Essentials of Organizational Behaviour Third Canadian Edition

TEST BANK 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

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

.

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

.

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 .

.

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

27 .

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

28 .

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.

36 .

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.

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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

.

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, A) cultural compatibility B) employee diversity C) financial advantage D) product synergy E) legal complication

has become the primary concern in acquisitions and mergers.

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

.

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 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

stage of

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

.

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

.

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

.

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 .

.

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

.

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.

33 .

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?

36 .

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.

37 .

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

.

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?

33 .

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.

38 .

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

8

.

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

.

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

.

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

.

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?

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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.

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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

.

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

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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.

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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.

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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.

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(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

.

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

6

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

.

8

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

.

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

14

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.

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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 .

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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

.

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?

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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.

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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.

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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

stage.

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 .

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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.

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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.

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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.

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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

.

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.

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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.

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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.

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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

.

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

.

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

.

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.

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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

.

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

.

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

.

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

.

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

.

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

.

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

.

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

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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?

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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.

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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

.

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

.

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

.

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

.

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

.

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

.

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

.

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.

35

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

.

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

.

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

5

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

.

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.

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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.

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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.

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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.

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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

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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.

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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.

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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."

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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."

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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.

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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

.

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

.

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.

35

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

.

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

.

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

.

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

.

.

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

.

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

.

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

.

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

15

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.

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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

.

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.

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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.

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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.

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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.

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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.

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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.

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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

.

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

.

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

2

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

.

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

.

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.

9

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

.

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

.

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

.

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

.

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

19

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

and

.

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.

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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.

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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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