governmental coalitions also played a major role, as doses were not fairly distributed among countries. Exercises 1. Self-analysis. What are your formal and personal bases of power? Create a written plan for increasing your power for all five bases. Submit to your instructor for comment. 2. Web Crawling. Use the Internet to look up three articles on an instance of abuse of power in a corporate, government, religious, or other organizational environment. Using the articles as a reference and the terms from this chapter, describe what you believe happened in this abuse situation. 3. Teamwork. Assign students to teams based on their favourite television drama. The television show must have a wide range of characters in a work-type setting. As individuals, each team member will watch a minimum of one hour of the program, observing and identifying the use of power by the drama’s characters. Have the students keep a journal in which they identify the character, the action they see taking place, and describe enough of the scene that they can discuss this example with their team. Have the teams meet and summarize their individual observations. Teams will elect a spokesperson, who will provide a 10-minute overview of their findings on the uses of power in the program. 4. Analyzing Your Organization (Cumulative Project). Keep a journal for one week in which you observe the political behaviours and impression management strategies of your co-workers. Meetings are an excellent time to observe these behaviours. In a meeting, examine the reactions of participants toward those that have the power, versus those that don’t. For example, did the participants tend to agree with the members that have power regardless of the quality of their ideas and comments? Did those that did not have power tend to be interrupted often? Type up the journal and be prepared to discuss it in class. Specific examples should be given anonymously due to the ethical implications of the behaviours you will be observing.

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Suggested Assignment Name That Power Base! The goal is for students to recognize through practice what the different bases of power look like in a real situation. Choose students to role play the two positions, SGA Representative and President of your university. Let the students role play for 10 to 12 minutes. Adjust the time as you see fit. The rest of the class should observe the role play and note: 1. 2. 3. 4.

What power base was used by each person? What else could they have done to make the position more powerful? What did they do that didn’t fit that power perspective? Did they choose the most appropriate power base for this situation? Why?

Once the role play is completed, have the class discuss the following: 1. Was this the only effective power base that could be used by the SGA? 2. How did the choice of power bases on the part of the SGA Representative and the President affect the outcome of the negotiation? Power Play Situation You are a member of the Student Government Association’s (SGA) executive body at your college or university. You are an elected student representative, an executive-level officer, but not the President of the SGA. You represent students in the business program/school. This program is a major source of revenue for the university. The program’s graduates tend to become wealthy alumni who make generous contributions. The business school/program and the SGA have built a close relationship with a number of these alumni. You also have been part of an undergraduate team that has enticed 20 percent more large corporations to interview at your campus through networking and personal contacts with the executives of these organizations. The administration has implemented a campus-wide policy affecting all undergraduates that you want changed. [You may choose a current issue on campus, or leave the particulars ambiguous.] This policy is a special pain for business students. The policy came out of administration/alumni talks over the last year. Your President is a strong but reasonable person, who doesn’t easily change direction but is willing to hear someone’s perspective. The President is a bit feared by students, respected by faculty, and doesn’t have the best relationship with alumni. SGA Representative: choose one of the five power bases and negotiate the elimination of, or modification of, this policy. Choose the one you think has the most credibility given this situation. Talk, negotiate, and so on, as you think appropriate given this base of power. Do not make overt statements that will give away your power base. President: choose a power base in response to the SGA representative. Choose the one you think has the most credibility given this situation. Talk, negotiate, and so on, as you think appropriate given this base of power. Do not make overt statements that will give away your power base.

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Chapter 13 Conflict and Negotiation Chapter Overview Managers in organizations need to be able to effectively deal with conflict and to negotiate with people inside and outside of the organization. These two skill sets are critical for managerial success. Chapter Objectives After studying this chapter, the student should be able to: 13.1 Differentiate between the traditional and interactionist views of conflict. 13.2 Describe the three types of conflict and the three loci of conflict. 13.3a Outline the conflict process. 13.3b Describe evidence-based strategies to make workplace conflict more functional. 13.4 Contrast distributive and integrative bargaining. 13.5 Apply the five steps of the negotiation process. 13.6 Show how individual differences influence negotiations. Suggested Lecture Outline

I.

INTRODUCTION A. This chapter examines both the positive and negative impacts of conflict, as well as describing how conflicts develop. B. One of the ways to end conflict, negotiation, is also presented.

II. A DEFINITION OF CONFLICT A. Conflict: A process that begins when one party perceives another party has

negatively affected, or is about to negatively affect something that the first party cares about. 1. This definition is flexible enough to cover the full range of conflict levels, from overt and violent acts to subtle forms of disagreement. 2. There has been disagreement over the role of conflict in groups and organizations. One school of thought argues that conflict must be avoided—that conflict indicates a malfunction within the group. a. We call this the traditional view. 3. Another perspective proposes not only that conflict can be a positive force in a group but that some conflict is absolutely necessary for a group to perform effectively. a. We call this the interactionist view. B. The Traditional View of Conflict. 1. In the earliest approach (1930s through 1940s) to conflict in organizations, it was assumed that all conflict was harmful and needed to be avoided.

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2. With this traditional view of conflict, conflict was seen as a dysfunctional outcome resulting from poor communication, a lack of openness and trust between people, and the failure of managers to be responsive to the needs and aspirations of their employees. 3. Conflict was discussed with the terms violence, destruction, and irrationality. 4. While the idea that all conflict is bad and should be avoided certainly offers a simple approach to looking at the behaviour of people who create disagreements, researchers realized that some level of conflict was inevitable. a. We need merely study the causes of conflict and correct malfunctions to improve group and organizational performance. C. The Interactionist View of Conflict. 1. The interactionist view of conflict encourages conflict on the grounds that a harmonious, peaceful, tranquil, and cooperative group is prone to becoming static, apathetic, and unresponsive to needs for change and innovation. a. The major contribution of this view is recognizing that a minimal level of conflict can help keep a group viable, self-critical, and creative. 2. Functional conflict is conflict that supports the goals of the group and improves its performance: it is constructive. 3. Dysfunctional conflict is conflict that hinders group performance: it is destructive.

III. TYPES AND LOCI OF CONFLICT A. Types of conflict.

1. Task Conflict. This type of conflict relates to the content and goals of the work. 2. Relationship Conflict. This type of conflict focuses on interpersonal relationships. Almost all conflict of this type is dysfunctional and its resolution can consume a fair portion of a manager’s time. 3. Process Conflict. This final type of conflict relates to how the work is accomplished. B. Studies demonstrate that relationship conflicts, at least in work settings, are almost always dysfunctional. Why? It appears that the friction and interpersonal hostilities inherent in relationship conflicts increase personality clashes and decrease mutual understanding, which hinders the completion of organizational tasks. 1. Of the three types, relationship conflicts also appear to be the most psychologically exhausting to individuals. a. Because they tend to revolve around personalities, you can see how relationship conflicts can become destructive. After all, we can’t expect to change our co-workers’ personalities, and we would generally take offense at criticisms directed at who we are as opposed to how we behave. 2. There is considerably less agreement as to whether task and process conflicts are functional. Early research suggested that task conflict was associated with higher group performance, but a recent review of 116 studies found that task conflict was essentially unrelated to group performance. 3. One such factor was whether the conflict included top management or occurred lower in the organization. a. Task conflict among top management teams was positively associated with their performance, whereas conflict lower in the organization was negatively associated with group performance.

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b. This review also found that it mattered whether other types of conflict were occurring at the same time. 1) If task and relationship conflict occurred together, task conflict was more likely negative, whereas if task conflict occurred by itself, it was more likely positive. c. Finally, some scholars have argued that the strength of the conflict is important—if task conflict is very low, people aren’t really engaged or addressing the important issues. If task conflict is too high, however, infighting will quickly degenerate into relationship conflict. d. According to this view, moderate levels of task conflict are optimal. 4. Finally, the personalities of the teams appear to matter. a. A recent study demonstrated that teams made up of individuals who are, on average, high in openness and emotional stability, are better able to turn task conflict into increased group performance. 5. What about process conflict? a. Researchers found that process conflict revolves around delegation and roles. Conflicts over delegation often revolve around shirking, and conflicts over roles can leave some group members feeling marginalized. b. Thus, process conflict often becomes highly personalized and quickly devolves into relationship conflict. C. Loci of Conflict. Another way to understand conflict is to consider its locus, or where the conflict occurs. 1. Dyadic conflict is conflict between two people. 2. Intragroup conflict occurs within a group or team. 3. Intergroup conflict is conflict between groups or teams. D. Nearly all the literature on task, relationship, and process conflict considers intragroup conflict. However, it doesn’t necessarily tell us about the other loci of conflict. 1. For example, research has found that for intragroup task conflict to influence performance within the team, it is important that the teams have a supportive climate in which mistakes aren’t penalized and every team member “(has) the other’s back.” 2. One study that focused on intergroup conflict found an interplay between an individual’s position within a group and the way that individual managed conflict between groups. a. Group members who were relatively peripheral in their own group were better at resolving conflicts between their group and another one. 1) But this happened only when those peripheral members were still accountable to their group. Thus, being at the core of your work group does not necessarily make you the best person to manage conflict with other groups. 3. Another intriguing question about loci is whether conflicts interact or buffer one another. a. One study found, for example, that high levels of conflict between teams caused individuals to focus on complying with norms within their teams. 4. Thus, understanding functional and dysfunctional conflict requires not only that we identify the type of conflict; we also need to know where it occurs. It’s possible that while the concepts of task, relationship, and process conflict are

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useful in understanding intragroup or even dyadic conflict, they are less useful in explaining the effects of intergroup conflict. 5. In sum, the traditional view took a short-sighted view in assuming all conflict should be eliminated.

IV. THE CONFLICT PROCESS

b.

There are five stages in the conflict process. A. Stage I: Potential Opposition or Incompatibility. 1. This indicates the presence of conditions that create opportunities for conflict to arise. 2. These conditions don’t need to directly lead to conflict, but one of these conditions is necessary for conflict to surface. 3. There are three general categories of these conditions (causes or sources of conflict): 4. Communication. This source of conflict arises from semantic difficulties, misunderstandings, and “noise” in the communication channels. Differing word connotations, jargon, insufficient exchange information, and other barriers to communication are potential antecedents to conflict. a. The potential for conflict increases when: 1) Communication barriers exist. 2) Too little or too much communication takes place. 5. Structure. a. This includes variables such as: 1) size, 2) degree of specialization in the tasks assigned to group members, 3) jurisdictional clarity, 4) member-goal compatibility, 5) leadership styles, 6) reward systems, and 7) the degree of dependence between groups. The potential for conflict increases when: 1) Groups are larger or more specialized. 2) Group members are younger or have less tenure. 3) Turnover is high. 4) Jurisdiction and/or responsibility for action are ambiguous. 5) Diversity of goals exists among groups. 6) Reward systems are designed so that one member gains at another's expense. 7) The group is dependent upon another group. 8) One group can gain at another group’s expense. 6. Personal Variables. a. Personality types, values, and emotions can lead to conflict. b. The potential for conflict increases when: 1) Personality traits such as disagreeableness, neuroticism, or selfmonitoring exist in the work group. 2) Members are highly emotional in the work environment (no matter what the cause of those emotions).

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B. Stage II: Cognition and Personalization. 1. If the antecedent conditions of the first stage negatively affect something one party cares about, then the potential for conflict or incompatibility becomes actualized in the second stage. 2. As we noted in our definition of conflict, one or more of the parties must be aware that antecedent conditions exist. a. However, because a conflict is a perceived conflict does not mean it is personalized. b. In other words, “A may be aware that B and A are in serious disagreement... but it may not make A tense or anxious, and it may have no effect whatsoever on A’s affection toward B” (Pondy 302). It is at the felt conflict level, when individuals become emotionally involved, that parties experience anxiety, tension, frustration, or hostility. 3. Keep in mind two points. a. First, Stage II is important because it’s where conflict issues tend to be defined. 1) This is the point when the parties decide what the conflict is about. 2) The definition of a conflict is important because it typically delineates the set of possible settlements. b. Second, emotions play a major role in shaping perceptions. 1) Negative emotions allow us to oversimplify issues, lose trust, and put negative interpretations on the other party’s behaviour. 2) In contrast, positive feelings increase our tendency to see potential relationships among the elements of a problem, take a broader view of the situation, and develop more innovative solutions. C. Stage III: Intentions. 1. Intentions intervene between people’s perceptions and emotions and their overt behaviour. a. They are decisions to act in a given way. b. We separate out intentions as a distinct stage because we have to infer the other’s intent to know how to respond to his or her behaviour. c. A lot of conflicts are escalated simply because one party attributes the wrong intentions to the other. d. There is also typically a great deal of slippage between intentions and behaviour, so behaviour does not always accurately reflect a person’s intentions. 2. Using two dimensions—cooperativeness (the degree to which one party attempts to satisfy the other party’s concerns) and assertiveness (the degree to which one party attempts to satisfy his or her own concerns)—we can identify five conflict-handling intentions: competing (assertive and uncooperative), collaborating (assertive and cooperative), avoiding (unassertive and uncooperative), accommodating (unassertive and cooperative), and compromising (midrange on both assertiveness and cooperativeness). a. Competing. 1) When one person seeks to satisfy his or her own interests regardless of the impact on the other parties to the conflict, that person is competing. 2) You compete when you place a bet that only one person can win, for example. b. Collaborating. 1) When parties in conflict each desire to fully satisfy the concerns of all 13-5

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parties, there is cooperation and a search for a mutually beneficial outcome. 2) In collaborating, the parties intend to solve a problem by clarifying differences rather than by accommodating various points of view. 3) If you attempt to find a win–win solution that allows both parties’ goals to be completely achieved, that’s collaborating. c. Avoiding. 1) A person may recognize a conflict exists and want to withdraw from or suppress it. 2) Examples of avoiding include trying to ignore a conflict and avoiding others with whom you disagree. d. Accommodating. 1) A party who seeks to appease an opponent may be willing to place the opponent’s interests above his or her own, sacrificing to maintain the relationship. 2) We refer to this intention as accommodating. 3) Supporting someone else’s opinion despite your reservations about it, for example, is accommodating. e. Compromising. 1) In compromising, there is no clear winner or loser. 2) Rather, there is a willingness to ration the object of the conflict and accept a solution that provides incomplete satisfaction of both parties’ concerns. 3) The distinguishing characteristic of compromising, therefore, is that each party intends to give up something. 3. Intentions are not always fixed. 1) During the course of a conflict, they might change if the parties are able to see the other’s point of view or respond emotionally to the other’s behaviour. 2) However, research indicates people have preferences among the five conflict-handling intentions we just described and tend to rely on them quite consistently. 3) We can predict a person’s intentions rather well from a combination of intellectual and personality characteristics. D. Stage IV: Behaviour. 1. When most people think of conflict situations, they tend to focus on Stage IV because this is where conflicts become visible. 2. The behaviour stage includes the statements, actions, and reactions made by the conflicting parties, usually as overt attempts to implement their own intentions. 3. As a result of miscalculations or unskilled enactments, overt behaviours sometimes deviate from these original intentions. 4. It helps to think of Stage IV as a dynamic process of interaction. 5. For example, a. you make a demand on me, b. I respond by arguing, you threaten me, c. I threaten you back, and so on. 6. Exhibit 13-2 provides a way of visualizing conflict behaviour. a. All conflicts exist somewhere along this continuum.

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b.

b. At the lower part are conflicts characterized by subtle, indirect, and highly controlled forms of tension, such as a student questioning in class a point the instructor has just made. c. Conflict intensities escalate as they move upward along the continuum until they become highly destructive. d. Strikes, riots, and wars clearly fall in this upper range. e. For the most part, you should assume conflicts that reach the upper ranges of the continuum are almost always dysfunctional. f. Functional conflicts are typically confined to the lower range of the continuum. g. If a conflict is dysfunctional, what can the parties do to de-escalate it? h. Or, conversely, what options exist if conflict is too low and needs to be increased? 1) This brings us to techniques of conflict management. We have already described several techniques as part of conflict-handling intentions. 2) Under ideal conditions, a person’s intentions should translate into comparable behaviours. E. Stage V: Outcomes. 1. The action–reaction interplay between the conflicting parties results in consequences. 2. As our model demonstrates (see Exhibit 13-1), these outcomes may be functional, if the conflict improves the group’s performance, or dysfunctional, if it hinders performance. 3. Functional Outcomes. a. Normally associated with low-to-moderate levels of task and process conflict (and excluding relationship conflict) these outcomes result in an improvement in the group's performance. b. Functional Outcome Indicators. Conflicts can be considered to have functional outcomes when any of the following end-conditions exist: 1) The quality of decisions is improved by allowing multiple points of view to be considered: reduces the potential for groupthink. 2) Creativity and innovation are stimulated by challenging the status quo. 3) Interest and curiosity among group members is encouraged. 4) Problems are aired and tensions are released. 5) An environment of self-evaluation and change is created. c. Research Results. 1) Studies in diverse settings confirm the functionality of conflict and its ability to increase group performance. 2) Additionally, team members with greater differences in work styles and experience tend to share more information with one another. 4. Dysfunctional Outcomes. a. Uncontrolled opposition breeds discontent, which acts to dissolve common ties, and eventually leads to the destruction of the group. Dysfunctional Outcome Indicators. 1) Group effectiveness is reduced. 2) Group communication is poor. 3) Group cohesiveness is reduced. 4) Group goals are subordinated to infighting among members. 5) The group is threatened with destruction. 5. Managing Functional Conflict. 13-7

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a. If managers recognize that, in some situations, conflict can be beneficial, what can they do to manage conflict effectively in their organizations? b. One of the keys to minimizing counterproductive conflict is recognizing when there really is a disagreement. Many apparent conflicts are due to people using a different language to discuss the same general course of action. 1) Successful conflict management recognizes these different approaches and attempts to resolve them by encouraging open, frank discussion focused on interests rather than issues. 2) Another approach is to have opposing groups pick the issues that are most important to them and then focus on how each side can get its top needs satisfied. Neither side may get exactly what it wants, but each side will get the most important parts of its agenda. c. Constructive controversy involves deliberative discussions aimed at creative problem solving, and can be contrasted to debate (a competitive process where one view "wins" over the other), concurrence seeking (which suppresses disagreement and consideration of alternatives), or various individualistic processes. Constructive controversy reflexivity training helps individuals see alternative perspectives through cooperation. d. Groups that resolve conflicts successfully discuss differences of opinion openly and are prepared to manage conflict when it arises. 1) The most disruptive conflicts are those that are never addressed directly. 2) An open discussion makes it much easier to develop a shared perception of the problems at hand; it also allows groups to work toward a mutually acceptable solution. 3) Managers need to emphasize shared interests in resolving conflicts, so groups that disagree with one another don’t become too entrenched in their points of view and start to take the conflicts personally. 4) Groups with cooperative conflict styles and a strong underlying identification to the overall group goals are more effective than groups with a more competitive style. e. Differences across countries in conflict resolution strategies may be based on collectivistic tendencies and motives. f. Collectivist cultures see people as deeply embedded in social situations, whereas individualist cultures see them as autonomous. 1) As a result, collectivists are more likely to seek to preserve relationships and promote the good of the group as a whole. 2) They will avoid direct expression of conflicts, preferring indirect methods for resolving differences of opinion. g. Collectivists may also be more interested in demonstrations of concern and working through third parties to resolve disputes, whereas individualists will be more likely to confront differences of opinion directly and openly.

V. NEGOTIATION A. Negotiation permeates the interactions of almost everyone in groups and organizations. 1. There’s the obvious: Labour bargains with management.

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2. There’s the not so obvious: Managers negotiate with employees, peers, and bosses; salespeople negotiate with customers; purchasing agents negotiate with suppliers. 3. And there’s the subtle: An employee agrees to cover for a colleague for a few minutes in exchange for some past or future benefit. 4. In today’s loosely structured organizations, in which members work with colleagues over whom they have no direct authority and with whom they may not even share a common boss, negotiation skills become critical. 5. We can define negotiation as a process that occurs when two or more parties decide how to allocate scarce resources. a. Although we commonly think of the outcomes of negotiation in one-shot economic terms, like negotiating over the price of a car, every negotiation in organizations also affects the relationship between the negotiators and the way the negotiators feel about themselves. b. Depending on how much the parties are going to interact with one another, sometimes maintaining the social relationship and behaving ethically will be just as important as the immediate outcome of each bargain. 6. Note that we use the terms negotiation and bargaining interchangeably. a. In the next section, we contrast two bargaining strategies, provide a model of the negotiation process, and ascertain the role of individual differences in negotiation effectiveness. B. Bargaining Strategies. 1. There are two general approaches to negotiation: distributive bargaining and integrative bargaining. 2. Distributive Bargaining. a. This type of bargaining operates under zero-sum (or fixed pie) conditions: one party’s gains reflect losses by the other. b. A classic example of this type of bargaining is labour-management negotiations over wages. c. This model reflects zero-sum distributive bargaining positions. Each party is a negotiator. 1) Each has a unique target point (what he or she would like to achieve) and resistance point (the lowest acceptable outcome before negotiations are broken off). 2) The area between each negotiator’s target and resistance points is that negotiator’s aspiration range. a) If the two ranges overlap, this common area is referred to as the settlement range. 3) When you are engaged in distributive bargaining, research consistently shows one of the best things you can do is make the first offer—and make it an aggressive one. a) One reason for this is that making the first offer shows power; individuals in power are much more likely to make initial offers, speak first at meetings, and thereby gain the advantage. b) Another reason is the anchoring bias. People tend to fixate on initial information. c) Once that anchoring point is set, they fail to adequately adjust it based on subsequent information.

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4) A savvy negotiator sets an anchor with the initial offer, and scores of negotiation studies show that such anchors greatly favour the person who sets it. 3. Integrative Bargaining. a. This type of bargaining operates under the assumption that one or more settlements can create a win-win solution. b. In terms of intraorganizational behaviour, all things being equal, integrative bargaining is preferable to distributive bargaining because the former builds long-term relationships. 1) Integrative bargaining bonds negotiators and allows them to leave the bargaining table feeling they have achieved a victory. 2) Distributive bargaining, however, leaves one party a loser. It tends to build animosities and deepen divisions when people have to work together on an ongoing basis. c. Research shows that over repeated bargaining episodes, when the “losing” party feels positive about the negotiation outcome, he is much more likely to bargain cooperatively in subsequent negotiations. d. This points to an important advantage of integrative negotiations: even when you “win,” you want your opponent to feel good about the negotiation. e. Necessary Conditions. Because of the following requirements, integrative bargaining is not as common in business as perhaps it should be: 1) Parties must be open with information and candid about their concerns. 2) There must be sensitivity by both parties regarding the other's needs. 3) The parties must be able to trust each other. 4) Both parties must be willing to maintain flexibility. f. Integrative Bargaining Tactics. To achieve higher joint-gain settlements, put more issues on the table: this allows for better outcome as issues are traded. 1) Avoid compromise as it reduces the pressure to bargain integratively. g. Results of Using Integrative Bargaining. This is the preferable means of bargaining as it builds long-term relationships and positive feelings about the other party for both parties.

VI. THE NEGOTIATION PROCESS A. This simplified model of the negotiation process is composed of five steps. 1. Step One: Preparation and Planning. a. Before you start negotiating, you need to do your homework. 1) What’s the nature of the conflict? 2) What’s the history leading up to this negotiation? 3) Who’s involved and what are their perceptions of the conflict? 4) What do you want from the negotiation? 5) What are your goals? a) It often helps to put your goals in writing and develop a range of outcomes—from “most hopeful” to “minimally acceptable”—to keep your attention focused. b) You also want to assess what you think are the other party’s goals. c) What are they likely to ask/request? d) How entrenched is their position likely to be? e) What intangible or hidden interests may be important to them? f) On what might they be willing to settle?

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2.

3.

4.

5.

g) When you can anticipate your opponent’s position, you are better equipped to counter arguments with the facts and figures that support your position. 6) Determine Strategic Limits. a) An important consideration in any negotiation is to determine the best alternative to a negotiated agreement (BATNA) for both the negotiator and the opponent. b) This is similar in concept to a resistance point: the negotiator must determine when it is better strategically to cease negotiations and accept some other alternative. c) One possible negotiation strategy is to get the opponent to modify his or her BATNA to increase the settlement range. Step Two: Definition of Ground Rules. a. In this initial stage of negotiations, the methodology of the negotiation itself is determined. b. The step determines the who, what, when, and how of the negotiation process. c. The initial proposals or demands will be exchanged between the parties. Step Three: Clarification and Justification. a. In this step each party will explain, amplify, clarify, bolster, and justify the original demands or proposals. b. This step should be more explanatory in nature, rather than confrontational; it should be used to build understanding between the parties. Step Four: Bargaining and Problem Solving. a. This step is what is typically thought of as negotiations. b. It is the actual give-and-take necessary to accomplish agreement. c. It is likely that both parties will have to make some concessions in order to reach agreement. Step Five: Closure and Implementation. a. The final step in the process is formalizing the negotiated agreement and developing any necessary procedures for implementing and monitoring that agreement. b. This step can be accomplished by anything from creating a formal contract through simply shaking hands on it.

VII. INDIVIDUAL DIFFERENCES IN NEGOTIATION EFFECTIVENESS A. Personality Traits in Negotiation. 1. Can you predict an opponent’s negotiating tactics if you know something about his or her personality? a. Because personality and negotiation outcomes are related but only weakly, the answer is, at best, “sort of.” b. Most research has focused on the Big Five trait of agreeableness, for obvious reasons—agreeable individuals are cooperative, compliant, kind, and conflict-adverse. 1) We might think such characteristics make agreeable individuals easy prey in negotiations, especially distributive ones. 2) The evidence suggests, however, that overall agreeableness is weakly related to negotiation outcomes. c. It appears that the degree to which agreeableness and personality more generally affects negotiation outcomes depends on the situation. 13-11

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1) The importance of being extraverted in negotiations depends on how the other party reacts to someone who is assertive and enthusiastic. 2) One complicating factor for agreeableness is that it has two facets: a) The tendency to be cooperative and compliant is one, but so is the tendency to be warm and empathetic. 3) It may be that while the former is a hindrance to negotiating favourable outcomes, the latter helps. Empathy, after all, is the ability to take the perspective of another person and to gain insight/understanding of them. 4) We know so-called perspective-taking benefits integrative negotiations, so perhaps the null effect for agreeableness is due to the two tendencies pulling against one another. B. Moods/Emotions in Negotiations. 1. Do moods and emotions influence negotiation? a. They do, but the way they do appears to depend on the emotion as well as the context. b. A negotiator who shows anger generally induces concessions because the other negotiator believes no further concessions from the angry party are possible. c. One factor that governs this outcome, however, is power—you should show your anger in negotiations only if you have at least as much power as your counterpart. If you have less, showing anger actually seems to provoke “hardball” reactions from the other side. d. Another facet is how genuine your anger is—“faked” anger, or anger produced from so-called surface acting (see Chapter 4), is not effective, but showing anger that is genuine (so-called deep acting) does. e. It also appears that having a history of showing anger, rather than sowing the seeds of revenge, actually induces more concessions because the other party perceives the negotiator as “tough.” f. Finally, culture seems to matter. 1) One study found that when East Asian participants showed anger, it induced more concessions than when the negotiator expressing anger was from the United States or Europe, perhaps because of the stereotype of East Asians refusing to show anger. 2. Another relevant emotion is disappointment. Generally, a negotiator who perceives disappointment from her counterpart concedes more because disappointment makes many negotiators feel guilty. 3. Anxiety also appears to have an impact on negotiation. a. One study found that individuals who experienced more anxiety about a negotiation used more deceptions in dealing with others. b. Another study found that anxious negotiators expect lower outcomes, respond to offers more quickly, and exit the bargaining process more quickly, leading them to obtain worse outcomes. 4. As you can see, emotions—especially negative ones—matter to negotiation. Even emotional unpredictability affects outcomes; researchers have found that negotiators who express positive and negative emotions in an unpredictable way extract more concessions because it makes the other party feel less in control. C. Culture in Negotiations.

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1. It appears that people generally negotiate more effectively within cultures than between them. 2. It appears that in cross-cultural negotiations, it is especially important that the negotiators be high in openness. a. This suggests choosing cross-cultural negotiators who are high in openness to experience, but also avoiding factors—such as time pressures—that tend to inhibit learning to understand the other party. 3. Finally, because emotions are culturally sensitive, negotiators need to be especially aware of the emotional dynamics in cross-cultural negotiation. a. One study, for example, explicitly compared how U.S. and Chinese negotiators reacted to an angry counterpart. Chinese negotiators increased their use of distributive negotiating tactics, whereas U.S. negotiators decreased their use of these tactics. That is, Chinese negotiators began to drive a harder bargain once they saw that their negotiation partner was becoming angry. b. Why the difference? It may be that individuals from East Asian cultures feel that using anger to get their way in a negotiation is not a legitimate tactic, so they respond by refusing to cooperate when their opponents become upset. c. Even cultures that seem to have similarities, such as Canada and the United States, can have very different negotiating cultures. Canadians, for instance, tend to focus on collaborative problem solving and respond poorly to the “hard sell” tactics that are often quite successful in the United States. d. First Nations cultures also tend to emphasize cooperation and collaboration when negotiating within and between bands. Historically, however, they have been mistreated by colonial governments and their treaties have been violated and/or ignored, so the tone of contemporary negotiations with government agencies will be influenced by that history of confrontation and associated emotion. This may make their tactics more assertive and competition focused than they would be otherwise. D. Gender Differences in Negotiations. 1. Although men and women do not tend to negotiate differently, the negotiation outcomes do differ based on gender. 2. Men tend to place a higher value on status, power, and recognition, whereas women tend to place a higher value on compassion and altruism. Moreover, women tend to value relationship outcomes more than men, and men tend to value economic outcomes more than women. 3. These differences affect both negotiation behaviour and negotiation outcomes. a. Compared to men, women tend to behave in a less assertive, less selfinterested, and more accommodating manner. 4. Evidence suggests that women’s own attitudes and behaviours hurt them in negotiations. a. Managerial women demonstrate less confidence than men in anticipation of negotiating and are less satisfied with their performance afterward, even when their performance and the outcomes they achieve are similar to those for men. b. Women are also less likely than men to see an ambiguous situation as an opportunity for negotiation. c. Women may unduly penalize themselves by failing to engage in negotiations that would be in their best interests. Some research suggests that women

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are less aggressive in negotiations because they are worried about backlash from others. 1) Women are more likely to engage in assertive negotiations when they are bargaining on behalf of someone else than when they are bargaining on their own behalf.

VIII. SUMMARY A. Although many people assume conflict lowers group and organizational

performance, this assumption is frequently incorrect. Conflict can be either constructive or destructive to the functioning of a group or unit. B. An optimal level is one that prevents stagnation, stimulates creativity, allows tensions to be released, and initiates the seeds of change, without being disruptive or preventing coordination of activities. C. Negotiation can focus on win–lose (distributive) or win–win (integrative). While historically distributive tactics have dominated Western business practice, integrative negotiation is becoming increasingly important. D. Negotiation often resolves conflict, particularly if the negotiators seek integrative solutions and constructively work through the negotiation process. E. Negotiations can be further improved when the parties take their individual differences into account, particularly cultural and gender-based differences.

IX. IMPLICATIONS FOR MANAGERS A. Managing Conflict 1. Authoritarian. Use this method when: a. Quick, decisive action is vital (emergencies). b. Deciding important issues for which unpopular actions need to be implemented (such as cost cutting and discipline). c. Deciding issues vital to the organization's welfare when you know you are right and your opponents are wrong. 2. Collaboration. Use this method when: a. There is a need to find an integrative solution when both sets of concerns are too important to be compromised. b. Your objective is to learn. c. The desire is to merge insights from people with different perspectives. d. Wishing to gain commitment by incorporating concerns into a consensus. e. Working through feelings that interfered with the relationship. 3. Accommodation. Use this method when: a. You find you are wrong and wish to allow a better position to be heard in order to learn and to show your reasonableness. b. Issues are more important to others than to yourself and you wish to satisfy others and maintain cooperation. c. You wish to build social credits for later issues. d. You desire to minimize loss when you are outmatched and losing. e. Harmony and stability are especially important. f. You wish to allow subordinates to develop by learning from their mistakes. 4. Compromise. Use this method when: a. Goals are important but not worth the potential disruption caused by approaches that are more assertive.

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b. Opponents have power equal to yours and they are committed to mutually exclusive goals. c. Desiring to achieve temporary settlements to complex issues. d. Wishing to arrive at expedient solutions under time pressure. e. Needing a backup when collaboration or competition is unsuccessful. 5. When engaged in negotiation, make sure you set aggressive goals and try to find creative ways to achieve the goals of both parties, especially when you value the long-term relationship with the other party. a. That doesn’t mean sacrificing your self-interest; rather, it means trying to find creative solutions that give both parties what they really want.

X.

KEEP IN MIND

A. Conflict is an inherent part of organizational life: probably necessary for optimal

organizational function. B. Task conflict is the most constructive. C. Most effective negotiators use both types of bargaining and know the appropriate tactics. Mini Case Discussion Questions Case 1: Win-Lose Negotiation Tactics Lead to Corporate Humiliation 1. Why do you think that PT/GBB failed to attempt a mutually beneficial integrative negotiating strategy when addressing Christian’s concerns? (Remember to consider content from this chapter AND the previous chapter on power and politics.) There are likely many contributing factors to the PT/GBB decision. Students may identify any of the following:      

Financial conflict of interest for the CEO and Board and associated motivation for greed and/or fear of financial vulnerability. Legal council also had a financial conflict when advising the Board so their advice was tainted. Perceived trust issues may have become personalized when a formal change to the contract was requested by Christian, resulting in a negative emotional reaction that led to punitive behaviours. The parties involved may simply be in the habit of considering negotiation as a win/lose process and as a result they never considered another alternative. Significant differentials in personal power may have led to feelings of invulnerability by the PT/GBB CEO and Board. Power corrupts. PT/GBB may have felt they had an airtight case since they had a signed contract stating removal of stock options upon dismissal; as a result, they felt no need to negotiate.

2. At what point(s) in this scenario were there opportunities for integrative style negotiating? Who could have started the process and how? Christian attempted to begin bargaining by requesting that the clause be removed from his contract. This may have been interpreted as a demand, however, which would have

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lessened the potential for the CEO to engage in integrative bargaining. The CEO had an opportunity at that point and again when presenting a severance package to Christian. The Board could have engaged in integrative bargaining when the complaint was received and once court action was initiated but before the trial. Beginning the process would require clear communication, a neutral location, and perhaps expert mediation. Both parties should arrive prepared and ready to discuss specific plans and concessions. 3. Moving forward, how could PT help prevent conflicts over stock options in the future? Decisions should be made at the Board level so that multiple people are involved. The Board should be advised by legal counsel with no financial interest in the case. Outside experts should vet their standard policies and contracts and weed out clauses that have a high potential for abuse. Board members should be more aware of stakeholder opinion and public relations when making executive compensation decisions. Case 2: Coming Back from Conflict 1. Identify the types of conflict being described in this scenario. Which aspect of the conflict is most likely to turn highly toxic and why? This case includes process-based conflict (regarding the bonus allocation process), and interpersonal conflict (relating to Oscar’s feeling of betrayal). Although the conflicts are interrelated, the interpersonal aspect is much more likely to become toxic because emotions are more directly engaged. 2. Discuss the linkages between poor communication and conflict that you observe in this scenario. In addition to poor communication, what else makes conflict more likely in this setting? Poor communication is the entire reason for this conflict since it began with a misunderstanding about how Brittany was supposed to use information provided by Oscar. If Brittany had used active listening techniques such as paraphrasing and if she had asked permission to share Oscar’s story, they may have been able to avoid the misunderstanding in the first place. If Oscar had made his desire for privacy explicit, they also would have avoided this situation. Conflict is more likely because the process being discussed relates to resource allocation and perceived self-worth. Promotion, performance, and bonus decisions are sensitive because they impact material resources (pay), but they also impact identity (being perceived as a “good worker”), which means that highly emotional reactions are more likely. 3. What (if anything) should Brittany do now to mend her relationship with Oscar? The biggest barrier faced by Brittany is Oscar’s belief that her actions were intended to deliberately undermine him. When trust has been violated it can be difficult to recover, but sincere apologies are usually the best place to begin. She should begin by apologizing and acknowledging the hurt she has caused. That may make Oscar receptive

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to hearing about her perspective and how it was a misunderstanding. In addition, Brittany could visibly advocate for recognition of Oscar’s waste reduction achievements as further evidence of her supportiveness. Exercises 1. Self-analysis. Remember your last negotiation activity. This activity could have been as simple as asking someone out for a date or as complex as trying to purchase a home. Describe that negotiation using the terms and concepts from this chapter. What could you have done better to increase your likelihood of success in the negotiation? Be specific. 2. Web Crawling. Using your favourite search engine, seek out the term “conflict management.” Find five different and varied sources (perhaps one from a consultant, one from an institute of higher learning, one from a government source, one from a general-purpose site, and one from a business site) and read them carefully to see what they would tell the average manager about conflict management. Write up a brief synopsis of your findings. Compare and contrast your findings with the materials from this chapter and be ready to present them in class. 3. Teamwork. Have students work in small groups to develop a script to role play the following scenarios in front of the class. You can assign a different scenario to each group, or have two groups role play the same scenario to discuss comparisons and contrasts in style. Require each group to first role play the scenario from a distributive bargaining perspective, and then from an integrative bargaining perspective. This should allow for comparison and contrast of the two styles of bargaining, and then encourage students to discuss which style they believed was more effective for achieving a final outcome. Scenario 1: A group of students wants a faculty member to postpone the next exam until after Spring Break. Currently, the exam is scheduled for the Friday before Spring Break, and you would prefer to have the exam on the Monday, or even Wednesday, after Spring Break. The week before Break is getting quite busy, and you need the time to study over Spring Break in order to do well on the exam. Scenario 2: The firm you currently work for does not have any educational reimbursement benefit available. You would like to have your employer offer this benefit, as you and many of your fellow workers would like to go back to school (parttime) and earn your MBA degree. But, the cost of tuition is expensive, and you would like your company to help with the expenses. Many of the other companies in your locale and industry do offer their employees this educational reimbursement, and you would like your company to do so as well. Scenario 3: The university is considering adding a computer fee to all students who are enrolled at your campus. The reason for the computer fee is to be able to generate funds in order to provide better computer instruction and facilities (labs and classrooms). But, fees are already relatively high. You and your group want to have the facilities, but you are reluctant to have fees increase. Scenario 4: You would like to have your company allow you to work on a flexible schedule. You would agree to core hours of 10 a.m. to 2 p.m., when every employee is required to be at the workplace, but you would like to choose the other four hours you

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work each day. Your job is such that it would support this type of schedule, i.e., you do not work on an assembly line. Present a persuasive discussion to encourage your employer to go to a “flextime schedule.” 4. Analyzing Your Organization (Cumulative Project). Observe the negotiations that take place around you at work. Focus on one negotiation that appears typical for your organization. Disguise the names of those involved and write up a case study on the negotiation process you observed. Utilizing the terms and concepts from this chapter, report your assessment of the effectiveness of both negotiators, their negotiating styles, and provide suggestions for improvement of each person’s negotiation skills. 5. Try It in Real Life. Have students create a negotiation scenario where they may not have thought of negotiating. For example, it is common and accepted that, in the Canadian culture, we will negotiate for automobiles, but not as widely accepted when purchasing furniture, for example. Challenge the class to negotiate their next non-convenience purchase, and have them bring to the class the results of their negotiation attempts. For example, was the negotiation integrative or distributive? Did they implement any of the methods discussed in class for improving negotiation skills? What was the outcome? Did gender or other variables affect the outcome? Did they actually save any money? This can be submitted as a written report or given as an in-class exercise. Suggested Assignment Have students complete the Personal Inventory Assessment titled “Managing Interpersonal Conflict.” Divide the class in groups for discussion. Since some students may be uncomfortable sharing their personal results, have them focus on the general information about the three facets that is provided on the results page: initiating a complaint, responding to criticism, and mediating a conflict. Ask them to consider situations they have experienced or observed and to brainstorm ways in which the conflict could have been avoided or resolved. Have each group select one example they have discussed to present to the class.

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Chapter 14 Organizational Change Chapter Overview This chapter is about change and stress. We describe environmental forces that require managers to implement comprehensive change programs. We also consider why people and organizations often resist change and how this resistance can be overcome. We review various processes for managing organizational change. We also discuss contemporary work stress issues for today’s managers. Chapter Objectives After studying this chapter, the student should be able to: 14.1 Identify forces that act as stimulants to change. 14.2 Describe the sources of resistance to change. 14.3a Compare the three main approaches to managing organizational change. 14.3 b Outline the steps in the software development lifecycle, a tool used to effectively manage technological change. 14.4 a Identify broad ways individual workers can support change within the organization. 14.4b Describe specific strategies and tactics individuals can use to support reconciliation and social justice-based change initiatives within organizations and broader society. Suggested Lecture Outline

I. INTRODUCTION A. Change is an environmental constant for modern organizations. Managers must be able to help organizations change, understand the reasons for resistance to change, and move organizations in new relevant directions.

II. FORCES FOR CHANGE A. No company today is in a particularly stable environment.

1. Even those with dominant market share must change, sometimes radically. 2. For example, in the 20 years between 1997 and 2017 there were fundamental transformations in many industries ranging from security to agriculture, telecommunications to healthcare. B. Five Specific Forces That Act As Stimulants for Change. 1. Changing Nature of the Work Force. a. Almost every organization must adjust to a multicultural environment, demographic changes, immigration, and outsourcing. 2. Technology. a. Technology is continually changing jobs and organizations.

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3. Competition. a. The global economy also means global competition. Speed of development and implementation is increasing. b. Successful firms must be flexible and responsive, requiring an equally nimble workforce. 4. Social Trends. a. Consumers who are otherwise strangers now meet and share product information in chat rooms and blogs. b. Companies must continually adjust product and marketing strategies to be sensitive to changing social trends. 5. World Politics. a. In recent years, we’ve seen a major set of financial crises that have rocked global markets, a dramatic rise in the power and influence of China, and dramatic shakeups in government across the Arab world. b. Throughout the industrialized world, businesses—particularly in the financial, transportation and energy sectors—have come under new scrutiny.

III. RESISTANCE TO CHANGE A. Dynamics of Resistance to Change

1. We often see change as threatening. a. One recent study showed that even when employees are shown data that suggest they need to change, they latch onto whatever data they can find that suggests they are okay and don’t need to change. b. Employees who have negative feelings about a change cope by not thinking about it, increasing their use of sick time, and quitting. c. All these reactions can sap the organization of vital energy when it is most needed. 2. Resistance to change can be positive if it leads to open discussion and debate. a. These responses are usually preferable to apathy or silence and can indicate that members of the organization are engaged in the process, providing change agents an opportunity to explain the change effort. b. Change agents can also use resistance to modify the change to fit the preferences of other members of the organization. 1) When they treat resistance only as a threat, rather than a point of view to be discussed, they may increase dysfunctional conflict. 3. Resistance doesn’t necessarily surface in standardized ways. It can be overt, implicit, immediate, or deferred. a. It’s easiest for management to deal with overt and immediate resistance, such as complaints, a work slowdown, or a strike threat. b. The greater challenge is managing resistance that is implicit or deferred. c. These responses—loss of loyalty or motivation, increased errors or absenteeism—are more subtle and more difficult to recognize for what they are. d. Deferred actions also cloud the link between the change and the reaction to it and may surface weeks, months, or even years later. e. Or a single change of little inherent impact may be the straw that breaks the camel’s back because resistance to earlier changes has been deferred and stockpiled.

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4. Exhibit 17-1 summarizes major forces for resistance to change, categorized by their sources. Individual sources reside in human characteristics such as perceptions, personalities, and needs. a. Organizational sources reside in the structural makeup of organizations themselves. 5. It’s worth noting that not all change is good. a. Speed can lead to bad decisions, and sometimes those initiating change fail to realize the full magnitude of the effects or their true costs. b. Rapid, transformational change is risky in some organizations. c. Change agents need to carefully think through the full implications. B. Overcoming Resistance to Change. 1. There are eight tactics change agents can use to deal with resistance to change. a. Education and Communication. 1) Resistance can be reduced by communicating with employees to help them see the logic of the change. 2) Doing so reduces misinformation and can help managers “sell” the need for the change. b. Participation. 1) Involving people in the change decision builds buy-in and reduces resistance. 2) Assuming that the participants have the expertise to make a meaningful contribution, the result could be a higher quality solution. c. Building Support and Commitment. 1) If the emotional commitment to change can be raised, it will reduce resistance. d. Develop Positive Relationships. 1) People are more willing to accept changes if they trust the managers implementing them. e. Implementing Changes Fairly. 1) As noted in Chapter 7, procedural fairness becomes especially important when employees perceive an outcome as negative (as change often is). 2) Organizations should make sure employees see the changes are being implemented consistently and fairly. f. Manipulation and Cooptation. 1) Manipulation refers to covert influence attempts. a) Twisting facts to make them more attractive, withholding information, and creating false rumours to get employees to accept change are all examples of manipulation. 2) Cooptation seeks to “buy off” leaders of the resistance group by giving them a key role in the change decision. a) The organization seeks not their advice but their endorsement. 3) This manipulative tactic can backfire if the targets become aware they are being used. g. Selecting People Who Accept Change. 1) Organizations that have selected individuals whose personality easily accepts and adapts to change have far lower levels of resistance than organizations that have not used this criterion for selection. 2) Personalities that accept change are those that are open, risk-taking, flexible, and have a high self-concept. h. Coercion. 14-3

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1) If all else fails, change agents can apply direct threats or force on those who resist. 2) This technique has limited effectiveness and may actually increase resistance to change.

IV. APPROACHES TO MANAGING ORGANIZATIONAL CHANGE A. This chapter presents three approaches to managing change: Lewin's classic three-

step model of the change process, Kotter’s eight-step plan, and organizational development. B. Lewin's Three-Step Model. 1. This model treats change as a break in the organization's equilibrium state. 2. The status quo has been disturbed and change is necessary to establish a new equilibrium state. 3. Unfreezing. a. Pressure is required to overcome the inertia of the current status quo. b. Unfreezing must occur in one of three ways: 1) Driving Forces. a) The forces that direct behaviour away from the status quo can be increased. 2) Restraining Forces. a) The forces that hinder movement from the existing equilibrium (or maintain the current status quo) can be decreased. 3) Combination Approaches. a) Pressure can be exerted by increasing the driving forces and decreasing the restraining forces. 4. Movement. a. Research on organizational change has shown that, to be effective, change has to happen quickly. b. Organizations that build up to change do less well than those that get to and through the movement stage quickly. 5. Refreezing. a. Without this last step, change will likely be short-lived and employees will attempt to revert to the previous equilibrium state. b. The objective of refreezing, then, is to stabilize the new situation by balancing the driving and restraining forces. C. Kotter's Eight-Step Plan for Implementing Change. 1. Builds from Lewin's change model and focuses on the various historic managerial failures in implementing change. 2. These eight sequential steps overcome historic problems. a. The first four steps are the “unfreezing” stage, the next three represent “movement,” and the final step is Lewin's “refreezing.” 3. The Eight Steps: a. Establish a sense of urgency by creating a compelling reason for why change is needed. b. Form a coalition with enough power to lead the change. c. Create a new vision to direct the change and strategies for achieving the vision. d. Communicate the vision throughout the organization.

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e. Empower others to act on the vision by removing barriers to change and encouraging risk-taking and creative problem solving. f. Plan for, create, and reward short-term “wins” that move the organization toward the new vision. g. Consolidate improvements, reassess changes, and make necessary adjustments in their programs. h. Reinforce the changes by demonstrating a relationship between new barriers and organizational success. D. Organizational Development (OD). 1. OD is a generalized concept. a. It encompasses a collection of change methods that seek to improve organizational effectiveness and employee well-being. b. OD values human organizational growth, collaborative and participative processes, and a spirit of inquiry. 2. OD holds to the following underlying values: a. Respect for People. People are believed to be responsible, conscientious, and caring, and should be treated with dignity and respect. b. Trust and Support. Effective organizations are characterized by trust, authenticity, openness, and a supportive climate. c. Power Equalization. Effective organizations deemphasize hierarchical authority and control. d. Confrontation. Problems should be openly confronted. e. Participation. Involving people in decision making regarding a change increases their commitment to implementing the change. 3. Five OD Interventions for Change a. Survey feedback. 1) One tool for assessing attitudes held by organizational members, identifying discrepancies among member perceptions, and solving these differences, is the survey feedback approach. 2) A questionnaire, usually completed by all members of the organization or unit, typically asks about their perceptions and attitudes on a range of topics, including decision-making practices; communication effectiveness; coordination among units; and satisfaction with the organization, job, peers, and immediate supervisor. 3) These data become the springboard for identifying problems and clarifying issues that may be creating difficulties for people. 4) Particular attention is given to encouraging discussion and ensuring it focuses on issues and ideas and not on attacking individuals. 5) For instance, are people listening? Are new ideas being generated? Can decision making, interpersonal relations, or job assignments be improved? 6) Answers should lead the group to commit to various remedies for the problems identified. b. Process consultation. 1) Managers often sense their unit’s performance can be improved but are unable to identify what to improve and how. 2) The purpose of process consultation (PC) is for an outside consultant to assist a client, usually a manager, “to perceive, understand, and act upon process events” with which the manager must deal (Schein 9).

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3) PC is similar to sensitivity training in assuming we can improve organizational effectiveness by dealing with interpersonal problems and in emphasizing involvement. 4) But PC is more task-directed, and consultants are there to “give the client ‘insight’ into what is going on around him, within him, and between him and other people” (Schein 9). 5) They do not solve the organization’s problems but rather guide or coach the client to solve his or her own problems after jointly diagnosing what needs improvement. 6) The client develops the skill to analyze processes within his or her unit and can continue to call on it long after the consultant is gone. c. Team building. 1) We’ve noted throughout this text that organizations increasingly rely on teams to accomplish work tasks. Team building uses high-interaction group activities to increase trust and openness among team members, improve coordinative efforts, and increase team performance. 2) Team building typically includes goal setting, development of interpersonal relations among team members, role analysis to clarify each member’s role and responsibilities, and team process analysis. 3) It may emphasize or exclude certain activities, depending on the purpose of the development effort and the specific problems with which the team is confronted. d. Intergroup development. 1) A major area of concern in OD is dysfunctional conflict between groups. 2) Intergroup development seeks to change groups’ attitudes, stereotypes, and perceptions about each other. a) Here, training sessions closely resemble diversity training (in fact, diversity training largely evolved from intergroup development in OD), except rather than focusing on demographic differences, they focus on differences among occupations, departments, or divisions within an organization. b) Among several approaches for improving intergroup relations, a popular one emphasizes problem solving. 3) Each group meets independently to list its perceptions of itself and of the other group, and how it believes the other group perceives it. a) The groups share their lists, discuss similarities and differences, and look for the causes of disparities. b) Once they have identified the causes of the difficulty, the groups move to the integration phase—developing solutions to improve relations between them. c) Subgroups can be formed of members from each of the conflicting groups to conduct further diagnosis and formulate alternative solutions. e. Appreciative inquiry. 1) Most OD approaches are problem centred. 2) They identify a problem or set of problems, and then look for a solution. 3) Appreciative inquiry (AI) instead accentuates the positive; that is, AI focuses on an organization’s successes rather than its problems.

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4) The AI process consists of four steps—discovery, dreaming, design, and destiny—often played out in a large-group meeting over a two- or threeday time period and overseen by a trained change agent. a) Discovery sets out to identify what people think are the organization’s strengths. b) Employees recount times they felt the organization worked best or when they specifically felt most satisfied with their jobs. c) In dreaming, employees use information from the discovery phase to speculate on possible futures, such as what the organization will be like in five years. d) In design, participants find a common vision of how the organization will look in the future and agree on its unique qualities. e) For the fourth step, participants seek to define the organization’s destiny or how to fulfill their dream, and they typically write action plans and develop implementation strategies. E. The Software Development Lifecycle (SDLC): Change Management for Technology Projects 1. SDLC highlights the stages a company should go through when making changes to their information technology tools and processes (i.e., requirements analysis, design and development, testing, implementation, and evaluation and maintenance). 2. The SDLC helps remind practitioners not to skip key steps. F. Balanced Scorecards 1. The balanced scorecard is an employee performance management tool that is frequently used to support organizational change initiatives, including but not limited to technology-based projects. 2. This approach uses a formal process to take broad strategic corporate objectives (such as increasing market share, maximizing efficiency, or achieving the industry’s highest customer satisfaction levels) and translate them into very specific individual performance goals suited to the worker’s job title and responsibilities.

V. SUPPORTING CHANGE AS AN INDIVIDUAL A. Specific things that employees in non-managerial jobs can do to support change. 1. Embrace the change yourself, be a role model for the new behaviours. 2. Ask questions when unsure (chances are colleagues have the same question but were reluctant to ask). 3. Assume responsibility. 4. Support coworkers and colleagues, help them learn new processes and systems and explain how embracing the change has helped make your work life easier or more efficient. 5. Learn to better tolerate uncertainty and ambiguity through cognitive exercises and stress reduction techniques. 6. Use repetition to make new habits “stick” – usually doing something for 2 months is enough for it to become a habit. 7. Reward yourself in small ways – like a favourite meal, once you have embraced a change. B. Specific things people can do to support changes involving increasing inclusion and reducing discrimination.

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1. Do your research to understand the current state of equity in Canada. 2. Openly acknowledge that racism, sexism, ableism, and other forms of discrimination exist in Canadian workplaces. 3. Believe people when they tell you they have experienced discrimination or harassment . 4. Do not make excuses for the people who engage in discriminatory acts. 5. Consider researching, creating, and signing a personal pledge of reconciliation. 6. If you have privilege, acknowledge it. 7. Do not participate in the telling of racial or ethnic jokes, do not rank random members of the opposite sex based on attractiveness, or otherwise participate in discriminatory behaviours or comments even when alone with members of your own racial, ethnic, or gender group. 8. When it is physically safe to do so, intervene verbally when overhearing offensive jokes and comments or when someone is being treated inappropriately. 9. Make a point of including new employees, especially those who are demographically different, in informal workplace social events. 10. Make a point of authentically attempting to understand the perspectives of people different from yourself. 11. Don’t expect people from a group that is discriminated against to fix the problem themselves or invest emotional labour into your understanding, growth and development. 12. Show up and be present for diversity and justice-supporting educational, political, and social events. 13. Create space for people who are discriminated against to express their opinions. 14. If in a position of authority, actually implement the anti-bias and inclusion techniques described throughout this textbook.

VI. SUMMARY A. The real world is turbulent, requiring organizations and their members to undergo dynamic change if they are to perform at competitive levels. B. Resistance to change is common and should be anticipated. C. Formal change management strategies and tactics such as those outlined in the Kotter model can help lessen resistance and increase the probability of launching successful change initiatives. D. Organizations can select employees and structure themselves in ways that encourage acceptance of change and innovation. E. Individuals at all levels of the organization should take responsibility for their own role in enabling positive change.

VII. IMPLICATIONS FOR MANAGERS A. Consider that as a manager, you are a change agent for your organization.

1. The decisions that you make and your role-modelling will help shape the organization’s change culture. B. Your management policies and practices will determine the degree to which the organization learns and adapts to changing environmental factors. C. Formal tools such as the Kotter change model, the SDLC, and the balanced scorecard can help you implement change in a systematic way that makes the change more likely to succeed.

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D. Fostering change related to broad social inequities and prejudices requires active

work, passive approaches are ineffective. Every manager needs to consider changes to foster greater justice, equity, and respect in the workplace a personal priority.

VIII. KEEP IN MIND A. Organizations and their members tend to resist change. B. It is unlikely that any one approach to managing change works best in every situation. C. Change is often stressful, but not all stress is harmful.

Mini Case Discussion Questions Case 1: How to get the Software Development Lifecycle Wrong: The Phoenix Payroll Fiasco 1. What can be done to make sure managers actually implement known best practices when overseeing important change initiatives? There are numerous tactics managers can do to ensure known best practices are utilized when overseeing important change initiatives. First, they can research and identify the best practices that they endorse, and educate managers about these best practices. They could make a list of best practices, and managers could use this list to draw specific practices in their own unit. Second, managers could track key performance indicators (KPIs) to make sure that the implemented best practices are actually resulting in desirable outcomes. Third, they could hire a change management expert who has considerable experience in managing change. Case 2: The COVID Pandemic and Abrupt Organizational Change 1. Think back to prior employers you have had. Using the information from this mini-case would they be likely to have adapted well to the COVID pandemic? Explain your reasoning. This case identifies numerous factors that were associated with successful pivoting throughout the pandemic. 1) The nature of some tasks could transitioned to home easily but not for others. 2) Organizations that already had well developed crisis response plans were able to utilize these plans. 3) Size matters. The organizations best able to respond were often very small, which provided flexibility and ease of communication, or very large, with greater access to material and technological resources and in-house expertise about things such as work-from-home best practices. 4) Organizations with trusting and positive workplace relationships based on mutual respect were better able to pivot. 5) Organizations that had creative leaders who could think “out of the box” were better prepared to think of creative solutions 6) Organizations that had strong communication competencies at all levels in the hierarchy were better able to communicate about the uncertainty of the pandemic.

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7) Organizations with a centralized decision-making policy ensured consistency across the organization. 8) Organizations with budgetary flexibility had more resources to try different types of changes and be attentive to employee emotional needs (by offering assistance programs and access to counselling). Exercises 1. Self-analysis. How open to change are you? Select three activities you do frequently on a daily basis: brushing your teeth, combing your hair, making a sandwich, or pouring a glass of milk. For 24 hours, consciously try to do these activities using the hand opposite from the one you typically use. How did you feel during this 24-hour period? Were you more anxious? Did you find yourself slipping into the habitual use of your dominant hand? How strong were your habits? Write a one-page paper summarizing your feelings and experiences during this 24-hour period. 2. Web Crawling. Using your favourite search engine, search the term “making change happen” and review the listed websites. Your task is to find five techniques for implementing change in organizations that were not mentioned in your text. List these with references and be prepared to discuss them in class. 3. Teamwork. Divide the class into teams. Ask students to think about assignments they have had in other classes where they were required to work in groups. Can the students assess these groups as effective or not (relate to production of the desired outcome)? Can patterns be identified such as more effective group activity occurred when the group had less stress (maybe due dates, complexity of the assignment, concern for grade or others)? Ask the students to discuss their findings in the class. 4. Analyzing Your Organization (Cumulative Project). Discuss with your manager the times in which he or she has met resistance to a proposed organizational change. What types of resistance were encountered? How did the manager overcome the resistance? What types of change seem to be "hot buttons" with this organization? Have employees resisted when upper management implemented the change? Related to this, discuss the methods by which your organization tries to improve. Do they have specific quality programs in place? How about OD initiatives? Find out how they work, and how the organization responds to these initiatives. Report your findings to the class. 5. Analyzing Your Organization (Summation). Review the answers you submitted for your Analyzing Your Organization questions throughout this course. Write a three-page summary of what you've learned through this course. How have your views and beliefs regarding your organization changed since the beginning of the course? Suggested Assignment Divide the class into relatively large teams of six to eight people each. Students will learn that necessary change may be undesired and resisted. Yet the resistance must be overcome if the organization is to change, grow, and succeed. You can use this as a double exercise. Either have the students simply strategize means to overcome resistance, or (and this is a

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more complex option) have students think through the whole change process and create alternative courses of action—other change efforts that might help the college/university solve its problem in another way. Introduce the following scenario (or one of your own that is more relevant to your situation) to the class: Due to massive cutbacks in both federal and provincial support and dramatically decreasing alumni gifts, your college or university must make some significant changes that will influence revenue and cash flow. The school had anticipated a budget increase this year in order to hire more faculty, reduce class sizes, and improve academic programs. Instead, funding was cut. The university administration is mandating the following initiatives: 1. All first and second year students must live on campus in dorms (to increase occupancy). 2. There will be Saturday classes (to increase utilization of classroom space). 3. All faculty members will have their teaching loads increased by one class per semester (to reduce the need for additional faculty). 4. All classes must have a minimum of 15 enrollments or they will be cancelled. All introductory courses will be taught as large lecture sections (to reduce the need for faculty and increase the “profit margin” per class). 5. Students must pay a $250 per semester parking fee to have a car on campus and a $100 per semester security fee (to pay for parking facilities and campus police). 6. All majors with less than 100 students will either be consolidated or eliminated (to focus resources on larger majors). Have the teams brainstorm what type of resistance is likely to arise from these changes and from whom. Have the teams share their findings with the whole class and consolidate the specific examples of resistance into five or six categories. Reform the teams and have them discuss what strategies might be effective in overcoming each category of resistance. In addition, discuss what other ways the college or university might address the problem. When complete, have each team report their suggestions to the class for critique. Instructor Notes: Students will often begin by arguing about the specific changes. Students will want to argue that the changes shouldn’t be made or make judgmental statements (“these are stupid”). Help them focus on the fact that, as managers, they may have to support and implement changes about which they personally do not agree. Next, students often start talking about the kind of resistance and focus on specific acts—protests, demonstrations, angry letters, and so on. Help them think about the constituencies: those who have a stake in the changes besides just students and faculty members. If you chose the more complex option, then your students should begin by going back to the basic problem and assumptions. The basic problem is insufficient money (capital) and the assumption is that the university can solve the problem by spending less (reducing costs). Students should be encouraged to think about the particular needs represented by the various stakeholders. What does the administration need? What does the faculty need? What do students need? What do the alumni need?

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