Becoming a Master Manager A Competing Values Approach, 5th Edition Quinn, Faerman, Thompson, McGrath

Becoming a Master Manager A Competing Values Approach, 5th Ed BY Quinn, Faerman, Thompson, McGrath, Ninemeier

Email: richard@qwconsultancy.com

Becoming a Master Manager, 5th edition Test Bank Concluding Chapter: Integration and the Road to Mastery Multiple Choice Questions Integration and Behavioral Complexity 1. Which of the following is true about master managers? a. They are equally skilled at all the competencies that we have studied throughout this text b. They are equally skilled at all four action imperatives associated with the competing values framework c. They are never willing to make tradeoffs d. They are able to integrate and blend apparently competing competencies in innovative ways that meet the needs of the situation at hand e. They frequently make tradeoffs to speed up the decision making process Ans: D Response: See page 330 Level: Medium

2. What is meant by behavioral complexity? a. The ability to act out a cognitively complex strategy by playing multiple, even competing, roles in a highly integrated and complementary way b. The ability to act in different ways under different circumstances c. The number of different competencies that and individual is aware of and can apply in different situations d. The number of different ways that an individual is able to “see” a situation and come up with alternative approaches for responding to that situation e. None of the above is the meaning of behavioral complexity Ans: A Response: See page 333 Level: Medium

3. What is behavioral differentiation? a. The number of management competencies a manager can use effectively b. The ability to recognize different management styles that others are using in different situations

Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery c. The ability to use competencies you have developed differently, depending on the situation d. The number of alternative ways of behaving that you have in a particular situation e. The ability to distinguish between appropriate and inappropriate behavior in a particular situation Ans: C Response: See page 333 Level: Medium

4. When an individual uses a single approach to management throughout their careers, what is likely to happen? a. They excel throughout their careers because they are practicing the same skills and therefore continue to improve their performance b. They encounter serious career setbacks because the strengths that were helpful early in their careers eventually become a source of failure c. They are more likely to take risks because they have performed so well in the past d. They are less likely to take risks because they do not want to risk their past successes e. None of the above are likely outcomes when an individual uses a single approach to management throughout their careers Ans: B Response: See page 333 Level: Medium

5. The concept of the “negative zone” in the competing values framework refers to: a. Poor individual-level performance due to lack of behavioral complexity b. Poor individual level performance due to lack of awareness or ability to perform different management skills c. Poor organizational-level performance due to unclear or counteractive values that result in loss of direction d. All of the above e. A and C, but not B Ans: D Response: See page 334 Level: Medium

6. When leaders focus too much on increasing cohesiveness and commitment, they are likely to become…

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery a. b. c. d. e.

Impractical dreamers Oppressive egotists Permissive pushovers Rigid bureaucrats Master managers

Ans: C Response: See page 335, Figure C.2 Level: Easy

7. When leaders are extremely focused on competition, they are likely to become… a. Impractical dreamers b. Oppressive egotists c. Permissive pushovers d. Rigid bureaucrats e. Master managers Ans: B Response: See page 335, Figure C.2 Level: Easy

8. When leaders are constantly trying to come up with new ideas and innovations, they are likely to become… a. Impractical dreamers b. Oppressive egotists c. Permissive pushovers d. Rigid bureaucrats e. Master managers Ans: A Response: See page 335, Figure C.2 Level: Easy

9. When leaders focus too much on control, they are likely to become… a. Impractical dreamers b. Oppressive egotists c. Permissive pushovers d. Rigid bureaucrats e. Master managers

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery Ans: D Response: See page 335, Figure C.2 Level: Easy

10. Organizations that have a culture characterized as a “frozen bureaucracy” are most likely to… a. Fail to comply with government regulations b. Make rapid decisions c. Encourage employees to contribute suggestions for new rules and procedures d. Fail to earn a profit e. Stifle employee creativity and innovation Ans: E Response: See page 334, Figure C.1 Level: Easy

11. One of the major risks that companies focusing primarily on the Compete action imperative face is that… a. They will spend too much money on training employees b. They will fail to take advantage of employee skills c. They will burn out their employees d. They will be subject to antitrust regulations e. None of the above is a risk associated with focusing primarily on the Compete action imperative Ans: C Response: See page 334, Figure C.1 Level: Medium

12. The label “irresponsible country club” is associated with the negative zone in which quadrant of the competing values framework? a. The open systems quadrant b. The human relations quadrant c. The internal process quadrant d. The rational goal quadrant e. The scientific management quadrant Ans: B Response: See page 334, Figure C.1 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery

13. Early research on the competing values framework found that the profiles of many effective managers were… a. Smaller than ineffective managers and perfectly symmetrical b. Larger than ineffective managers and perfectly symmetrical c. Smaller than ineffective managers and somewhat out of balance d. Larger than ineffective managers and somewhat out of balance e. Badly out of balance, regardless of their size Ans: D Response: See page 335 Level: Medium

How Master Managers See the World 14. What does the term “systems thinking” mean as explained by Peter Senge? a. A discipline for seeing wholes b. A framework for seeing interrelationships c. A way of seeing patterns of change rather than static snapshots d. All of the above are consistent with Peter Senge’s explanation of systems thinking e. None of the above are consistent with Peter Senge’s explanation of systems thinking Ans: D Response: See page 336 Level: Easy

15. One of the key concepts of systems thinking is the idea of “reciprocal flow of influence.”

Which of the following is an example of that concept? a. If A influences B, and B influences C, then C will ultimately influence A b. If A influences B, and B influences C, then C will have no impact on A c. If A and B both influence C and D, then A must also influence B d. If neither A or B influences C, then C cannot influence A e. None of the above is an example of the reciprocal flow of influence Ans: A Response: See page 336 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery 16. All of the following are organization paradoxes except? a. The need for adaptability and stability b. The need for flexibility and control c. The need for internal focus and external focus d. All of the above are organizational paradoxes. e. B and C are organizational paradoxes, but not A Ans: D Response: See page 337-338 Level: Medium

17. What kinds of activities can help you move beyond you comfort zone? a. Looking at things from different points of view b. Focusing on perfecting your current job performance c. Emphasizing interdependencies that are consistent with your current beliefs d. All of the above will help you beyond your comfort zone e. A and C will help you move beyond your comfort zone, but not B Ans: A Response: See page 337 Level: Medium

18. Leonardo da Vinci is an example of a paradoxical thinker because…. a. He designed a hang glider that was capable of harnessing the aerodynamic force of lift b. He was interested in many different areas of study c. He excelled at both painting and engineering d. He was able to translate ideas about flight from birds to the design of man-made flying machines e. He recognized the value of both art and science Ans: E Response: See page 337 Level: Medium

The Leveraging Power of Lift 19. The theoretical roots of the concept of “lift” as described in your text go back to positive psychology and positive organizational studies, two approaches that have only recently emerged in these academic disciplines. What distinguishes these newer approaches from older approaches in psychology and organizational studies?

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery a. These newer approaches are focused on studying problematic behavior and negative outcomes and finding their causes b. These newer approaches are normative, rather than descriptive c. These newer approaches are focused on studying positive outcomes and behaviors and finding their causes d. These newer approaches are descriptive, rather than normative e. These newer approaches rely more on anecdotes than on empirical studies Ans: C Response: See page 339 Level: Medium

20. Research on psychological states has found that… a. One person’s psychological state can influence another person’s decisions and actions b. One person’s psychological state can influence another person’s emotions, but not their decisions and actions c. Positive emotions are contagious, but negative emotions are not contagious d. Negative emotions are contagious, but positive emotions are not contagious e. Nonverbal cues are not important when studying the contagiousness of psychological states Ans: A Response: See page 339 Level: Medium

21. Which of the following is NOT one of the four psychological states required for “lift” to occur? a. Being other focused b. Being guided by popular norms c. Being internally directed d. Being externally open e. Being purpose centered Ans: B Response: See page 340, Figure C.3 Level: Easy

22. Seeing other people as having legitimate needs, feelings, and wants reflects which of the four key psychological states required for lift to occur? a. Being other focused

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery b. c. d. e.

Being guided by popular norms Being internally directed Being externally open Being purpose centered

Ans: A Response: See page 340, Figure C.3 Level: Easy

23. Wanting to create extraordinary results relates to which of the four key psychological states required for lift to occur? a. Being other focused b. Being guided by popular norms c. Being internally directed d. Being externally open e. Being purpose centered Ans: E Response: See page 340, Figure C.3 Level: Easy

24. Having malleable traits and a willingness to learn reflects which of the four key psychological states required for lift to occur? a. Being other focused b. Being guided by popular norms c. Being internally directed d. Being externally open e. Being purpose centered Ans: D Response: See page 340, Figure C.3 Level: Easy

25. Examining one’s integrity gaps and trying to close them reflects which of the four key psychological states required for lift to occur? a. Being other focused b. Being guided by popular norms c. Being internally directed d. Being externally open e. Being purpose centered

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery Ans: C Response: See page 340, Figure C.3 Level: Easy

The Never-ending Road to Mastery 26. How do individuals become master managers? a. They have a lot of experience b. They tend to focus on personal development c. They welcome transitions that are the most challenging d. All of the above help individuals become master managers e. A and C help individuals become master managers, but not B Ans: D Response: See page 341 Level: Easy

27. All of the following are included in the five steps to mastery except? a. Expert stage b. Competent stage c. Over-achieving stage d. Novice stage e. Advanced beginner stage Ans: C Response: See page 342 Level: Easy

28. In this stage of the five steps to mastery, you gain a better appreciation of the complexity of the task and recognize a much larger set of cues. a. Expert stage b. Competent stage c. Over-achieving stage d. Novice stage e. Advanced beginner stage Ans: B Response: See page 343 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery

29. In this stage of the five steps to mastery, experience becomes critical. As real situation are encountered, performance improves and one is able to put into practice the stated facts and rules. a. Novice stage b. Over-achieving stage c. Advanced beginner stage d. Competent stage e. Proficient stage Ans: C Response: See page 342 Level: Medium

30. In this stage of the five steps to mastery, you learn facts and rules as absolutes; they are never to be violated. a. Expert stage b. Competent stage c. Over-achieving stage d. Novice stage e. Advanced beginner stage Ans: D Response: See page 342 Level: Easy

31. In this stage of the five steps to mastery, unconscious, fluid, and effortless performance begin to emerge and no one plan is held sacred. a. Expert Stage b. Competent stage c. Proficiency stage d. Advanced beginner stage e. Novice stage Ans: C Response: See page 343 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery 32. In this stage of the five steps to mastery, optimal performance becomes second nature.

People at this stage are not consciously aware of the details. a. Expert stage b. Competent stage c. Proficiency stage d. Novice stage e. Over-achieving stage Ans: A Response: See page 344 Level: Easy

33. Reading Becoming a Master Manager and completing the assignments in the textbook can help you become a master manager because … a. You have a framework to help you appreciate the importance of performing in areas that do not come naturally b. You have had the opportunity to practice using different competencies c. You should be able to continue to build on the competencies identified and explored in this book d. All of the above are true e. None of the above are true Ans: D Response: See pages 344 Level: Easy

34. All of the following are excuses for NOT making changes except …? a. I am going to work on developing my weak areas b. I am simply not creative c. I hate details d. Different people have different talents e. Working with people is not my thing Ans: A Response: See page 344 Level: Easy

35. All of the following are part of an agenda for self-improvement except? a. Keep a journal b. Avoid thinking about the cost of improvement

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery c. Identify specific areas in need of improvement. d. Implement the change strategy. e. Develop a social support system.

Ans: B Response: See page 345 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery

Concluding Chapter: Integration and the Road to Mastery Essay Questions Integration and Behavioral Complexity C-1.

Identify the action imperative with which you are most comfortable as well as the one with which you are least comfortable. Describe specific situations to support your response. What do these two action imperatives have in common? On what dimensions do the differ? (Calls for integration of Assessment on pages 330-332 with material covered throughout the course.)

Sample Response: I am most comfortable with the Collaborate action imperative and least comfortable with the Compete action imperative. I enjoy working with others, learning about them, and trying to get everyone to participate on projects, consistent with the Collaborate action imperative. For example, when I am in a group, if someone is not contributing to the discussion, I usually ask them what they are thinking. In terms of the Compete action imperative, I am not comfortable trying to push people in the way that the managing execution and driving results requires. For example, even when my team members miss a deadline, I do not give them negative feedback. I also am not very good at motivating others because I believe that people should be internally motivated.

Paradoxically, I find that I am de-motivated when the people around me are not working hard. Because Collaborate and Compete are diagonally opposed, they differ both in terms of their focus (internal versus external, respectively) and their emphasis on flexibility (Collaborate) and control (Compete). They are similar, however, in the sense that managerial leaders must pay attention to both these action imperatives for an organization to be successful. More specifically, although the competency of communicating honestly and effectively is included in the Collaborate quadrant, it is difficult to motivate others and drive for results without being able to communicate concerns (such as missed deadlines).

C-2.

Identify the two competencies with which you are most comfortable as well as the two competencies with which you are least comfortable. Describe specific situations to support your response. What do these four competencies have in common? On what dimensions do they differ? (Calls for integration of Assessment on pages 330332 with material covered throughout the course.)

Note: See sample response for question C-1, which focuses on broader action imperatives but addresses the same issues.

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery

C-3.

What is meant by the “negative zone” with respect to individual leaders? Give an example of the type of leader behavior are you likely to observe when a leader is in the negative zone for each of the four quadrants of the competing values framework.

(Pages 333-335) Sample Response: At the individual level, the negative zone refers to situations in which a person becomes very skilled in a single approach to management and neglects the other three approaches to management included in the competing values framework. In the Human Relations (Collaborate) quadrant, the manager is likely to become a permissive pushover, letting people do whatever they please, rather than trying to exert any control over them. In the Internal Process (Control) quadrant, the manager becomes a rigid bureaucrat – enforcing rules without thinking about whether they really make sense or not. In the Rational Goal (Compete) quadrant, the manager becomes an oppressive egoist who pushes people beyond their physical and psychological limits. Finally, in the Open Systems (Create) quadrant, the manager becomes an impractical dreamer who is always looking for new ideas and fails to follow through with project.

C-4.

What is meant by the “negative zone” at the organizational level? What is the organizational culture like in the negative zone for each of the four quadrants of the competing values framework? (Pages 333-335) Sample Response: At the organizational level, the negative zone refers to situations in which the culture of the organization focuses exclusively on a single organizational goal and neglects other important organizational goals that are incorporated in the competing values framework. In the Human Relations (Collaborate) quadrant, the organization is like an irresponsible country club – people’s individual interests are put ahead of what is good for the organization.

In the Internal Process (Control) quadrant, the organization becomes a frozen bureaucracy where it takes far too long to get things done and habits replace thoughtful behavior. In the Rational Goal (Compete) quadrant, the organization becomes and oppressive sweat shop, burning out employees in the pursuit of profits. Finally, in the Open Systems (Create) quadrant, the organization becomes a tumultuous anarchy where it is difficult to know who is in charge and what direction the organization should be heading.

C-5.

Discuss the relationship between behavioral complexity and managerial effectiveness. What do the profiles of more effective managers look like when scores

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery on their competencies are plotted on the competing values framework? (Pages 335336) Sample Response: Behavioral complexity is positively related to managerial effectiveness. That is, managers who are comfortable using a variety of different management approaches and who have developed competency in all four quadrants of the competing values framework are typically more effective than managers who demonstrate less behavioral complexity. In terms of their profiles, more effective managers tend to have larger profiles than less effective managers.

Even effective managers’ profiles may be slightly unbalanced, but effective managers generally have some skill in most of the competencies associated with the competing values framework. Master managers are those who seem to have transcended style and have large, well-balanced profiles Note: Students can also be asked to describe their own plan for integrating the competencies in the future, based on specific situations they expect to face.

How Master Managers See the World C-6.

What is mean by systems thinking? What is meant by paradoxical thinking? How do these two types of thinking help individuals become more successful on their journey toward master? (Pages 336-338) Sample Response: Systems thinking focuses on seeing wholes and understanding interrelationships. In particular, systems thinking recognizes that there is often feedback or a reciprocal flow of influence in response to an action. Rather than thinking in a simplistic problem-solution way, systems thinking encourages us to think about the potential impacts that our solution may have on other aspects of the organization. Systems thinking can be very useful in getting people to consider potential unintended consequences of actions. Paradoxical thinking requires that we engage in contradiction – we must be willing to consider that two things that appear to be mutually exclusive can both be true at the same time. Paradoxical thinking does not assume that tradeoffs will necessarily have to be made. If we begin by assuming a tradeoff is necessary, we short circuit the process and are likely to be less creative in our solutions. Both systems thinking and paradoxical thinking help managers become more successful because they help them identify better quality solutions to problems and to avoid potentially harmful unintended consequences associated with solutions that are implemented without considering interrelationships in the organization and between the organization and its environment.

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery C-7.

What can you do to improve your ability to engage in paradoxical thinking? Provide specific examples as well as a general explanation. (Page 338) Sample Response: Paradoxical thinking requires that we engage in contradiction – we must be willing to consider that two things that appear to be mutually exclusive can both be true at the same time. For most people, this is difficult because we are inclined to see things only from one perspective. To improve my ability to engage in paradoxical thinking, I can do three things. First, I can challenge myself by looking at different points of view. For example, if I believe that the age for drinking alcohol should be lowered to 18, I should read and listen to arguments from people who disagree with that position. This type of exercise will help me keep a more open mind to different opinions and options.

Second, I can stretch myself by taking on new tasks and responsibilities. By trying things that I have not done before, I will be taking myself out of my comfort zone.

I will also be actively trying new things, which goes beyond more passive reading and listening exercises. To continue with the drinking age example, I might try volunteering in a hospital so I can get a more direct understanding of some of the consequences of underage drinking. Finally, I can try to understand the interdependencies between what I value and what I devalue. With respect to the drinking age, what I value is the individual freedom associated with being able to choose whether or not to drink alcohol. What I may not have considered is whether a person’s reaction to alcohol might be influenced by age. Perhaps older people are less susceptible to binge drinking because of some physiological aspect of their brain development or metabolism. If that were the case, then the argument would not be that 18 year olds should not drink alcohol because they should not have the freedom to choose, but that the effects of alcohol on 18 year olds are different than the effects on people who are 21 or older.

The Leveraging Power of Lift C-8. What is meant by “lift” in relation to the competing values framework? When does “lift” occur? Why is the concept of lift important to managers? What are the four guiding questions you should ask to help generate the power of lift in yourself and others? (Pages 339-341) Sample Response: “Lift” refers to the idea that an individual can have an energizing, uplifting impact on themselves and on others around them. It is related to the competing values framework because the four psychological states that are required for lift to occur mirror the four quadrants of the competing values model. Lift occurs when a person is (1) internally directed, (2) purpose centered, (3) externally open, and (4) other focused, The four guiding questions that can help me generate the power of lift in myself and others are:

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery (1) What values serve as my anchors, regardless of the situation?

(2) What specific results to I want to achieve in this particular situation?

(3) What are a few strategies I could use to accomplish my purpose in this situation?

(4) How would I feel if I were experiencing this situation from other people’s points of view?

The Never-ending Road to Mastery C-9. Explain the three steps for developing a self-improvement plan and develop an outline for self-improvement that includes two (or specify a different number) action items for each of the three steps in the process. (Pages 344-346) Note: Students should develop a plan for self-development following three steps: learn about yourself, develop a change strategy, and implement the change strategy. Specific action items will depend upon the individual student.

Sample Response: The three steps in the self-improvement plan process are: (1) learn about yourself, (2) develop a change strategy, and (3) implement the change strategy. I can learn about myself by completing the competing values selfassessment, doing a written self-evaluation of each action imperative and/or competency, having others evaluate my competencies, discussing my strengths and weaknesses with people who will be honest, and keeping a journal.

I can develop a change strategy by identifying specific areas in need of improvement and set specific goals, consider how I can use my strengths to help me develop in my weaker areas, identify positive role models for my weaker areas, identify courses or workshops that I can take to help me develop new competencies, identify new job assignments, and read relevant books.

I can implement the change strategy by being honest about the costs of improvement, developing a social support system, and evaluating my progress on a regular basis and modifying my strategy if necessary.

(1) Learn About Yourself Action 1: I will keep a journal and make entries at the end of each day that highlight what I think I did well and where I think I could have done a better job.

Action 2: After two weeks of journal keeping, I will meet with my supervisor and ask her to go over my personal assessments and see if she agrees on where I’ve done well and where I could have done better.

(2) Develop a change strategy

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Becoming a Master Manager, 5th ed. Test Bank Concluding Chapter: Integration and the Road to Mastery Action 1: One of the areas that I know I need to improve is championing and selling new ideas. To improve in this area, I will ask my boss if I can make a presentation at the next department meeting, which is in three weeks.

Action 2: To help me prepare for my presentation, I will read the book Presentation Zen and use it while I am developing my PowerPoint slides.

(3) Implement the change strategy Action 1: Because I am nervous about presenting, I will start to develop a social support network by joining the local Toastmasters organization.

Action 2: After I have made my presentation at the department meeting, I will ask participants to complete a brief evaluation so I will have some feedback on my performance.

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TEST BANK

TO ACCOMPANY

BECOMING A MASTER MANAGER: A Competing Values Approach FIFTH EDITION QUINN / FAERMAN/ THOMPSON / MCGRATH / ST. CLAIR

The first edition of this test bank was prepared by: TRACEY HONEYCUTT SIGLER, Ph.D. Department of Management & Marketing Northern Kentucky University LAURIE N. DIPADOVA-STOCKS, Ph.D. Dean, Hauptmann School for Public Affairs Park University Updates and revisions for the fifth edition were prepared by the following textbook co-authors.

Module 1: Sue Faerman Module 2, Introductory and Concluding chapters: Lynda St. Clair Module 3: Michael McGrath Module 4: Michael Thompson If you have suggestions for improvements, please submit them to: Lstclair@bryant.edu

Copyright © 2011 John Wiley & Sons, Inc.

Becoming a Master Manager. 5th ed. Test Bank General Information

General Information The items in this text bank can be used to supplement the exercises and activities included in the textbook for evaluating student learning and performance.

Multiple choice questions are included for each section of the textbook. Our emphasis is on recognizing and understanding key concepts, rather than remembering minute details.

Essay/Short Answer Questions are labeled as follows I = Introductory chapter C = Concluding chapter M#C#-# = Module number and Competency Number. For example, M2C2-2 is the label for the second essay/short answer question related to Module 2, Competency 2.

Short answer/essay questions are also included and can be modified to allow the instructor to evaluate student’s knowledge and skills at different levels of understanding. For example, for the question: “Describe the four management models upon which the competing values framework is based” can be simplified to test remembering by asking students to “list the models…” or made more complex to test higher levels of understanding and ability to analyze complex issues by asking students to “compare and contrast” those models or to “select the model that best describes your own workplace and then provide examples to justify your choice.”

For additional insights into evaluating different levels of learning using Bloom’s taxonomy see Anderson and Krathwohl (2001) and Forehand (2005).

References Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition, New York: Longman.

Forehand, M. (2005). Bloom’s taxonomy: Original and Revised. In M. Orey (Ed.) Emerging perspectives on learning, teaching, and technology. Accessed at http://www.coe.uga.edu/epltt/bloom.htm

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Becoming a Master Manager, 5th edition Test Bank Introductory Chapter: The Competing Values Approach to Management Multiple Choice Questions The Evolution of Management Models 1. According to your text, managers today must learn to transcend paradox. What is meant by a paradox? a. A representation of a more complex reality b. A set of beliefs about what a manager should do c. A situation where two seemingly inconsistent ideas are actually both true d. All of the above explanations are consistent with the concept of a management paradox e. None of the above explanations is consistent with the concept of a management paradox Ans: C Response: See page 1 Level: Medium

2. When management researchers talk about developing a management “model,” what do they mean by a model? a. A representation of a more complex reality b. A set of beliefs about what a manager should do c. A way to communicate ideas about and better understand phenomena in the real world d. All of the above explanations are consistent with what management researches mean by a model e. None of the above explanations is consistent with what management researches mean by a model Ans: D Response: See page 2-3 Level: Easy

3. Why is it difficult for people to change their existing models of management?

Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach a. They are rarely in situations where their existing models of management fail to work as expected b. They are almost always rewarded for behaving in ways that are consistent with their existing management models c. There are no sources of information available to them about alternative management models d. There are no real differences in management models, so there is no reason for them to change their existing management model e. Their identities and emotions are too closely tied with the management models they have used in the past Ans: E Response: See page 3 Level: Easy

4. What factors influenced the development of early management models such as the rational goal model and the internal process model? a. Shortages of employees, globalization, and heavy government regulation b. Rich resources, cheap labor, and laissez-faire policies c. An emphasis on protecting individual rights and protecting the environment d. Economic hard times, high unemployment, and strong anti-trust regulations e. None of the above factors influenced the development of early management models such as the rational goal model and internal process model Ans: B Response: See pages 3-4 Level: Medium

5. All of the following are included in Taylor’s four principles of management except? a. Develop a science for every job to replace old rule-of-thumb methods b. Systematically select workers so that they fit the job, and then train them effectively c. Closely monitor employees to make sure that they are following the science for their job d. Support workers by carefully planning their work and smoothing the way as they do their jobs e. Offer incentives so that workers behave in accordance with the science of the job Ans: C Response: See page 4 Level: Difficult

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach

6. What is meant by “unity of command” in Fayol’s General Principles of management? a. Each group of activities having one objective should have one plan b. Leaders of the organization should agree on a single mission c. An employee should receive orders from one superior only d. Union is strength, and it comes from the harmony of the personnel e. Agreement is necessary for effective organizational performance Ans: C Response: See page 6 Level: Easy

7. Which of Fayol’s principles required that employees must receive a fair wage for services rendered? a. Remuneration of personnel b. Subordination of individual interest to general interest c. Scalar chain d. Stability of tenure of personnel e. Authority and responsibility Ans: A Response: See page 6 Level: Easy

8. All of the following are characteristics of a bureaucracy except? a. Division of labor is used to increase efficiency b. Hierarchy is used to clarify lines of authority c. Personnel are selected and promoted based on social skills and relationships d. Standard rules and procedures are used to create consistency e. Administrative decisions are recorded in writing and maintained over time Ans: C Response: See page 7 Level: Easy

9. Dale Carnegie’s book, How to Win Friends and Influence People, focused on the importance of understanding the needs and interests of others. It first became popular during the time of which management model? a. Rational Goal

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach b. c. d. e.

Emotional Intelligence Internal Process Human Relations Open Systems

Ans: D Response: See page 7 Level: Medium

10. Assume your boss asks you to create a spreadsheet to evaluate the key variables that early contingency theories suggested were important for determining the appropriateness of managerial actions. Which variables would you need to include in the spreadsheet? a. Size of the organization, how customized the technology is, how turbulent/predictable the environment is, and what kind of individuals are employed by the organization b. Size of the organization, how customized the technology is, whether or not the organization operates globally, and the degree of political unrest in the environment c. Complexity of government regulations, stability of the environment, and interdependence across divisions of the organization d. Age of the organization, size of the industry, barriers to entry due to high capital requirements, and how customized the technology is e. Age of the organization, how customized the technology is, what type of products the organization sells, and how employees are compensated Ans: A Response: See page 10 Level: Difficult 11. Which model is symbolized by the dollar sign? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: A Response: See pages 4 and 11 (Table I-1) Level: Easy

12. Which management model was most strongly influenced by ever-more rapid technological advances?

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach a. b. c. d. e.

Rational Goal Emotional Intelligence Internal Process Human Relations Open Systems

Ans: E Response: See page 8 Level: Medium

13. Which model is symbolized by a circle? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: D Response: See pages 8 and 11 (Table I-1) Level: Easy

14. Which model uses stability and continuity as its criteria of effectiveness? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: C Response: See pages 5 and 11 (Table I-1) Level: Easy

15. Which model uses adaptability and external support as its criteria of effectiveness? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: E

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach Response: See pages 9 and 11 (Table I-1) Level: Easy

16. Which of the four management models is characterized by an emphasis on participation, conflict resolution, and a team-orientation? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: D Response: See pages 7-8 and 11 (Table I-1) Level: Easy

17. Which of the four management models is characterized by an emphasis on political adaptation, creative problem-solving, and change management with a climate that is innovative and flexible? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: E Response: See pages 9 and 11 (Table I-1) Level: Easy

18. Which of the four management models would advocate that clear direction leads to productive outcomes? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: A Response: See pages 5 and 11 (Table I-1) Level: Medium

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach

19. Which of the four management models would advocate that routinization leads to stability? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: C Response: See pages 5 and 11 (Table I-1) Level: Easy

20. In a 2000 survey of executives, which of the following was identified a pressing problem for organizations? a. Attracting, keeping, and developing good people b. Thinking and planning strategically c. Aligning vision, strategy, and behavior d. All of the above were identified as pressing problems e. None of the above were identified as pressing problems Ans: D Response: See page 11 Level: Medium

The Competing Values Framework 21. The competing values framework is composed of a horizontal axis which ranges from _____ to External, an a vertical axis which ranges from Flexibility to _____> a. Control, Internal b. Maintenance, Adaptation c. Internal, Control d. People, Process e. Outside, Adaptation Ans: C Response: See page 13 Level: Easy

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach 22. Which two models in the competing values framework focus more attention on the external environment? a. Human relations and open systems b. Human relations and internal process c. Internal process and rational goal d. Rational goal and open systems e. Emotional intelligence and human relations Ans: D Response: See page 13, Figure I.1 Level: Easy

23. Which two models in the competing values framework focus on flexibility? a. Human relations and open systems b. Emotional intelligence and human relations c. Human relations and internal process d. Internal process and rational goal e. Rational Goal and open systems Ans: A Response: See page 13, Figure I.1 Level: Easy

24. Why is the competing values framework more useful for managers than earlier models of management? a. It uses colors to help managers remember to use different types of behaviors in different situations b. It helps managers identify the one best way to manage their employees c. It better reflects the multiple concerns that managers must take into account when making decisions d. It takes into account the external environment which had previously been ignored by management models e. None of the above; the competing values framework is not more useful than earlier models of management Ans: C Response: See page 14 Level: Easy

25. What is behavioral complexity?

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach a. The ability to draw on and use competencies and behaviors from different models. b. The ability to understand different management models and their associated competencies c. The ability to perform several different tasks at the same time d. The variety of behaviors observed when a change is implemented in an organization e. The stress that occurs when one is trying to handle too many responsibilities Ans: A Response: See page 16 Level: Medium

26. Which management model in the competing values framework focuses on competencies related to creating a vision, setting goals, designing and organizing, motivating self and others, and managing execution? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: A Response: See page 21, Table I.2 Level: Easy

27. Which management model in the competing values framework focuses on promoting change and encouraging adaptability? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: E Response: See page 21, Table I.2 Level: Easy

28. Which management model in the competing values framework includes competencies that relate to reducing information overload and improving information flows, working

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach with people in different parts of the organization, managing projects, evaluating performance, and making sure employees comply with rules and regulations? a. Rational Goal b. Emotional Intelligence c. Internal Process d. Human Relations e. Open Systems Ans: C Response: See page 21, Table I.2 Level: Easy

29. Which management model in the competing values framework focuses on creating and sustaining commitment and cohesion? a. Rational Goal b. Internal Process c. Human Relations d. Open Systems e. Emotional Intelligence Ans: C Response: See page 21, Table I.2 Level: Easy

Organizing the Learning Process – ALAPA 30. The book is organized around a five step learning process called the ALAPA model.

Which of the following is NOT one of the steps in the ALAPA model? a. Assessment b. Learning c. Analysis d. Argumentation e. All of the following are part of the model Ans: D Response: See page 22 Level: Medium

31. In which step of the ALAPA model will you apply the competencies to a work-like situation while in the classroom?

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach a. b. c. d. e.

Assessment Learning Analysis Practice Argumentation

Ans: D Response: See page 22 Level: Medium

32. Research on self-directed learning suggests that the ALAPA process will be enhanced when … a. Learners skip the steps that they already feel they understand b. Learners focus primarily on the content that is described in the Learning segment c. Learners focus primarily on the answers to the Assessment segment d. Learners repeat Analysis activities to improve their speed e. Learners take time to reflect upon each activity after they have completed it Ans: E Response: See page 23 Level: Medium

Core Competency: Thinking Critically 33. When analyzing an argument, the conclusion of the argument is labeled the ______. a. Grounds b. Claim c. Evidence d. Warrant e. Bridge Ans: B Response: See page 25 Level: Easy

34. Which element of an argument is described as evidence that supports the conclusion? a. Claim b. Grounds c. Warrant d. Bridge

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach e. None of the above Ans: B Response: See page 25 Level: Easy

35. Which element of an argument is sometimes left unstated? a. Claim b. Grounds c. Warrant d. Evidence e. None of the above Ans: C Response: See page 26 Level: Easy

36. Which element of an argument is described as the bridge between the claim and the grounds? a. Claim b. Grounds c. Warrant d. Evidence e. None of the above Ans: C Response: See page 26 Level: Easy

37. As discussed in the text, what is an argument? a. A disagreement between two people b. A train of reasoning c. An enacted conflict situation d. A quarrel between two issues of law e. A pair of opposing perspectives Ans: B Response: See page 25 Level: Medium

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach

38. What is the primary goal of critical thinking for managers? a. To make the best decision with the available information in a particular circumstance b. Support one’s preferred position c. To frame a persuasive argument d. To identify the issues involved in making a decision e. To identify different options for action Ans: A Response: See page 25 Level: Medium

39. Which of the following is a warrant? a. Two students in the same class turned in exams with the same answers b. Two students were seen talking during the exam c. Students who talk during an exam and who have matching papers are usually cheating d. Two students cheated on the exam e. Two students were seen studying together in the library the day before a major examination Ans: C Response: See page 26, application of concept Level: Medium

40. Which of the following would be considered a claim? a. Joan is an outstanding performer b. Joan completes her assignments on time c. Joan assists team members with questions d. Outstanding performance means completing assignments on time and being a team player e. Joan completes her assignments accurately Ans: A Response: See page 25, application of concept Level: Easy

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach

Introduction: The Competing Values Approach to Management Essay Questions The Evolution of Management Models I-1.

Discuss four different factors that influenced the development of new management models. (Pages 3-4) Note: A smaller or larger number of factors can be specified. It is helpful to specify a number to improve consistency in scoring across students. Students may identify any of the following factors: (1) research by academics; (2) writings of authors in the business and popular press; (3) experiences of managers who introduce an effective new practice; (4) changes in technology; (5) changes in social norms; (6); changes in political forces; (7) changes in economic conditions. Other factors may also be appropriate, depending upon issues raised in class discussions.

Sample Response: Management models and definitions of management keep evolving as social values change. These new models are influenced by a variety of factors including research by academics, the writings of authors in the business and popular press, experiences of managers who introduce an effective new practice.

Models also change because of changes in the technical, social, and/or political forces of the time. For example, new technology that makes it easier to monitor work may lead to increasing a manager’s span of control. Changing social norms related to time spent at work relative to time spent at home can alter organizational practices related to staffing and overtime expectations. Management models continue to evolve due to complex interactions among all these factors.

I-2.

Describe the open systems model and the social conditions in which it emerged.

(Pages 8-10) Note: This question can be asked for any of the foundational models. It can be simplified by omitting the description of the social conditions. To provide additional guidance for students, the instructor can specify particular elements to be described, such as the criteria of effectiveness, the means-ends theory, the action imperative, the emphasis, and/or the climate.

Sample Response: In the open systems model, the organization is faced with a need to survive (and preferably thrive) in an ambiguous as well as competitive environment. The key criteria of organizational effectiveness are adaptability and external support. The assumption is that continual adaptation and innovation lead to the acquisition and maintenance of external resources. Key processes in this

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach management model are political adaptation, creative problem-solving, innovation, and the management of change. The culture and structure are more consistent with an adhocracy, rather than a bureaucracy. Risk is high, decisions are made quickly. Although common vision and values are important and workers experience long periods of intense work, overload of stress, and burnout (consistent with the Rational Goal model), the Open Systems model calls for more flexibility than the older Rational Goal model. Managers need to focus on being a creative innovator and politically astute so they can adapt as the environment changes.

In the mid-60s the rate of change increased and we needed to understand how to manage in a fast-changing, knowledge-intensive world. The Open Systems model is more dynamic than its predecessors. In contrast to earlier beliefs, it was starting to be recognized that managers live in highly unpredictable environments and have little time to plan and organize. They are constantly faced with information and the need to make rapid decisions.

The Competing Values Framework I-3.

Explain why the management model used as the foundation for your text is named the competing values model. Why are competing values necessary for effective leadership? (Pages 12-13) Sample response: The competing values model is based on four earlier management models. Although the models appear to be “competing” because they emphasize different types of behavior (hence the name), they are actually closely related and interwoven. All four models involve the larger goal of organizational effectiveness. No model alone provides the range of perspectives and potential effectiveness criteria that are provided by considering them all simultaneously, as the competing values framework does. The competing values framework is built on two key dimensions. One dimension is anchored by flexibility at one end and control at the other end. The second dimension is anchored by an internal organization focus at one end and an external environment focus on the other. Because the underlying models make different assumptions about the “best” combination of flexibility/control and internal/external focus, the four models seem to be in conflict.

Reality is dynamic, complex, and paradoxical; thus, there is no “one best” way to manage. Organizational effectiveness can only be sustained when managers are able and willing to act in complex ways that take into account all four underlying models of management, based on the specific situation that they face. We need organizations to be adaptable and flexible at the same time they are stable and controlled. We need to be concerned about the people and processes inside the organization at the same time we are attending to the demands of the environment and external stakeholders. As a result, to be effective, leaders and managers need

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach to master multiple competencies that can help them support the apparently competing values reflected in more traditional management models.

I-4.

Describe the three challenges in using the competing values framework. How will you deal with each of these challenges? (Pages 16-17) Note: If the second part of this question is used, the student should identify a specific, achievable plan to meet each challenge. If the question is asked more generally (how can a manager meet each of these challenges), a good response can refer to the ALAPA approach to learning.

Sample response: Challenge 1 is to appreciate both the value and the weaknesses of each of the four models. To meet this challenge, you need to learn about the models at the conceptual level and increase your cognitive complexity as it relates to managerial leadership. Challenge 2 is to acquire and use the competencies associated with each model. To meet this challenge, you need to achieve at least average skill in each competency in the model. This requires going beyond traditional “book learning.” You need to actually use the competencies, preferably first in a structured learning environment where you can analyze people using these behaviors and practice using the competencies in a “safe” setting before beginning to apply them in the workplace. Challenge 3 is to dynamically integrate the competencies from each of the models in response to different managerial situations. This stage is achieved when you have a high level of behavioral complexity, the ability to act out a cognitively complex strategy by playing multiple roles in a highly integrated and complementary way. This level of performance typically requires extensive practice in the workplace, where feedback on past performance can be used to improve future performance.

I-5.

What competencies does the human relations model emphasize? Why are these competencies especially relevant to the human relations model? What type of skills are emphasized in the human relations model? (Page 21) Note: This question can be asked for any of the four management models. You may also wish to specify a number of competencies; as written, this question assumes students will list all five competencies identified in the introductory chapter.

Sample Response: The competencies emphasized in the human relations model include (1) understanding self and others, (2) communicating honestly and effectively, (3) mentoring and developing others; (4) managing groups and leading teams, and (5) managing and encouraging constructive conflict.

These competencies are particularly relevant to the human relations model because the primary goal of that model is to achieve commitment, cohesion, and morale and the means-ends theory of the human relations model assumes that that involvement results in commitment. All five of these competencies are helpful for getting employees involved and committed to the organization and its goals.

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach The human relations model emphasizes the importance having strong interpersonal skills. Managers must be able to work well with individuals and with groups and teams. Effective managers develop others through caring and empathy. They are helpful, considerate, sensitive, approachable, open, and fair.

Effective managers listen, support legitimate requests, convey appreciation, and give compliments and credit. They also foster collective effort, build cohesion and teamwork, and manage interpersonal conflict. Effective managers in the human relations model are process-oriented in developing cohesion and morale, obtaining input and participation, and facilitating group problem solving. All of these actions work to increase morale and commitment and are thus consistent with the assumptions of the human relations model of management, I-6.

Compare and contrast the competencies associated with the human relations quadrant and the rational goal quadrant. (Page 21) Note: Students can be asked to compare and contrast any two quadrants.

Sample response: The human relations quadrant and the rational goal quadrant appear to be in opposition because they are in diagonally opposing quadrants of the competing values model. The human relations quadrant emphasizes flexibility and has a more internal focus, while the rational goal quadrant emphasizes control and takes a more external focus. The competencies in the human relations quadrant focus more on the people within the organization (understanding them, communicating with them, mentoring and developing them, helping them work together, and finding the value in conflict) while the competencies in the rational goal quadrant focus more on improving the performance of the business in terms of profitability (creating a vision, setting goals, motivating action, designing and organizing, and managing execution and driving for results). Although the competencies in these quadrants appear to be in opposition, they actually both are needed. For example, if employees are not developed, then they will be unable to perform in a way that meets the company’s mission and profit objectives. If profit objectives are not met, then the company will be unable to provide the resources needed to support its workforce and sustain itself in the long run. Thus, while the competencies associated with these two quadrants differ in their focus, they both work to benefit individual employees as well as the organization as a whole.

Organizing the Learning Process – ALAPA I-7.

List the five components of the ALAPA process in order. (Pages 22-23) Sample response: Assessment, Learning, Analysis, Practice, Application (Some students may also list a sixth step, Reflection.)

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach Note: Students also can be asked to describe each step or to explain why each step is important in the learning process.

Sample response: Step 1, Assessment, is important because it gives students a baseline indicator of how proficient they are with a particular competency. Step 2, Learning, is what is traditionally done in school. Students read about concepts and hear lectures/presentations that are relevant to the topic. Step 3, Analysis, gives students an opportunity to evaluate how other people have acted in different situations. This provides a chance to see effective and ineffective management behaviors and the consequences of those behaviors. The fourth step, Practice, gives students a chance to “try out” the competency in a work-like situation, but within the safety of a classroom environment. The fifth step, Application, takes the student into the real-world and asks them to experiment with new behaviors. In addition to these five steps, it also is important to Reflect on each of these activities to deepen understanding of each competency.

Core Competency: Thinking Critically I-8.

What is meant by the phrase “making an argument” with respect to the competency of thinking critically? What are the three elements of an argument? (Pages 23-26) Sample response: “Making an argument” refers to offering an explanation or rationale for doing, believing, or recommending something. For example, a manager might “make an argument” for increasing the budget for advertising a new product. In this case, the first element of the argument, the claim (the conclusion of the argument,) is that the company should increase the advertising budget. To support that claim, the manager would provide specific grounds (facts and evidence that support the claim) and warrants (theoretical links or bridges between the claim and the grounds used to support that claim). The manager might note as grounds the fact that in the past, whenever an advertising budget was under $20,000, the product did poorly in the market, but when the advertising budget was over $20,000, the product did well in the market. The warrant, in this situation, is that larger advertising budgets lead to more successful product performance in the market.

I-9.

Assume that you have been asked to justify your request for an increase in the research and development budget for your organization. Explain how you would use the three elements of an argument to develop your justification. (Pages 25-26, application of concepts) Sample response: The three elements of an argument are the Claim, the Grounds, and the Warrants. In this case, the apparent Claim is that R&D needs a budget increase. The grounds, or facts and evidence to support that claim that I would consider would include the current level of R&D funding relative to the company’s overall income. I would compare that level with the level of R&D funding at other similar companies. The warrant, or bridge between the claim and

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach the grounds, could be based on the theory that to remain competitive, our company must invest at least as much in R&D as our competitors. It may also be possible to demonstrate that companies that invest more in R&D are more profitable over time.

I-10.

Develop an argument for an issue that is important to you. State the claim, enumerate the grounds, and make explicit the warrants. Be sure to distinguish between claim, grounds, and warrants. (Pages 25-26, application of concepts) Note: Students should articulate an argument including the grounds and warrants necessary to support the claim/s being made.

I-11.

Evaluate the argument of a popular figure in the news. Identify the claim, grounds, and warrants. Does the argument stand up under your analysis? Why or why not?

(Pages 25-26, application of concepts) Note: On an exam, you may wish to provide students with a brief article to analyze, rather than asking them to come up with an example on their own.

Students should identify the three elements of the argument including the claims, the grounds, and the warrants. They should draw a conclusion as to whether the claim has been supported. Asking them to explain “why or why not” will provide a basis for discussion should the student’s conclusion contradict the instructor’s assessment.

Pre-Course Assessment I-12.

List the three competencies that you scored lowest on when you completed the precourse online assessment instrument. What action imperatives were each of these competencies associated with? (Pages 18-19 and 21) Note: Students should list three competencies and note the related action imperative. A more complex question would ask students to compare their low scores and high scores and explain why they thought that their scores came out as they did or if they were surprised by their scores.

Sample response: My lowest scores were on Managing Information Flows, Planning and Coordinating Projects, and Fueling and Fostering Innovation. The first two competencies are associated with the Control action imperative. The third competency is associated with the Create action imperative. I was not surprised by my low scores in the Control quadrant – I have always had difficulty staying organized because I tend to switch from one activity to another when I get bored. I was surprised at my low score on Fueling and Fostering Innovation because I’ve always felt myself to be a creative person.

In contrast, my highest scores were on Understanding Self and Others, Communicating Honestly and Effectively, and Championing and Selling New

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Becoming a Master Manager. 5th ed. Test Bank Introductory Chapter: The Competing Values Approach Ideas. The first two competencies are in the Collaborate quadrant and the last is in the Compete quadrant. All three of these competencies are strongly connected to good communication skills. My past participation in speech and debate clubs probably accounts for my higher scores on all three of these competencies.

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Becoming a Master Manager, 5th edition Test Bank Module 1: Creating and Sustaining Commitment and Cohesion Multiple Choice Questions Creating and Sustaining Commitment and Cohesion 1. What competencies are important for creating and sustaining commitment and cohesion? a. Communicating honestly and effectively, working and managing across functions, setting goals and objectives b. Understanding self and others, mentoring and developing others, managing and leading teams c. Living with change, thinking creatively, managing change d. Managing projects, designing work, managing across functions e. Understanding self and others, communicating a vision for the organization, developing employees Ans: B Response: See page 35 Level: Easy

2. In terms of the axes of the Competing Values Framework, which values are emphasized in the human relations quadrant? a. Flexibility and stability b. Flexibility and external focus c. Internal focus and flexibility d. External focus and stability e. Stability and internal focus Ans: C Response: See page 35 Level: Easy

3. Within the human relations quadrant, a key assumption is that the best way to develop committed and involved employees is to a. Let them develop their own job descriptions b. Give them annual pay increases

Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion c. Give them opportunities to mentor other employees d. Encourage them to use creative thinking techniques e. Provide them with opportunities to be involved in organizational processes Ans: E Response: See page 35 Level: Medium

4. A key paradox of that managerial leaders face within the human relations model is that: a. Trying to develop a deeper understanding of self and others can lead to mistrust of employees b. An emphasis on developing employees may require managerial leaders to hire individuals who are not qualified c. When a manager communicates his or her vision, it can lead employees to feel that they are not included in decision-making processes d. An overemphasis on developing cohesion and commitment by involving employees in decision-making processes can lead to inappropriate involvement of employees in some decisions e. Encouraging creative thinking by employees can lead to a lack of planning Ans: D Response: See page 36 Level: Medium

Understanding Self and Others 5. The work on emotional intelligence includes three dimensions of self-awareness including which of the following? a. Emotional avoidance b. Self-confidence c. Self-deprecation d. Emotional contagion e. Self-expression Ans: B Response: See page 39 Level: Medium

6. The Five-Factor Model of personality includes all of the following except?

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion a. b. c. d. e.

Extraversion Thinking Neuroticism Agreeableness Conscientiousness

Ans: B Response: See page 40 Level: Easy

7. Individuals who score high on this factor of the Five-Factor model of personality are described as organized, responsible, and self-disciplined. a. Conscientiousness b. Extraversion c. Thinking d. Neuroticism e. Agreeableness Ans: A Response: See page 40 Level: Easy

8. Individuals who score high on this factor of the Five-Factor model of personality are described as often anxious, insecure, emotional, and tend to worry a lot. a. Conscientiousness b. Extraversion c. Thinking d. Neuroticism e. Agreeableness Ans: D Response: See page 40 Level: Easy

9. Individuals who score high on this factor of the Five-Factor model of personality are described as good-natured, trusting of others, and forgiving of their mistakes. a. Conscientiousness b. Thinking c. Neuroticism d. Agreeableness

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion e. Extraversion Ans: D Response: See page 41 Level: Easy

10. The Myers-Briggs Type Inventory (MBTI) is one of several personality assessments based on the work of : a. Freud b. Keirsey c. Jung d. McCrae e. Goleman Ans: C Response: See page 41 Level: Medium

11. Which dimension of the Myers-Briggs Type Inventory describes us in terms of what we pay attention to when we gather data? a. Introversion-extraversion b. Thinking-feeling c. Sensing-intuition d. Trusting-untrusting e. Judging-perceiving Ans: C Response: See page 41 Level: Medium

12. Which dimension of the Myers-Briggs Type Inventory describes us in terms of our approaches to life and thinking style? a. Introversion-extraversion b. Thinking-feeling c. Sensing-intuition d. Judging-perceiving e. Trusting-untrusting Ans: D Response: See page 41

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion Level: Medium

13. Which quadrant of the Johari Window represents the aspects of yourself that are known both to yourself and others with whom you interact? a. Open b. Blind c. Available d. Hidden e. Unknown Ans: A Response: See page 43 Level: Easy

14. Which quadrant of the Johari Window represents the aspects of yourself that others see but you do not recognize? a. Open b. Blind c. Available d. Hidden e. Unknown Ans: B Response: See page 43 Level: Easy

15. Which quadrant of the Johari Window represents the aspects of yourself that you know but do not reveal to others? a. Open b. Blind c. Available d. Hidden e. Unknown Ans: D Response: See page 43 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion 16. Which quadrant of the Johari Window represents the aspects of yourself that are neither known to you or others? a. Open b. Blind c. Available d. Hidden e. Unknown Ans: E Response: See page 43 Level: Easy

17. Which of the following is true about the Johari Window? a. Choosing to withhold your personal information from others increases the unknown quadrant. b. When you get to know someone better, your blind quadrant gets larger. c. Learning more about yourself reduces your hidden quadrant. d. When you tell other people about yourself, your hidden area gets smaller. e. All of the above are true about the Johari Window.

Ans: D Response: See page 43 Level: Medium

18. Which of the following is NOT one of the guidelines for asking for feedback? a. Prepare to hear things that may make you uncomfortable. b. Be specific about the types of information you are looking for and how you will use this information. c. Be aware that the person giving you the feedback is describing his/her perception of the situation. d. Do not ask questions about the feedback because it may make the person giving the feedback feel defensive. e. Express your appreciation for the person who has given you feedback.

Ans: D Response: See page 44 Level: Medium

19. How can you increase your empathy? a. First move away from your own problems and concerns.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion b. Look to see whether the other person’s words are congruent with their nonverbal signals. c. Focus on understanding the other person’s reactions, without feeling that you need to agree with the other person. d. Use reflective listening to see if there are things the other person is not saying. e. All of the above are ways you can increase your empathy.

Ans: E Response: See page 45 Level: Medium

Communicating Honestly and Effectively 20. What is the first step of the communication process? a. Encoding b. Choosing a medium c. Reducing noise d. Decoding e. Feedback Ans: A Response: See page 49 Level: Easy

21. In the communication process, what is the step where we translate a set of ideas into a system of symbols such as words or numbers? a. Encoding b. Noise c. Decoding d. Selecting a medium e. Feedback Ans: A Response: See page 49 Level: Easy

22. In which stage of the communication process will noise occur? a. Encoding b. Decoding c. Feedback

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion d. Recoding e. Noise can occur at any point in the process Ans: E Response: See page 49 Level: Easy

23. What aspects of communication does the richness of a medium describe? a. The number of words a medium can convey in a specific statement b. How well the medium can handle multiple pieces of information simultaneously c. The total length of an overall conversation conveyed by the medium d. The degree to which the medium allows noise in the conversation e. None of the above Ans: B Response: See page 50 Level: Medium

24. Which barrier to effective interpersonal communication occurs when the sender has difficulty expressing the concept? a. Hidden agendas b. Hostility c. Inarticulateness d. Status e. Difference in communication styles Ans: C Response: See page 51 Level: Medium

25. Which barrier to effective interpersonal communication occurs when the sender has motives that he or she prefers not to reveal? a. Hidden agendas b. Hostility c. Inarticulateness d. Status e. Difference in communication styles Ans: A Response: See page 51

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion Level: Easy

26. Which barrier to effective interpersonal communication occurs when the sender crafts a message so as to impress and not offend a person in a position of authority? a. Status b. Hidden agendas c. Hostility d. Inarticulateness e. Difference in communication styles Ans: A Response: See page 51 Level: Easy

27. Which barrier to effective interpersonal communication occurs when the receiver is already angry with the person sending the message and thus interprets any new message in a negative way? a. Status b. Hostility c. Hidden agendas d. Inarticulateness e. Difference in communication styles Ans: B Response: See page 51 Level: Easy

28. What kind of information would you expect to find in Chris Argyris’ “left-hand column?” a. Things people are saying b. Things people are feeling but not saying c. Ways other people might respond to what is being said d. “Discussables” e. Extraneous thoughts not related to the conversation Ans: B Response: See page 52 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

29. Which of the following is true about reflective listening? a. It is based on empathy b. With reflective listening, one becomes a helper who tries to facilitate the sender’s communication. c. When you are practicing reflective listening, you are trying to keep the other person talking. d. All of the above are true about reflective listening. e. a and b but not c.

Ans: D Response: See page 55 Level: Medium

Mentoring and Developing Others 30. Which characteristics below describe performance management systems that are based on organizational values reflecting involvement, communication and trust? a. They are used as a time to clarify the employee’s career needs b. They are conducted on an annual basis c. They focus solely on employee performance d. The performance review is seen as a time to clarify standards e. All of the above Ans: A Response: See pages 58-60 Level: Medium

31. Which guideline should be followed in developing an effective performance management system? a. Feedback should be given only once a year. b. Feedback should be oral only. c. The employee should be encouraged to complete a self-evaluation. d. Employees should not participate in designing the program that will be used to evaluate them. e. Only general feedback on employee behavior over the past year should be provided.

Ans: C Response: See page 60 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

32. Which of the following is NOT a step an effective performance management system? a. Performance assessment b. Performance planning c. Performance review d. Performance enhancement e. Performance execution Ans: D Response: See page 61 Level: Easy

33. Which of the following activities should be part of performance planning process? a. Providing feedback to the employee on recent behaviors b. Conducting a meeting with the employee to discuss performance expectations for the next 12 months c. Developing a form that can be used to assess the employee’s contribution to the organization d. Developing a long-term plan for increasing one’s promotability e. All of the above Ans: B Response: See page 61 Level: Medium

34. Which of the following activities should be part of a performance review meeting? a. Making sure the employee is in the right frame of mind to receive feedback b. Focusing first on positive behaviors c. Asking the employee about for ideas about key areas for improvement d. Asking the employee for a self-evaluation e. All of the above activities should be included in a performance review meeting Ans: E Response: See page 61 Level:

35. Guidelines for giving feedback include all of the following, EXCEPT? a. Give feedback in a private place. b. Provide feedback on only the negative behaviors that need to be changed.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion c. Present specific examples of behaviors you have observed. d. Allow the receiver time to respond. e. Ask the receiver to clarify, explain, change, or correct.

Ans: B Response: See page 62 Level: Easy

36. Which of the following activities is part of the manager’s role as a coach? a. Helping employees develop their self-awareness b. Emphasizing goals and standards as a means to enhance performance results c. Providing the employee with specific information the employee needs to enhance work performance d. All of the above e. a and b but not c Ans: D Response: See page 63 Level: Medium

37. Which of the following criteria can be used to differentiate coaching from mentoring? a. Coaches focus on performance results, whereas mentors focus on long-term career goals. b. Coaches tend to be the employee’s direct supervisor, whereas mentors are likely to be higher up in the organizational hierarchy. c. Coaches work with the full work unit as a team, whereas mentors focus on the one-on-one relationship with employees. d. Coaches should be generally aware of the employee’s strengths and weaknesses, whereas mentors should focus specifically on the employee’s strengths. e. All of the above Ans: B Response: See page 63 Level: Medium

38. Which of the following is NOT a key to effective delegating? a. Clarify, in your own mind, what it is that you want done before meeting with the employee. b. Assign tasks that require your employees to go beyond their current abilities and step in immediately if things start to get off track.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion c. Meet with the employee to discuss your expectations and answer any questions the employee may have. d. Allow the employee to do the task in a way that is most comfortable for the employee. e. Hold the employee responsible for the work and any difficulties that may occur.

Ans: B Response: See page 63 Level: Easy

39. Which of the following is a key to effective delegating? a. Make sure the employee works only on the assignment you are delegating rather than on other regular tasks. b. Decide how often you will meet with the employee to review progress, and only discuss progress during those meetings. c. Tell the employee exactly how to do the task so you are not disappointed with the results. d. Rush to the rescue at the first sign of failure. e. Recognize the employee’s accomplishments and show appreciation.

Ans: E Response: See page 66 Level: Easy

Managing Groups and Leading Teams 40. Which of the following characteristics can be used to differentiate teams from groups? a. Team members share common values. b. Team members work together interdependently. c. Team communication structures increase the amount of face-to-face interaction. d. All team members have similar levels of knowledge, skills, and abilities. e. All of the above are characteristics of teams.

Ans: B Response: See page 72-73 Level: Medium

41. All of the following are advantages of involving employees in the decision-making process EXCEPT? a. There is greater knowledge or expertise brought to bear on the problem.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion b. Employees have a greater commitment to implementing a decision in which they were involved. c. Increasing the number of people involved in the decision reduces the time it takes to reach a decision. d. Involving employees enhances their skills and abilities and helps them grow and develop as organizational members. e. Employee participation allows for a wider range of values and perspectives to be discussed in the decision-making process.

Ans: C Response: See page 74-75 Level: Easy

42. All of the following are disadvantages of involving employees in the decision making process EXCEPT? a. If employees do not have the proper expertise, participative decision making will likely result in a low-quality decision. b. Employees are often able to identify potential obstacles to implementing a decision as well as ways to avoid them. c. If meetings are not well structured, individuals with appropriate expertise may fail to contribute to the discussion. d. When group members are overly cohesive, they may also become overly concerned with gaining consensus and suffer from groupthink. e. If meetings are not well structured, individuals with little or insufficient knowledge can over-contribute and dominate the discussion.

Ans: B Response: See page 75 Level: Medium

43. What is role conflict? a. It occurs when an individual perceives information regarding his or her job to be inconsistent or contradictory. b. It occurs when an individual does not have enough information about what he or she should be doing. c. It occurs when an individual does not like what he or she should be doing. d. It occurs when two employees disagree about how quickly a task can be accomplished. e. None of the above is a description of role conflict.

Ans: A Response: See page 77

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion Level: Medium

44. Which of the following statements describes the roles individuals take on in groups? a. Each role is best played by only one person. b. Group members can take on roles that either facilitate or hinder team effectiveness. c. Most people are most comfortable playing one or two roles during team meetings. d. a. and c. e. b. and c.

Ans: E Response: See page 77 Level: Medium

45. A manager should do all of the following EXCEPT which one to prepare for an effective meeting? a. Set objectives for the meeting b. Select appropriate participants for the meeting c. Prepare and distribute an agenda at the meeting d. Select an appropriate time and place to meet e. Ensure whether special equipment if necessary for the meeting Ans: C Response: See page 79 Level: Medium

46. Which of the following suggestions will help a manager run an effective meeting? a. Start the meeting 15 minutes after the scheduled start time to allow people time to socialize. b. Use the agenda only as a general guideline, be flexible enough to add and subtract items. c. Make sure that someone is taking minutes. d. Allow people to contribute as they are comfortable; do not call on people for participation. e. Schedule the meeting for a longer period of time than needed, just in case additional issues come up for discussion.

Ans: C Response: See page 80 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

47. Teams go through four stages of development that include all of the following except? a. Storming b. Forming c. Performing d. Conforming e. Norming Ans: D Response: See page 81 Level: Easy

48. In which stage of development are the goals of the group established and the task defined? a. Storming b. Forming c. Performing d. Reforming e. Norming Ans: B Response: See page 81 Level: Easy

49. In which stage of development do team members learn more about the task and test interdependencies? a. Storming b. Forming c. Performing d. Reforming e. Norming Ans: A Response: See page 81 Level: Easy

50. Team building activities ….

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion a. Can only be used effectively in the forming and storming stages of team development. b. Can focus on either clarifying roles or assessing performance. c. Should be isolated events that are only used if the team is having problems. d. Should emphasize the importance of getting all team members to like one another. e. Should focus on the team as a whole, rather than how individuals are fulfilling their roles Ans: B Response: See page 82-84 Level: Medium

Managing and Encouraging Constructive Conflict 51. Which of the following is true about conflict? a. The consequences of conflict depend upon the type of conflict b. The consequences of conflict are often negative, so it should be discouraged c. Conflict is inevitable, so it should be managed, rather than avoided. d. All of the above are true about conflict e. a and c but not b Ans: E Response: See page Level: Medium

52. What is the key message of the Abilene Paradox? a. People should value challenges over unquestioning acceptance of a group decision b. People should choose the location for their vacation carefully c. Vacations with close family or friends can result in disagreements d. All of the above describe the key message of the Abilene Paradox e. None of the above describe the key message of the Abilene Paradox Ans: A Response: See page 90 Level: Easy

53. All of the following are reasons conflict occurs in organizations EXCEPT? a. Competition for scare resources b. Similar goals

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion c. Differing worldviews held by different cultural groups d. Communication errors e. Differences in values Ans: B Response: See page 91 Level: Easy

54. Which conflict management approach allows both parties to fully meet their needs? a. Collaboration b. Competition c. Avoidance d. Compromise e. Accommodation Ans: A Response: See page 94 Level: Easy

55. Which conflict management approach is most assertive and least cooperative? a. Collaboration b. Competition c. Accommodation d. Compromise e. Avoidance Ans: B Response: See page 94 Level: Easy

56. Which conflict management approach is described as unassertive and uncooperative? a. Collaboration b. Competition c. Avoidance d. Accommodation e. Compromise Ans: C Response: See page 93 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

57. Which conflict management approach is most appropriate when quick decisive action is vital or where unpopular actions need implementing? a. Collaboration b. Competition c. Accommodation d. Avoidance e. Compromise Ans: B Response: See page 95 Level: Easy

58. Which conflict management approach is most appropriate when opponents with equal power are committed to mutually exclusive goals? a. Collaboration b. Competition c. Avoidance d. Compromise e. Accommodation Ans: D Response: See page 95 Level: Medium

59. Which conflict management approach is identified as solution-oriented? a. Compromising b. Collaborating c. Competing d. Both a and b but not c e. Both a and c but not b Ans: D Response: See page 92 Level: Easy

60. Which of the following statements is true about advocacy groups? a. They are a method for stimulating conflict.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion b. c. d. e.

They are similar to the collaborative method of conflict resolution.

Their purpose is to create higher quality decisions.

All of the above are true about advocacy groups.

Both b and c but not a.

Ans: D Response: See page 96 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

Module 1: Creating and Sustaining Commitment and Cohesion Essay Questions M1: Overview M1-1. Describe the organizational goals and associated paradoxes of the human relations model. (Response: see pages 35-36) Sample response: The primary goal of the human relations model is to develop employees who are committed to the organization. To develop employees, the human relations model focuses on using performance management systems that provide employees with regular feedback and on involving employees in organizational decision making, which requires employees to be effective communicators and to be open to the ideas and opinions of other employees. Developing employees’ skills and abilities, however, takes time, so that managerial leaders may find that their work groups/teams become less effective/efficient in the short run when they focus on developing employees’ skills and abilities to become more effective/efficient in the long run. Similarly, when employees are involved in organizational decisions, decision making can be more time consuming in the short run, even if decision-making processes produce more effective decisions that save time in the long run.

M1C1: Understanding Self and Others M1C1-1.

Evaluate yourself in terms of Goleman’s three dimensions of self-awareness.

Provide specific examples to support your self-analysis. (Response: see page 39) Note: Students should evaluate their own level of self-awareness in terms of emotional awareness, self-assessment, and self-confidence and provide specific, accurate examples to support their choices. Self-Awareness involves recognizing your own emotions and how they affect you and others. Self-assessment involves knowing your strengths and limits and being open to feedback that can help you to value self-development and continuous learning. Self-confidence refers to an awareness of one’s self-worth and capabilities. Students should provide specific examples to support their assertions.

M1C1-2.

Describe your own personality in terms of the Five-Factor Model and/or the Myers-Briggs Type Inventory. Identify and analyze a specific time when personality differences caused conflict in your life. (Response: see pages 40-41) Note: You can have students use one or both typologies to describe their personality.

With respect to the Five-Factor Model, students should try to describe themselves in 21

Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion terms of the Five-Factor Model components of neuroticism, extraversion, openness to new experience, agreeableness, and conscientiousness. With respect to the Myers-Briggs type Inventory, students should describe themselves in terms of the four dimensions of introversion/extraversion, sensing/intuition, thinking/feeling, and judging/perceiving.

Students should describe a specific situation where they experienced conflict because of personality type identified above. The examples should be explicit in describing the aspect of personality related to the conflict and in describing how it caused conflict. For example, they might describe a situation where they and a friend differed along either the Five-Factor Model or MBTI introversion/extraversion dimension and one friend wanted to go to a party to meet new people and the other wanted to do an activity that was more private. Another example might involve the MBTI sensing/intuition dimension, where one individual saw a situation in terms of the “big picture” and the other focused on the details.

M1C1-3.

Think about an organizational situation where you are a member (e.g., a work situation, a student club). Choose a person you interact with regularly and draw your own Johari Window based on this relationship. What might you gain by revealing something from your Hidden area? What might you find out about your Blind area? (Response: see page 43) Note: To the degree possible, students should describe a specific personal relationship and comment on each quadrant of the Johari Window. They will likely have difficulty commenting on the Unknown area and should not be penalized for not commenting on this quadrant beyond providing a definition. We would expect that the student would report a larger open quadrant and smaller hidden quadrant with a close friend than with a boss or new acquaintance. Student should identify something specific they can gain by decreasing the size of both the Hidden and Blind areas.

Sample Response: I am the vice president of Student Club X and I work closely with the president on many projects. In the open quadrant, which includes aspects of me that are known to others and known to self, it is obvious that I am a white man. I also talk often about my Jewish heritage and about my learning disability, and I am very outgoing, so these are in the open area. In terms of the blind quadrant, which includes aspects that are known to others and not known to self, I am not aware of whether the president feels supported by me. This is an area where I could ask for feedback and find out whether there is more I could do to support the president in meetings. The hidden quadrant includes aspects I know about myself, but have not shared with others. I have never talked about the fact that my parents fight a lot and I am afraid that they might be talking about getting divorced. I have been struggling with this and it is the reason that I am sometimes not in a very good mood. If the president knew this, she might not get as angry with me when I withdraw in a meeting or don’t complete all my tasks. Since the unknown quadrant includes aspects I do not know about myself and others do not know about me either, I cannot to describe our relationship in this quadrant.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

M1C2: Communicating Honestly and Effectively M1C2-1.

Describe a situation where you asked for feedback and one where you gave feedback. Using the communication model presented in this module and what you have learned about effective communication, evaluate the communication in both situations. Which of the guidelines for effective communication were used in these situations? (Response: see pages 49-54) Note: The student should describe two specific feedback sessions. They should include information about the communication process (communicator, encoding, message and medium, decoding, receiver, feedback and noise). They may also evaluate each according to the barriers to effective communication (inarticulateness, hidden agenda, status, hostility, distractions and differences in communication styles).

Both situations should be evaluated in terms of the rules for effective communication which include: be clear on who the receiver is, know what your objective is, analyze the climate, review the message in your head before you say it, communicate using words and terms that are familiar to the other person, if the receiver seems not to understandclarify the message, if the response is seemingly critical-do not react defensively..

Sample Response: I am working on my senior research project with my advisor (communicator). We meet face-to-face (medium) in her office every week to discuss my progress. I have written up some of my findings and she writes notes on my work and also explains her thinking. She also asks if I have questions, which helps make sure that I am decoding the message she encoded in trying to improve my work. When we meet, sometimes her phone rings or another student comes to the door (distractions), but we try to minimize the noise. One thing that motivates me is that she always gives me positive feedback as well as suggestions for improvement.

The second situation involves a club where I was an officer last year. There were eight officers in my club and only five of us came to meetings regularly and provided any leadership. At one point, the five of us decided to give the other three some feedback. We did meet face-to-face (medium) in a small group study room in the library (minimize noise and distractions), but we didn’t sufficiently plan out our message (encoding) and, since we were afraid to hurt their feelings we were not very articulate. We should have been more direct in our communication, but practiced reflective listening and tried to hear their side of the story.

M1C2-2.

Describe a recent communication exchange where noise got in the way of effective communication. Identify each step of the communication process and identify why the problems occurred. (Response: see page 49-52) Note: Students should describe each step of the communication process. The communicator is the person sending the message. He/she translates a set of ideas into words or numbers (encoding). The message is transmitted through a written, oral, or nonverbal medium. Once the message is received, the receiver must decode it, by 23

Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion interpreting the symbols of the message. The final step is feedback, which goes through the entire process again with the receiver taking on the role of the sender. Noise is present throughout the entire process and is anything that can distort the message.

Students may describe a variety of barriers to effective communication as sources of noise (inarticulateness, hidden agenda, status, hostility, distractions and differences in communication styles).

Sample response: Last week I had an argument with my roommate because I am a fairly neat person and she is not. It was really bothering me that her clothes were all over the place (bed, desk, chair), even though they were on her side of the room. I told her we needed to talk, closed the door and tried to explain to her that it really bothered me that the room looks like a mess (message). I told her, “I know that we both live in this room and that neither of use makes the rules, but that it was affecting my mood to come back to a sloppy room everyday (encoding). That made her mad (hostility) and she told me that she could do whatever she wanted on her side of the room (feedback). One of the problems was that I did not check whether this was a good time for her to talk and she was probably also angry (hostility) because she was trying to write a paper that was due this week (distractions).

M1C2-3.

Diagram a recent conversation using the left-hand column exercise. How might the outcome have been different if the left-hand column issues had been appropriately addressed in the conversation? (Response: see pages 52-54) Note: Students should describe the actual words used in a conversation in the right-hand column and the hidden thoughts that were going on in the conversation in the left-hand column. The conversation should involve at least ten statements by each individual. The student should identify some specific places where “moving” thoughts and feelings from the left-hand column to the right-hand could have made the outcome of the conversation more positive/effective.

M1C2-4.

Give examples of some “left-hand column” thoughts that should not be communicated and explain why those thoughts should remain in the “left-hand column.” (Response: see pages 52-54) Note: Students will likely provide examples of personal thoughts or generalizations about other people, such as thinking that a particular individual is lazy or acting vindictively.

Students should recognize that in many instances, what should remain unsaid is the evaluative element; a description of the behavior that is causing problems probably would help to clarify the situation. Students need to recognize that it is difficult to give people feedback on negative behaviors, and that that no matter how carefully one phrases feedback, the other person is likely to be offended when that feedback suggests that she/he needs to alter her/his behavior. Nevertheless, feedback on the specific behavior should not remain in the “left-hand column.”

M1C3: Mentoring and Developing Others 24

Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion

M1C3-1.

Describe the performance evaluation where you work. Evaluate its effectiveness given what you now know about the problems and uses of performance evaluations. Provide suggestions for improvement. (Response: see pages 61-62) Note: This question can only be used if students are employed by organizations where there is a performance evaluation process. Students should describe the performance evaluation process in terms of whether there is a full process—performance planning, performance execution, performance assessment, and performance review—and describe the effectiveness of each step. For example, students can evaluate how much opportunity there is for individuals to participate in setting performance expectations (performance planning) or if they have an opportunity for a self-evaluation (performance review).

M1C3-2. Explain the benefits of delegation for the organization, the manager and the employee to whom the task is delegated. If you were deciding whether or not to delegate a particular task, what would be the most important steps in making that decision? (Response: see pages 64-67) Sample Response: While some managers avoid delegation because they think it makes them look like they are simply trying to hand off work to those who are lower in the organizational hierarchy, delegation can benefit the organization, the manager and the employee. Employees benefit because they may learn a new skill or task that potentially makes their job more enjoyable and also makes them more promotable. The task may also help them learn more about key aspects of the organization, which would also make them more valuable as employees. The manager benefits because he/she can free up time to do other work that needs to be done. The organization benefits because both the employee and the manager are doing work that is important for effective organizational functioning. In deciding whether or not to delegate a task, I would first make sure I had a clear understanding of the task I wanted to delegate and then think about which employee(s) would be most appropriate to take on this task, thinking both about the employee’s current work load and whether this task has potential for helping this employee’s growth and development.

M1C4: Managing Groups and Leading Teams M1C4-1. Identify a group to which you belong. This group can be a work unit or a group in your personal life, such as a student club or a place where you do volunteer work. Use the characteristics of teams to determine whether this group functions as a team. Use specific examples to defend your choice. (Response: see pages 73) Note: Students may describe a wide variety of group. The key is for them to provide specific examples from their experiences in the group to support their assertion regarding whether or not the group functions as a team.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion In particular, students should address whether the group is committed to a common goal or purpose and group members work interdependently, whether group members have clear roles and responsibilities and understand how they each contribute to the common goal, and whether group members are both willing to express ideas and listen others’ ideas, with the expectation that civilized disagreement will lead to the best decision or other organizational outcome.

M1C-2. What are some of the advantages and disadvantages of team decision making?

Identify a specific situation where team decision making is appropriate and one where it is not appropriate and explain why it is or is not appropriate. (Response: see pages 74-75) Note: Given the current emphasis on team (participative) decision making, organizations can overuse or misuse this approach. Students need to understand that although team (participative) decision making has many advantages, it also has its drawbacks.

Managers need to consider the advantages and disadvantages before deciding to share decision-making responsibilities with their work unit.

Sample Response: Team decision making is based on the assumption that employees should have the opportunity to have input into decisions that affect their lives. In addition, there are many advantages to team decision making. For example, team decision making can bring more complete information and knowledge into the process. Team decision making also creates the potential for new ideas to surface if team members combine ideas and learn from multiple perspectives. Teams made up of individuals with differing backgrounds and perspectives may also be better able to see how a proposed solution might have different outcomes or impacts on different groups. On the other hand, team decision making takes time. As the number of people who are involved in a decision increases, so does the time it takes to reach a decision. In addition, if individuals involved do not have the proper expertise, team decision making can result in a low-quality decision. Finally, when team members are overly cohesive, they may also become overly concerned with gaining consensus (groupthink). In these situations, team members may avoid being critical of others’ ideas and, as a result, they do not critically evaluate options. In situations where there are many different options, but no clear alternative, team decision making can help surface concerns, as well as increase the likelihood that team members will become committed to the decision. On the other hand, when a decision needs to be made quickly, and team members have no additional information, it may be more important for the manager to make the decision since there are limited benefits to involving team members and potential costs if the decision is not made in a timely manner.

M1C4-3. Trace a group through the stages of team development. Describe each stage and specific examples from a group of which you are/were a member. (Response: see pages 81) Sample Response: The first stage is forming. In this stage, the goals of the group are established and the task is defined. This semester I am an officer of a student club and

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion the when the officers met the first time we had to decide what we wanted to accomplish for the semester. The second stage is storming. In this stage, we got a better sense of each others’ work styles and figured out how we were going to communicate with each other. The third stage is norming. In this stage, we set the ground rules and made sure that everyone knew his/her role as an officer. In the fourth stage, performing, we were able to present ourselves to the members as a well-functioning team. We had met several times as the club officers and knew that we could rely on each other. At the end of this year, we will go through the fifth stage, adjourning, and we will hand over the leadership of the club to new officers (although some of us may remain through next year).

M1C4-4. Describe a meeting you recently attended. Evaluate its effectiveness in terms of the suggestions for preparing a meeting, running a meeting, and following up on the meeting. (Response: see pages 79-80) Students should describe a meeting in detail. They should evaluate the meeting in terms of the following suggestions for preparing for a meeting: set objectives for the meeting, select appropriate participants for the meeting, select an appropriate time and place to meet, prepare and distribute an agenda in advance. Evaluate the meeting in terms of the following suggestions for running the meeting: start on time, make sure that someone is taking minutes where necessary, review the agenda and check whether there are any necessary adjustments, make sure that participants know each other, follow the agenda, minimize the number of interruptions, be aware of everyone’s contributions, conclude the meeting by reviewing or restating any decisions reached and assignments. Evaluate the meeting in terms of the following suggestions for following up the meeting: distribute meeting minutes in a timely manner, periodically check with individuals as to their progress on assignments.

M1C5: Managing and Encouraging Constructive Conflict M1C5-1. Compare and contrast the five conflict management styles. (Response: see pages 92-95) Sample Response: The five conflict handling styles differ in their emphasis on cooperativeness and assertiveness. Avoidance is low on both assertiveness and cooperativeness. Competition is high on assertiveness and low on cooperativeness.

Accommodation is high on cooperativeness and low on assertiveness. Collaboration is high on both assertiveness and cooperativeness. Compromise is the mid-point for both assertiveness and cooperativeness.

Both collaboration and accommodation are high on cooperativeness but collaboration focuses on cooperating in a way that helps both sides meet their goals. Both competition and collaboration are high on assertiveness but again collaboration focuses on ways that both sides can win.

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Becoming a Master Manager, 5th ed. Test Bank Module 1: Collaborate – Commitment and Cohesion M1C5-2. Identify your preferred conflict management style. Describe a conflict episode when this style was appropriate and one where it was inappropriate. (Response: see pages 95) Note: Students should identify their preferred style or the style they are most comfortable using. The students should describe two specific situations, one when they were in a conflict where this style was appropriate and one where this style was not appropriate.

The competing style is appropriate in situations where quick decisive action is vital, when there are important issues where unpopular actions need implementing, when issues vital to the organizations’ welfare arise and you know you have the correct approach, or when other parties are likely to take advantage of noncompetitive behavior.

Collaborating is appropriate when it is important to find an integrative solution because both sets of concerns are too important to be compromised, when your objective is to learn, when it is important to merge insights from people with different perspectives, when it is important to gain commitment by incorporating concerns into consensus, and when it is necessary to work through feelings which have interfered with a relationship.

Compromising is appropriate when goals are important but not worth the potential disruption of more assertive styles, when opponents with equal power are committed to mutually exclusive goals, when it is better to achieve temporary settlements to complex issues, when it is possible to arrive at expedient solutions under time pressure, and as a backup when collaboration and competition is unsuccessful.

Avoiding is appropriate when an issue is trivial, when more important issues are pressing, when you perceive no chance of satisfying your concerns, when potential disruption outweighs the benefits of the resolution, when it is important to let people cool down and regain perspective, when gathering information supersedes immediate decision, when others can resolve the conflict more effectively, and when the issues seem indicative of other issues. Accommodating is appropriate when you find you are wrong, and you want to allow a better position to be heard, you want to learn, or you want to show your reasonableness. It is also appropriate when issues are more important to others than to you and you want to satisfy others and maintain cooperation, when you want to build social credits for later issues, or when you want to minimize loss when you are outmatched and losing. It can also be used when harmony and stability are especially important or if you want to allow other parties to develop by learning from mistakes.

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Becoming a Master Manager, 5th edition Test Bank Module 2: Establishing and Maintaining Stability and Continuity Multiple Choice Questions Establishing and Maintaining Stability and Continuity [Note: Some of the questions in this first overarching set require students to recall material presented in the introductory chapter of the text, The Competing Values Approach to Management, pp. 1-35.]

1. The action imperative associated with the internal process model is a. Compete b. Control c. Create d. Collaborate e. Conform Ans: B Response: See page 108 Level: Easy

2. The action imperative that appears diagonally opposite of the internal process model quadrant in the competing values framework is a. Compete b. Control c. Create d. Collaborate e. Conform Ans: C Response: See page 108 (shown in module graphic) Level: Medium

3. The management model that appears diagonally opposite of the internal process model quadrant in the competing values framework is

Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity a. b. c. d. e.

The rational goal model The bureaucratic model The open systems model The human relations model The Theory X model

Ans: C Response: See page 13 (refers back to Introduction of the CVF) Level: Easy

4. What are three competencies typically associated with the internal process model? a. Managing projects, managing across functions, mentoring and developing others b. Monitoring individual performance, encouraging compliance, organizing information flows c. Developing and communicating a vision, setting goals and objectives, designing and organizing d. Developing new ideas for projects, managing supplier relationships, communicating effectively e. Building and maintaining a power base, negotiating agreement and commitment, presenting ideas Ans: B Response: See page 109 Level: Medium

5. What do the competencies associated with the internal process model typically focus on? a. Having a caring empathetic orientation, exhibiting helpful, considerate, sensitive, approachable, open, and fair behaviors. b. Encouraging collective effort, building cohesion and morale, and managing interpersonal conflict. c. Creating continuity and stability, making sure that information flows smoothly, ensuring that the necessary resources are available for activities d. Establishing a clear direction for the organization, providing guidance so individuals can help the organization achieve its goals e. Reducing friction among individuals, work groups, and work units.

Ans: C Response: See page 109 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity 6. The effectiveness criteria associated with the internal process model is a. Adaptability and external support b. Stability and continuity c. Commitment, cohesion, and morale d. Growth and change e. Productivity and profit Ans: B Response: See page 108 Level: Easy

7. The means-ends theory associated with the internal process model is a. Routinization leads to stability b. Involvement results in commitment c. Continual adaptation and innovation lead to acquiring and maintaining external resources d. Clear direction leads to productive outcomes e. Cost control leads to growth Ans: A Response: See page 108 Level: Easy

8. The internal process model emphasizes _____________ while the human relations quadrant emphasizes ________________. a. Participation, conflict resolution, and consensus building; Goal clarification, rational analysis, and action taking b. Goal clarification, rational analysis, and action taking; Political adaptation, creative problem solving, innovation, and change management c. Defining responsibility, measurement, and documentation; Political adaptation, creative problem solving, innovation, and change management d. Political adaptation, creative problem solving, innovation, and change management; Participation, conflict resolution, and consensus building e. Defining responsibility, measurement, and documentation; Participation, conflict resolution, and consensus building Ans: E Response: See page 108 (student should also recall material from introduction and Module 1) Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity 9. Consistent with a hierarchical culture and Weber’s ideas about bureaucracy, the internal process model focuses on measuring and documenting performance as the basis for _______________ rather than on ______________. a. Promotions; seniority b. Promotions; personal relationships c. Team assignments, credentials such as academic degrees or certifications d. All of the above e. None of the above Ans: D Response: See page 7 Level: Difficult

10. Which of the following is NOT a key paradox that managers often face when they try to maintain tight controls in the organization? a. Leaders who exert tight controls are often more effective at higher levels of the organization than at lower levels. b. Tight controls and rules to improve organizational effectiveness can become impediments to individual performance. c. By stifling creativity, tight controls can result in lower profits which then reduces that ability of the organization to survive d. Employees who are frustrated by tight controls may choose to leave the organization, reducing stability e. Tight controls can make it difficult to serve customers efficiently because requests must be passed up the chain of command Ans: A Response: See pages 108-109 Level: Medium

Module 2, Competency 1: Organizing Information Flows 11. What is the major information problem confronting managers? a. Information coming in too slowly b. Information scarcity c. Information coming in too fast d. Too much irrelevant information e. Not enough information to make decisions Ans: D Response: See page 110 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity

12. Which of the following is true about data and information? a. Information necessarily includes data, but data may not provide information. b. Data reduces uncertainty, but information does not reduce uncertainty. c. Managers have too little data and too much information. d. Unlike information, data can be represented numerically or graphically, but not verbally. e. Unlike data, information can be represented numerically or graphically, but not verbally.

Ans: A Response: See page 110 Level: Medium

13. What does TRAF stand for in reference to managing information overload? a. Toss, refer, act, file b. Touch, react, answer, finish c. Toss, refer, answer, finish d. Touch, reference, act, file e. Teach, repeat, answer, and file Ans: A Response: See page 111 Level: Easy

14. What should you do with papers that require your personal action according to the TRAF system? a. Throw them away b. Forward them to people who should act upon them c. Put them into an action box or folder d. Put them into a box labeled “file” e. File them in the appropriate filing cabinet Ans: C Response: See page 112 Level: Easy

15. In addition to the increased amount of information that managers receive today, what else has increased the problem of information overload for managers? a. Increasing diversity in the workplace

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity b. Increasing globalization c. The elimination of traditional communication systems as new forms of communication are implemented. d. Decreasing attention spans. e. The elimination of assistants for many managerial positions Ans: E Response: See page 111 Level: Medium

16. According to personal efficiency expert Stephanie Winston, when reading a document takes more than five minutes, a manager should a. Toss the document b. Ask someone else to read and summarize the document c. File the document for future reference d. Put the papers into an action folder to be addressed in the near future e. Read the document and then take the necessary follow-up action Ans: D, Response: See pages 112-113 Level: Medium

17. When prioritizing tasks, what two characteristics are important for you to identify according to Steven Covey? a. Whether the task is internally- or externally-focused and how urgent the task is b. How important the task is and whether someone else is available to complete the task c. How urgent it is to act on the task and how important the task is d. How urgent the task is and whether someone else is available to complete the task e. How long the task will take to complete and how important the task is Ans: C Response: See page 113 Level: Easy

18. When using the Time Management Matrix for prioritizing tasks, which types of tasks should be assigned the important but not urgent category? a. Tasks focused on pressing problems, deadline-driven tasks, and crises b. Tasks focused on preventing future problems, recognizing new opportunities, building relationships, and improving production capability

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity c. Tasks that require reading such as checking email, analyzing reports, and preparing for presentations d. Tasks that require writing, such as preparing reports and responding to written requests e. Tasks that require working with others such as meetings, telephone calls, and presentations Ans: B Response: See page 113 Level: Medium

19. Which one of the paradoxes below is associated with information overload? a. People don’t want to be overwhelmed with unnecessary information and don’t want to receive unsolicited emails. b. People don’t want to participate in meetings and don’t want to be overwhelmed with unnecessary information. c. People want to be informed about what is happening in the organization and want to have access to multiple sources of information. d. People don’t want to be overwhelmed with unnecessary information and don’t want to be uninformed about what is happening in the organization. e. People want to use only one method of communication and want to be connected to everyone in the organization.

Ans: D Response: See page 114 Level: Medium

20. When considering whether or not to forward an email to someone, what should be your primary consideration? a. How forwarding the email will make you look to others b. How frequently you see the recipient c. How frequently the recipient forwards messages to you d. Whether the recipient is likely to respond to you in a timely fashion e. What the recipient will do with the email when they receive it.

Ans: E Response: See page 114 Level: Easy

21. Which of the following is NOT a component of the OABC method for composing email messages

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity a. b. c. d. e.

Opening Audience set Body Closing Agenda

Ans: B Response: See page 114 Level: Easy

22. Which component of the OABC method for composing email is described as an outline or map of what your message is about? a. Agenda b. Action Items c. Audience set d. Body e. Opening Ans: A Response: See page 115 Level: Easy

23. Which component of the OABC method for composing email is described as the “business” message itself, expressed in concrete and simple terms? a. Agenda b. Action items c. Audience set d. Body e. Opening Ans: D Response: See page 115 Level: Easy

24. When leaving a voice mail, why is it helpful to give your name at the beginning of the message rather than at the end (as is more common with written messages)? a. Because you may forget to leave your name at the end of your message b. Because a letter is a less formal communication medium c. Because it quickly puts your message in context for your listener d. Because it helps the listener prioritize your call.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity e. Because it lets your listener know that an important person is calling Ans: C Response: See page 114 Level: Medium

25. Which of the following is TRUE about face-to-face communication? a. Video-conferencing can replace all aspects of face-to-face communication. b. Face to face meetings are still necessary c. Teams perform just as well whether or not they ever have any face-to-face meetings. d. If they are limited in the number times they can meet face to face, teams should save face to face meetings for the end of the project. e. It is easier to convey difficult emotions with email than with face-to-face communication.

Ans: B Response: See pages 116-117 Level: Medium

26. What is the most important reason to know your audience when deciding how to communicate with a particular individual? a. Different people are more receptive and responsive to different types of communication b. Some people rarely check their email c. Some people never delete old voice mails d. Some people save all their emails which might cause problems later if anyone questions your judgment about a decision e. New technologies are harder to use for older employees Ans: A Response: See pages 115-116 Level: Medium

27. When used in a “chat” message, what does the abbreviation “O” mean. a. Over and out b. Opponent in a gambling match c. Hugs from the sender d. All of the above e. It is not possible to say without knowing the context of the message Ans: E Response: See page 116

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Level: Easy

28. What is the Human Moment? a. Encounters in which people are physically in the same room or place and focus their emotional and mental attention b. Group of members who are geographically dispersed meet via video conferencing c. When managers keep in close contact with their employees via email, voicemail, and video conferencing d. When team members share stories about their lives outside of work. e. All of the above are example of human moments.

Ans: A Response: See pages 116-117 Level: Easy

Module 2, Competency 2: Working and Managing Across Functions 29. At the beginning of the competency, “Working and Managing Across Functions,” you were asked to complete an assessment related to “mapping your organization” that asked you to obtain a copy of the organizational chart for your employer or school. What information can be found on an organizational chart? a. Information about formal reporting relationships between people in the organizations b. Information about where decisions are made in the organization c. Information about how long it takes for decisions to be made in the organization d. Information about formal reporting relationships between positions in the organization e. Information about informal reporting relationships among employees in the organization Ans: D Response: See page 121; note: Some students may argue that A is also correct; remind them that the organizational chart is about positions, not people.

Level: Difficult

30. Which of the following describes cross-functional teams? a. They are made up of specialists from different functional areas. b. They have responsibility for managing the work process, purchasing, handling quality issues, and hiring and firing members. c. They are made up of specialists from across a single functional area. d. All of the above describe cross-functional teams. e. None of the above describe cross-functional teams.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Ans: A Response: See page 121 Level: Medium

31. Cross-functional teams were first encouraged as a way to help U.S. companies be more successful in the global economy more than 20 years ago. Since that time, which of the following best describes what researchers have learned about cross-functional teams? a. Cross functional teams are almost always beneficial because by increasing the amount of functional diversity on the team, better solutions can be obtained. b. Cross functional teams are most beneficial when external communication increases as a result of having members with diverse backgrounds, areas of expertise, and different external networks of information. c. Cross functional teams are least beneficial when external communication increases because this distracts members from the primary task of the team. d. Cross functional teams were common in the 1990s but their use in organization has fallen as organizations realized that they were not a panacea. e. Cross-functional teams are rarely beneficial because the diversity of functional backgrounds and expertise makes it difficult for members to communicate effectively and increases conflict.

Ans: B Response: See page 121 Level: Medium

32. Cross-functional teams have become more popular over time because a. New technologies allow work to be done around the globe more economically b. Changes in the external environment require that different types of expertise at different times, so it is important to use cross-functional teams that can be formed and disbanded rapidly, rather than creating ongoing workgroups. c. Integration and coordination is needed throughout the organization, which is facilitated by having team members from different functional areas d. All of the above. e. None of the above.

Ans: D Response: See page 121 Level: Easy

33. Consistent with the principles of Adam Smith and Henri Fayol, differentiation has traditionally been accomplished by

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity a. b. c. d. e.

Paying individuals different amounts based on their expertise Creating specialized jobs and work units that are then organized hierarchically Hiring individuals who have a variety of different backgrounds Increasing the efficiency of work processes Subordinating individual interests to the interests of the organization

Ans: B Response: See page 122 Level: Easy

34. The primary goal of differentiation, according to Adam Smith is to a. Increase efficiency b. Encourage diversity in hiring c. Make work more interesting for employees d. Give managers an opportunity to learn new things e. Ensure that the organization has sufficient numbers of qualified workers Ans: A Response: See page 122 Level: Easy

35. How is integration primarily accomplished in an organization that is organized into different functional units? a. With regular inspections by managers of employee work habits. b. With formal cross-functional teams and liaison officers c. With informal relationships among organizational members d. With standardized processes and procedures that are inherent in the organizational hierarchy. e. Integration is not needed in companies organized by functional units Ans: D Response: See page 122 Level: Difficult

36. Several paradoxes result when using cross-functional teams. One key paradox that is likely to have a major impact on employee motivation is that organizations need to a. Ensure that employees are creative and are still working within organizational guidelines. b. Evaluate and reward individual performance when much of the work of the organization is being done in teams

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity c. Achieve multiple focuses (on product, market, customer, geography, etc.) without segmenting the organization in a dysfunctional way. d. All of the above are paradoxes that relate to the use of cross-functional teams. e. None of the above are paradoxes that relate to the use of cross-functional teams.

Ans: B Response: See page 123 Level: Medium

37. The decision to use cross functional teams as a way to provide the integration needed in differentiated organizations is a. One of the oldest approaches used by organizations b. A new approach, so we know little about how well it will work c. Supported by management theory but challenging to implement in practice d. Easy to implement in practice but not supported by management theory e. Not really appropriate.

Ans: C Response: See page 123 Level: Easy

38. Which of the following is a guideline for managing cross-functional teams? a. Clarify goals and charter and get team buy-in. b. Change individual members frequently to bring fresh ideas into the team. c. Keep the group as large as possible. d. Provide the group with information only as necessary. e. Use an accommodating approach to conflict within the team.

Ans: A Response: See pages 124-125 Level: Easy

39. All of the following are guidelines for managing cross–functional teams EXCEPT? a. Seek to create a critical mass of leadership. b. Train members in teamwork and process management. c. Encourage team members to stay within their functional roles. d. Clarify expectations within and between teams. e. Get early involvement from all functional areas.

Ans: C

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Response: See pages 124-125 Level: Medium

40. How do you determine the appropriate size for a cross-functional team? a. Make sure to have one person from each functional unit. b. Make sure you have a diverse number of perspectives. c. Keep the team as small as possible with critical functional representation. d. Make sure all powerful people are members. e. Keep the team to fewer than eight members.

Ans: C Response: See page 124 Level: Medium

41. In identifying the right members for a cross-functional team, research by Baker, Cross, and Wooten found that in addition to having members with the appropriate technical and interpersonal skills, it was also helpful to have members who a. Were relatively new to the organization b. Had extensive experience in the organization c. Had experience working on cross-functional teams d. Had little experience working on cross functional teams e. Were enthusiastic and optimistic and could “charge up” everyone around them Ans: E Response: See page 126 Level: Medium

42. The concept of “lift” as proposed by Quinn and Quinn (2009) includes four key thoughts and feelings that cause people to be uplifted and to lift up people around them. Which of the following is NOT one of the four key elements of lift? a. Being purpose-centered b. Being other-focused c. Being internally directed d. Being highly creative e. Being externally open Ans: D Response: See page 126 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity

Module 2, Competency 3: Planning and Coordinating Projects 43. Why are project teams becoming more popular? a. They are task focused b. They enable companies to use cross-functional teams c. They are flexible and able to react quickly to change. d. All of the above are reasons project teams have become popular e. None of the above are reasons project teams have become popular Ans: D Response: See page 130 Level: Easy

43. Which of the following is a characteristic of a project? a. It has a very general objective b. It has no clear start and end dates c. It has unlimited funding d. It consumes resources e. It is a repetitive endeavor of the organization Ans: D Response: See page 130 Level: Easy

44. As organizations have moved to more project-based activities, research on effective project management has become more important. What do project management experts like Harold Kerzner suggest should be the first step in project management? a. Planning defining the work requirements, scheduling activities, and evaluating risks b. Closure – verifying that all work has been completed and all paperwork is done c. Initiation – selecting the best project given limited resources and preparing documents to sanction the project d. Monitoring – tracking progress and comparing actual outcomes to predicted outcomes so that adjustments can be made e. Execution – negotiating to get the right members for the project team, directing and managing work, and helping team members improve Ans: C Response: See page 130 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity

45. What project management tool shows the total project divided into components that can be measured in terms of time and cost? a. Statement of work b. Work breakdown structure c. Program evaluation and review technique d. Critical Path Method e. Human resource matrix Ans: B Response: See page 133 Level: Easy

46. Which project management tool shows the flow of tasks associated with a complex project by showing the interrelationships between activities? a. Work breakdown structure b. PERT/CPM c. Gantt Chart d. All of the above e. None of the above Ans: B Response: See page 135 Level: Easy

47. What is the critical path in a PERT/CPM diagram? a. The chain of activities that takes the longest time to proceed through the network b. The chain of activities that contains the greatest amount of slack c. The chain of activities that contains the largest number of nodes d. The chain of activities with the earliest finish time e. The chain of activities with the fewest nodes Ans: A Response: See page 136 Level: Medium

48. Project managers are tasked with achieving project objectives while using resources in the most efficient way possible. One process that helps them accomplish these two potentially conflicting goals is

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity a. b. c. d. e.

Human resource matrix management Zero-based budgeting PERT/CPM Enterprise Project Management Resource leveling

Ans: E Response: See page 137 Level: Medium

49. What project management tool is most popular for visually displaying scheduled activities and showing the dates on which the various project activities are expected to begin and end? a. Work breakdown structure b. PERT/CPM c. Gantt chart d. Human resource matrix e. Costed statement of work Ans: C Response: See page 138 Level: Easy

50. Which project management tool identifies who is assigned to tasks and what role each individuals has (primary, secondary, consultant) on each task? a. Work breakdown structure b. PERT/CPM c. Gantt Chart d. Human resource matrix e. Tabular work breakdown structure Ans: D Response: See page 140 Level: Easy

51. Which resource needs to be monitored during a project? a. Time b. People c. Money d. All of the above e. None of the above

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Ans: D Response: See page 141 Level: Easy

52. When examining a project budget, what is a cost variance? a. The budgeted cost of work performed (BCWP) during a specific time period b. The actual cost of work performed (ACWP) during a specific time period c. The difference between budgeted cost of work performed and actual cost of that work when it is performed (BCWP-ACWP) d. The average of the budgeted cost of work performed and actual cost of work performed e. None of the above Ans: C Response: See page 141 Level: Medium

53. What is a schedule variance? a. The budgeted cost of work performed during a specific time period (BCWP) b. The budgeted cost of work scheduled during a specific time period (BCWS) c. The difference between the budged cost of work performed and the budget cost of work scheduled for a specific time period (BCWP-BCWS) d. The amount of time by which a project is behind schedule when no slack exists in the schedule budget e. The difference between the money spent and the money projected to be spent on a project Ans: C Response: See page 141 Level: Medium

54. Many different computer software programs are available to help with project management.

As a result… a. It is no longer necessary to learn the fundamental concepts upon which those programs are based and work through examples by hand. b. Managers who understand the fundamental concepts upon which these programs are based are able to be more efficient and effective at project management. c. Project management is no longer an important aspect of managers’ jobs. d. Managers can be confident that the reports they generate from these software programs will meet all of their needs. e. Anyone who can use the software can be a successful project manager.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Ans: B Response: See page 132 Level: Easy

Module 2, Competency 4: Measuring and Monitoring Performance and Quality 55. Although measuring and monitoring performance is crucial to organizational efficiency, organizations do not always measure things that are relevant to efficiency. In some cases, these decisions are appropriate, but often they are not. Under what conditions is it APPROPRIATE to select measures that are NOT relevant to efficiency a. When the organization is focusing on objective criteria b. When the organization is measuring highly visible behaviors c. When the organization is emphasizing other goals d. A and B but not C e. A and C but not B Ans: C Response: See page 147 Level: Medium

56. The global financial crisis that began in mid-2007 resulted in part because of a failure to adequately measure what key variables? a. The ability of borrowers to repay loans and the repayment history of loans originated by individuals b. The ability of borrowers to repay loans and the willingness of the FDIC to cover bad bank loans c. The repayment history of loans originated by individuals and the willingness of the FDIC to cover bad bank loans d. The strength of the housing market and number of new loans being originated e. The number of new loans being originated and the commissions being paid to loan originators Ans: A Response: See page 148 Level: Difficult

57. Because it is often very difficult and costly to measure the variables that are most closely linked with critical outcomes, organizations often ….

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity a. b. c. d. e.

Substitute qualitative measures for quantitative measures of achievement Substitute surrogate or proxy measures for exact measures of achievement.

Substitute complete measures for objective measures of achievement Substitute complete measures for responsive measures of achievement Substitute responsive measures for exact measures of achievement

Ans: B Response: See page 149 Level: Medium

58. In deciding on performance measures, organizations need to consider which of the following? a. The objectivity of the measure b. The completeness of the measure c. The responsiveness of the measure d. All of the above e. None of the above Ans: D Response: See pages 148-149 Level: Easy

59. Proxy measures of outcomes are used a. To allow independent verification b. To obtain a complete understanding of outcomes c. To make inferences about exact measures d. To provide for responsiveness e. To eliminate subjectivity Ans: C Response: See page 149 Level: Easy

60. The quality of many types of services cannot be accurately measured when the service is delivered. Which of the following measures would be the BEST for evaluating the quality of cardiac surgery? a. Time spent on the surgery b. Credentials of the doctor performing the surgery c. Time spent in the hospital after the surgery d. Number of follow-up visits to the doctor after surgery

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity e. Readmissions to the hospital cardiac unit within six weeks of surgery Ans: E Response: See pages 149-150 Level: Medium

61. Kaplan and Norton’s “balanced scorecard” includes measures that can be related to three of the four quadrants of the competing values framework. Which quadrant is NOT included in the balanced scorecard? a. Open systems b. Rational goal c. Internal process d. Human relations e. Contingency theory Ans: E Response: See page 150 Level: Easy

62. For stockholders, the best measure of financial organizational effectiveness is… a. Sustainability b. Earnings per share c. Inventory turnover d. Corporate reputation e. Six sigma deviations Ans: B Response: See page 150 Level: Easy

63. What three areas are included in the “triple bottom” line approach to measuring organizational performance? a. Financial performance, environmental performance, and social/ethical performance b. Environmental performance, social/ethical performance, and customer satisfaction c. Financial performance, customer satisfaction, and environmental performance d. Customer satisfaction, employee satisfaction, and community satisfaction e. Financial performance, debt-to-equity ratios, and new product introductions Ans: A Response: See page 150

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Level: Medium

64. To encourage organizations to recognize the importance of corporate social responsibility, what have organizations such as the United Nations Global Compact attempted to do? a. Stop the spread of globalization to protect local economies b. Encourage the adoption of U.S. Generally Accepted Accounting Principles (GAAP) c. Establish more standardization for social and environmental reporting. d. Create a network of organizations that serves to oversee company behavior e. Offer incentives to organizations that report on their social and environmental impacts Ans: C Response: See page 151 Level: Medium

65. TQM stands for a. Total quartile marketing b. Testing quantities and methods c. Total quality management d. Testable quantitative management e. Tested quality materials Ans: C Response: See page 152 Level: Easy

66. Methods for making performance improvements include which of the following? a. TQM b. The Baldrige Criteria c. ISO 9000 d. All of the above e. None of the above Ans: D Response: See pages 152-153 Level: Easy

Module 2, Competency 5: Encouraging and Enabling Compliance

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity 67. When they are trying to get employees to follow rules, managers… a. Are unlikely to be successful unless they have the authority to fire employees who do not comply b. Are unlikely to be successful unless they have the authority to reward employees who do comply c. Have the same amount of influence over individual-level and situational variables d. Have less influence over individual-level variables than over situational variables e. Have more influence over individual-level variables than over situational variables Ans: D Response: See page 158 Level: Medium

68. Researchers have identified several different triggers that increase the likelihood that employees will not comply with rules in the workplace. Which of the following is NOT a common trigger for noncompliance? a. A manager violating employee trust b. A failure by the manager to trust his/her employees c. Rules that are perceived as being unfair d. Ambiguity about required job performance e. Reward systems that provide incentives for compliance Ans: E Response: See pages 158-160 Level: Easy

69. One of the benefits of aligning compensation and reward systems with the types of behaviors desired by the organization is that this alignment… a. Reduces the costs associated with noncompliance b. Increases the likelihood that that employees will be compliant c. Reduces the costs associated with compliance d. Increases the likelihood that instances of noncompliance will be reported by employees e. Reduces the opportunities for noncompliance Ans: B Response: See page 162 Level: Medium

70. When there is ambiguity about appropriate job performance, employees who do not comply with organizational rules are most likely to claim that…

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity a. b. c. d. e.

The rules were unfair and therefore should not be followed The rules were improper and following them would hurt the organization The rules were unclear and therefore the employee is not really responsible There was too much social pressure to permit the employee to follow the rules The manager could not be trusted to treat the employee fairly

Ans: C Response: See page 159 Level: Easy

71. An organization sends mixed messages about compliance when… a. A rule exists but there are no consequences for failing to comply with that rule b. A rule exists and there are negative consequences for noncompliance, but there are policies in place that make it difficult for employees to follow the rule c. A rule exists and noncompliance sometimes results in negative consequences d. All of the above are examples of mixed messages e. None of the above are examples of mixed messages Ans: D Response: See page 159 Level: Easy

72. Destructive deviance is most likely to occur in situations where employees feel that… a. The organization had done something that justified retaliation by the employee b. The organization had done nothing to earn the employee’s extra effort c. The organization was involved in corrupt activities and should be exposed d. The organization would be unlikely to discover the destructive deviance e. The organization had been sending mixed messages Ans: A Response: See page 160 Level: Medium

73. The concept of positive deviance is used to refer to situations where… a. There is no cost to the organization when an employee fails to comply with organizational rules b. There is no cost to the employee when he fails to comply with organizational rules c. The situation in question makes not complying with organizational rules the most ethically appropriate action d. There is a short term benefit to individuals who do not comply with organizational rules

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity e. There is no alternative to not complying with organizational rules Ans: C Response: See pages 160-161 Level: Medium

74. An organizations that tries to increase compliance with rules about conserving supplies by locking the supply closet is using which compliance strategy? a. Punitive – similar to threatening employees with sticks b. Preventative – similar to putting hurdles up in front of employees c. Remunerative – similar to tempting employees with carrots d. Generative – similar to creating a fast track for employees to follow e. Cognitive – similar to enlightening employees about the benefits of compliance Ans: B Response: See page 162 Level: Medium

75. An organization that gives employees a chance to win a gift certificate for a popular restaurant every time they submit their expense report within a week of returning from a trip is using which type of compliance strategy? a. Punitive – similar to threatening employees with sticks b. Preventative – similar to putting hurdles up in front of employees c. Remunerative – similar to tempting employees with carrots d. Generative – similar to creating a fast track for employees to follow e. Cognitive – similar to enlightening employees about the benefits of compliance Ans: C Response: See page 162 Level: Medium

76. An organization that refuses to reimburse employees for expenses unless their expense report is submitted within a week of incurring the expenses is using which type of compliance strategy? a. Punitive – similar to threatening employees with sticks b. Preventative – similar to putting hurdles up in front of employees c. Remunerative – similar to tempting employees with carrots d. Generative – similar to creating a fast track for employees to follow e. Cognitive – similar to enlightening employees about the benefits of compliance

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Ans: A Response: See page 162 Level: Medium

77. An organization that expands its policy to let employees submit their expense reports electronically, as an alternative to completing a paper report, is using which type of compliance strategy? a. Punitive – similar to threatening employees with sticks b. Preventative – similar to putting hurdles up in front of employees c. Remunerative – similar to tempting employees with carrots d. Generative – similar to creating a fast track for employees to follow e. Cognitive – similar to enlightening employees about the benefits of compliance Ans: D Response: See page 162 Level: Medium

78. When organizations want to make significant changes in employee behavior, it is often necessary to alter… a. Deeply held assumptions, beliefs, and values b. Organizational rhetoric c. Performance evaluation and reward systems d. All of the above e. A and C, but not B Ans: D Response: See page 163 Level: Medium

79. One of the key paradoxes of control in organizations is that … a. Effective compliance programs include multiple types of strategies b. Organizations that do not use any controls often outperform organizations that implement controls c. Tight control leads to higher profitability because of lower costs typically result when tight controls are in place d. Tight control helps employees feel comfortable by reducing ambiguity which in turn reduces noncompliance with organizational rules e. Trying to control employees too tightly can increase the likelihood that employees will look for ways to avoid compliance

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Ans: E Response: See page 163 Level: Medium

80. In recent years, the term “compliance” has come to be associated with… a. Obeying U.S. federal laws and regulations b. Acting in a socially responsible way and being accountable for organizational activities c. Conserving environmental resources and recycling waste d. Engaging in philanthropy and corporate volunteerism e. Obeying international laws and complying with international treaties Ans: A Response: See page 165 Level: Easy

81. U.S. federal sentencing guidelines for organizations apply to criminal conduct by… a. Corporations b. Partnerships c. Non-profit organizations d. Unions e. All of the above Ans: E Response: See page 166 Level: Easy

82. U.S. federal sentencing guidelines for organizations do NOT apply to criminal conduct by… a. Small corporations (under 50 employees) b. Trusts c. Chief executive officers d. Pension funds e. U.S. federal sentencing guidelines for organizations apply to all of the above Ans: C Response: See page 166 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity 83. In 2004, the U.S. federal sentencing guidelines for organizations were revised in an effort to… a. Reduce the costs of creating and maintaining compliance programs b. Increase the accountability of boards of directors and top executives c. Reduce punishments for companies with compliance programs d. Provide subsidies for organizations to create compliance programs e. Carve out special protections for banking and financial institutions Ans: B Response: See page 166 Level: Medium

84. The guidelines for compliance and ethics programs were designed to provide… a. Flexibility and independence by organizations so their programs could be designed to suit their particular circumstances b. Rigid rules and procedures for organizations so programs would be designed consistently and could be reviewed more easily c. Precise details for implementation to save organizations time and money when implementing compliance and ethics programs d. Opportunities for individuals seeking careers in compliance and ethics to become certified by the federal government e. A clear set of steps organizations can follow to ensure that they will not be the victim of criminal behavior by employees Ans: A Response: See page 167 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity

Module 2: Establishing and Maintaining Stability and Continuity Essay Questions M2 -1. What competencies does the internal process model emphasize? Why are these competencies especially relevant to the internal process model? (Response: See page109) Sample Response: The competencies emphasized in the internal process model include (1) organizing information flows, (2) working and managing across functions, (3) planning and coordinating projects; (4) measuring and monitoring performance and quality, and (5) encouraging and enabling compliance.

These competencies are particularly relevant to the internal process model because the primary goal of that model is to establish and maintain stability and continuity and the means-ends theory of the internal relations model assumes that that routinization will result in stability. All five of these competencies are helpful for creating consistency in organizational processes related to achieving organizational goals.

The internal process model emphasizes the importance having strong organizational and project management skills. The focus here is less on working effectively with people (as in the human relations model) and more on creating effective and efficient ways to accomplish tasks. Effective managers need to be able to understand both the details and how those details fit into the big picture.

They also have to make sure that day-to-day work is accomplished at the same time that special projects are underway. Another key issue for managers is balancing the need for following existing rules and standards with the need for establishing more effective rules and standards.

M2C1: Organizing Information Flows M2C1 -1.

Evaluate whether you suffer from information overload by examining five (or specify a smaller number) symptoms discussed in the text and giving specific examples from your life. (Response: See page111)

Note: Students should evaluate each of the symptoms identified in the text, indicate the extent to which these symptoms apply to their lives, and provide some conclusion about whether they suffer from information overload. The question can be expanded by asking students to discuss why they are so overloaded with information and/or how they can reduce the negative impact of information overload.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Sample Response: Five symptoms of information overload are: 1. Chronically talking about not keeping up with what’s going on around you. 2. Nodding your head knowingly when someone mentions a book, artist, or news story with which you are actually unfamiliar. 3. Assuming you must read every e-mail you receive, regardless of who it is from. 4. Thinking that the person next to you understands everything and you don’t. 5. Calling something that you don’t understand “information.”

I seem to suffer from some, but not all of these symptoms. I do tend to talk about not being able to keep up with the news and feel guilty about not reading the newspaper on a more regular basis. I do read The Week, which helps with this problem somewhat. I confess that I also sometimes pretend to know about something that I’m really not familiar with, but I realize this is a very foolish behavior and I am trying to break that habit. I do not feel I have to read all the emails I get and don’t worry that other people know everything. I don’t tend to label things as information or data, but do think I sometimes assume some things are important without really understanding them.

M2C1-2.

Describe the TRAF system. Do you use this system? What are the pros and cons of the system? (Response: See page 111-112)

Sample Response: The TRAF system stands for Toss, Refer, Act, and File. In this systems, one should Toss papers into wastebaskets if they are not immediately valuable and Refer messages to other people when appropriate. Action items are things that take longer than five minutes to do. These items should be put into an action box or folder, added to a to-do list, prioritized, and then acted upon. We should file documents by indicating on the document itself the file into which it should go. It generally saves time if documents go into a “to be filed” box and filing is done on a periodic basis, rather than every time a piece of paper comes in that needs to be filed.

Unfortunately, I am not nearly as good at using this system as I should be, although I think I am improving. I have set up a recycle bin next to my file cabinet and try to throw things out when I open the mail. Sometimes, however, I tend to hand on to things because I think I will want to look at them later.

Pros and Cons of the system – One of the best things about this system is that encourages you to immediately Toss out things that are not truly necessary, which can help keep papers and email messages more managable. The system is easy to remember, but not always easy to follow. For example, it is often hard to Toss paper because people think that they may need it later. It is also often easy to get sidetracked while going through papers and think that something can be accomplished in five minutes when it really takes much longer. When items are put into the Action file, they still need to be prioritized and completed.

Information that is filed may be forgotten.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity

M2C1-3

Describe Covey’s Time Management Matrix and what it is used for.

(Response: See page 113)

Sample Response: Covey uses two dimensions to create his time management matrix which consists of four boxes: Urgent and Important; Not Urgent and Important; Not Important and Urgent; and Not Important and Not Urgent. This matrix is used to prioritize action items. Things like crises and deadline-driven projects are Important and Urgent and need to be top priorities. Things that are Important but Not Urgent are often activities that will pay off in the long run, like setting up a good security system to prevent theft, finding new opportunities for growth, and building relationships. If these types of activities are not done, at some point they are likely to become Urgent. Things that are Not Important should be very low priority and may need to be eliminated from the manager’s to do list. However, some things, such as meetings, may seem unimportant to the manager but be seen as important to her/his supervisor, so just ignoring those activities may not be politically smart.

Note: This question can be expanded by asking students to discuss whether some of the items that Covey lists as “Not important and Not Urgent” like “pleasant activities” might really be valuable for reducing individual stress which can improve performance and morale.

M2C1-4.

Describe the four elements of a message recommended by the OABC method.

Do these elements change based on your audience or the communication media? If so, provide an example. If not, explain why there are no differences. (Response: See page 114-117)

Sample Response: OABC stands for Opening, Agenda, Body, and Closing. Using this method helps make sure that messages are easy to understand and it is clear what the recipient needs to do. The Opening sets the tone and identifies the sender. The Agenda outlines the message. This is especially important when messages contain multiple issues. The Body should be concrete, simple, and concise. Don’t overwhelm the reader with details! The Closing reminds the person what you want them do to (e.g., please respond by May 22) and closes the message cordially and efficiently.

Although the basic elements do not change, the audience and communication media may change slightly what is included. For example, in a voice mail it is critical to state your full name in the Opening . This is generally not needed in an email because your name is included automatically as part of the message. If you are communicating with a close friend, you may need to do less to establish a cordial tone at the beginning and end. For some people, you may want to include only a single issue in a message because they tend to overlook things in longer messages.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity M2C1-5.

What is meant by “the vanishing human moment?” According to your text, is this is this a serious problem? Why or why not? (Response: See pages 116117)

Sample Response: The “vanishing human moment” refers to the fact that much work is actually no longer done in face-to-face meetings but is mediated electronically. The text argues that this is a serious problem because confusion often results from electronically mediated communication. People are accustomed to having nonverbal cues that can help convey important information. Without those cues, we may misinterpret intentions and react negatively, creating a negative communication spiral.

Note: This question can be modified to ask students for their opinions, rather than to respond based on the text, which suggests that this is a serious problem. If students are asked for their opinion, their responses should be evaluated based on the quality of their argument (the grounds and warrants they provide), not the particular claim that they make. This topic is a good one for seeking student opinions because their experiences with electronically mediated communication are generally very extensive and they may feel that face-to-face communication is overvalued.

M2C1-6.

In contrast to many personal productivity experts who advocate cleaning up clutter, Eric Abrahamson and David Freemen suggest that there are benefits to being moderately disorganized. What are the benefits of some degree of clutter, according to these authors? Are their findings consistent or inconsistent with the competing values framework? (Response: See page120)

Sample Response: Abrahamson and Freeman argue that moderately disorganized people (and organizations) benefit from clutter in three ways: they are more resilient, more creative, and more effective. Their findings are consistent with the competing values framework which suggests that flexibility is just as important as control when it comes to being effective.

M2C2: Working and Managing Across Functions M2C2-1.

Assume you have been assigned to manage a cross-functional team. What are eight guidelines that can help you make sure you and your team are successful? (Response: See pages124-126)

Note: Students can be asked for fewer guidelines or can be asked to explain guidelines in more detail, rather than just listing them.

Sample Response: 1. Clarify goals and charter and get team buy-in. 2. Seek to create a critical mass of leadership. 3. Hold the team and its members

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity accountable for performance. 4. Keep cross-functional teams as small as possible with critical functional representatives. 5. Provide the cross-functional team with constantly updated and relevant information. 6. Train members in teamwork and process management. 7. Clarify expectations within and between teams. 8.

Encourage team members to be willing to step out of their role.

M2C2-2.

What is the general purpose of cross-functional teams? When are crossfunctional teams appropriate? Identify an issue in your workplace which could be addressed by a cross-functional work team. Who would be on the team and why? (Response: See pages 121-126)

Note: Students should identify a specific issue from their workplace and why it should be addressed by a cross-functional work team. Given their own knowledge of the organization and the specific issue to be addressed by the team, students should clearly identify and justify the different functional areas that need to be represented on the team. In classes where students are not working full time, students may struggle to come up with an appropriate issue because of their limited knowledge of the workplace.

Sample Response: In general, cross-functional teams are used to break boundaries between different functional areas without disrupting the existing organizational structure. The teams are often formed to respond quickly to competitive pressures. In my workplace, a cross-functional team could be used to address the problem of poor production timing. Customers often want products months before they are available, so we lose sales when we cannot provide those products. This cross-functional team definitely would need to include representatives from manufacturing and sales. We might also need to include someone from finance because changing production timing might require additional capital expenditures to meet capacity demands.

M2C2-3.

Explain the concept of “lift.” Identify the four conditions required to create lift and the action imperatives that relate to those characteristics. Why is it important to try to create “lift” when managing cross-functional teams?

(Response: See page 126)

Sample Response: “Lift” is the idea that an individual can have an uplifting, energizing effect on themselves and on others if that individual is (1) purposecentered, consistent with the Compete action imperative; (2) internally-directed, consistent with the Control action imperative; (3) other focused, consistent with the Collaborate action imperative; and (4) externally open, consistent with the Create action imperative. Lift is important when managing cross-functional teams because it helps provide the energy needed for the team to be effective.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity

M2C3: Planning and Coordinating Projects M2C3-1.

Why has project-based work become so common in organizations today?

What are the problems associated with project-based work? Is project-based work just a fad? Justify your answer. (Response: See page 130

Sample Response: Project-based work has become much more common in organizations because it provides more flexibility and can result in improved performance. Changes in the economy, heightened competition, increased complexity in organizational environments, and rapid technological changes have all been forces for using more project based work. Project-based work can be highly focused, can take advantage of cross-functional teams, and can improve the utilization of resources by facilitating the “borrowing” of resources from within and outside the organization.

No, project-based work is not just a fad. Evidence to support the continued importance of project-based work can be found in the forces that are driving change in the external environment: increasing complexity, technological advances, and a growing number of competitors from around the globe. These force are unlikely to go away, therefore organizations will continue to seek more flexibility to move in new directions quickly. Although there will always be tensions when using project-based work, improved project planning and monitoring tools will help reduce problems and the opportunities that arise from project-based work outweigh the costs.

M2C3-2.

Describe the activities and tools used in project planning and monitoring.

[Provide examples of the activities and tools used to plan and monitor a project based on a project you have worked on recently at work or school. If there were some activities or tools that you did not use, explain why they were not used. Based on your experience, do you think the project outcome would have been better if you had used those tools? Why or why not?]

(Response: See pages 130-143)

Sample Response: Project planning includes defining work requirements, defining work quality, and defining resources needed. Project monitoring includes tracking progress, comparing actual to predicted, analyzing the impact, and making adjustments. A statement of work is a written description of the scope of work required to complete the project. A work breakdown structure shows the total project divided into components that can be measured in terms of time and cost.

Note: Asking students to describe a personal experience with a project, is a good way to test understanding, but introduces some important issues from the perspective of grading. Because a student may not have used all of the tools described in the text, asking for the activities and tools specifically, in addition to asking for a description of their experience, can help with consistency for grading

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity purposes. Asking students to explain why they did not use tools and discuss whether those tools would have been helpful can also ensure that all students realize that they need to demonstrate an understanding of planning and monitoring tools and activities, whether or not they used them in their project.

M2C3-3.

What is a PERT/CPM model? [How could a PERT/CPM model be used to manage a project with which you are currently involved? Describe the first five tasks to be done and then draw a PERT diagram for those tasks.]

(Response: See pages 135-137)

Sample Response: A PERT/CPM model allows the project manager to see the flow of tasks associated with a project by showing the interrelationships between activities. This allows the manager to estimate the necessary to complete the overall project and to identify critical points where a delay in the completion of a particular task will cause the overall project to be delayed.

Note: As noted above, asking students to describe a personal experience with a project, is a good way to test understanding, but introduces some important issues from the perspective of grading. If students are asked to describe a specific project (from work, school, community life) and develop a PERT/CPM model to manage the project, it is helpful to give them a specific number (e.g., five) of tasks to include.. Otherwise some students may spend too much time on this question because they are working on a much more detailed project than other students. If given a specified number of tasks, students should list and number each task. A simple diagram with five nodes should be drawn that shows the amount of time for each task and reflects appropriate predecessor activities.

M2C3-4.

Explain the concept of resource leveling and why it is helpful to project managers. (Response: See pages 137-138)

Sample Response: Resource leveling refers to efforts to schedule work on noncritical activities so that resource requirements on peak days will be reduced.

Resource leveling requires that managers have PERT/CPM diagrams and information about float so they can move the start dates of activities without affecting the critical path. For complex tasks, resource leveling is done using computer programs. Project managers can save time and money if they are able to allocate resources across time based on slack periods, rather than having to pay overtime or rent additional equipment during peak times .

M2C3-5.

What is a Gantt Chart? [How could a Gantt chart be used to manage a project with which you are currently involved? Create a Gantt chart showing the first five activities for that project.] (Response: See pages 138-140)

Sample Response: A Gantt chart is used to visually display project activities across time. Activities/tasks from the work breakdown structure are listed

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity sequentially on the vertical axis and time is shown on the horizontal axis. For each activity, a bar is drawn showing the time commitment.

Note: As noted above, asking students to describe a personal experience with a project is a good way to test understanding, but introduces some important issues from the perspective of grading. If students are asked to describe a specific project (from work, school, community life) and develop a Gantt chart for the project, it is helpful to give them a specific number of activities (e.g., five) to include.

M2C3-6.

What are the four primary resources that need to be monitored over the course of a project? What tools can project managers use to monitor these resources? (Response: See pages 141-143)

Sample Response: Resources that project managers need to monitor include time, money, people, and materials. Gantt charts can be used as project monitoring tools. A standard Gantt chart can be used to monitor time on the project versus time budgeted. Similarly, specialized Gantt charts showing personnel task assignments can be used to monitor the availability of people and how much time individuals have spent on a project. A Bar Chart Cost schedule is a specialized Gantt chart that shows projected costs; actual costs can be added to this chart for monitoring purposes. In addition to Gantt charts, cost/schedule integration graphs, and variance calculations are also tools managers can used to monitor resources, for example, money spent versus money budgeted.

M2C4: Measuring and Monitoring Performance and Quality M2C4-1.

Discuss why organizations fail to monitor the right processes and outcomes.

Has this become less of a problem since 1975 when Steven Kerr wrote his classic article on this topic? Justify your conclusion. (Response: See page t147-148)

Sample Response: A major factor in the failure of organizations to monitor the right processes and outcomes is due to inappropriate performance measures being used as incentives for employees. Kerr identified three different reasons for using measures that do not actually relate to efficiency in achieving organizational goals. First, sometimes performance measures are selected because they are “easy” to observe (highly visible) and appear to be “objective” because they can be easily counted/quantified. For example, it is easier to measure how long a call center employee is on the phone than to measure the quality of customer service provided. Second, sometimes hypocrisy plays a role – the stated organizational goals are not actually the true goals. This would seem to be the case with insurance companies that sell policies by stating the company goal is to help customers who suffer from financial losses but reward employees for NOT paying claims. Finally, Kerr notes that sometimes reward systems are

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity designed to emphasize something other than efficiency, such as morality or equity or even seniority. An example of this might be a company that pays people based on their years of service, rather than on their actual contribution to the organization.

Despite the fact the Kerr’s article has been widely read and the basic concepts he discusses are well-understood, organizations still fail to monitor the right processes and outcomes. Evidence for this conclusion can be found in the many recent organizational scandals and failures, including the financial crisis that was rooted partly in the failure of lenders to properly evaluate the creditworthiness of borrowers.

Note: Students may provide other examples based on in-class discussion or recent news stories. For example, the major BP oil spill in the Gulf of Mexico led to the discovery that “Minerals Management Service officials, who can receive cash bonuses in the thousands of dollars based in large part on meeting federal deadlines for leasing offshore oil and gas exploration, frequently changed documents and bypassed legal requirements aimed at protecting the marine environment, the documents show.” (Washington Post, May 24, 2010).

M2C4-2.

Identify and explain the three characteristics of measures that are important for understanding how useful a measure is? For each characteristic, provide an example based on how you are evaluated at work or at school. Which characteristic is most important from the manager’s perspective? (Response: See pages 148-149)

Sample Response: Measures can classified based on their objectivity completeness, and responsiveness Objective measures can be verified independently, in contrast to subjective measures that are dependent on personal judgment. For example, attendance is an objective measure; quality of class contribution is much more subjective. Completeness refers to how much of the desired performance is captured by a particular measure. For example, when testing to see if a student has mastered all the material covered during a semester, a short exam that asks questions about only a few of the topics covered would be less complete measure than a longer exam that included questions on every topic covered. Responsiveness relates to the question of the extent to which the manager can act to influence the measure directly. For example, stock price is related to employee behavior, but often quite indirectly and there are other factors such as interest rates and investor sentiments that also have an impact on stock price Responsiveness is the most important from the manager’s perspective because it gauges the extent to which the manager can act to influence the measure. For example, measuring customer satisfaction with employee service and discovering that customers did not think a salesperson was well informed about product features provides information that a manager can use to identify specific training the employee needs.

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity M2C4-3.

Compare and contrast the Balanced Scorecard approach to evaluating organizational performance to the four quadrants of the competing values framework. How do these approaches differ from more traditional methods for measuring organizational performance. Which approach would you recommend – the traditional, the balanced scorecard, or the competing values framework? Justify your answer. (Response: See page 150)

Sample Response: Traditional approaches to measuring organizational performance relied primarily on financial results. The balanced scorecard approach added customer, internal business, and innovation perspectives to the financial perspective. The competing values framework includes all of the perspectives in the balanced scorecard, but the human relations (collaborate) quadrant also emphasizes the employee perspective. Of the three, the competing values framework is the most complete. In addition, many financial measures are less responsive than measures associated with employees and customers, so that is another reason to prefer to competing values framework.

Note: Students who select either the balanced scorecard or traditional financial approaches would need to justify their answers based on the costs associated with gathering measures for all four quadrants of the competing values framework.

With respect to grading, it is often helpful to assign some points to answering the recommendation question, regardless of the choice, and some points to the quality of the argument supporting that recommendation. This reduces the perception that the instructor is forcing students to agree with her/him and focuses attention on the importance of articulating a justification for recommendations.

M2C4-4.

Discuss the benefits and costs of using a system such as the Baldrige Criteria for measuring organizational performance. [Do you think that certain types of organizations might be more likely to benefit from using the Baldrige criteria than others? Why or why not?] (Response: See pages152-153)

Sample Response: Systems such as the Baldrige Criteria can be helpful for identifying areas for improvement, they can also be time consuming and cumbersome to implement. For example, the Analysis for the measuring performance and quality competency included only a small fraction of the Criteria but still included a number of different questions and issues that needed to be addressed. Some research has linked winning a Baldrige award to positive stock performance, although the most recent data on this relationship has not replicated earlier findings.

Note: The bracketed question about different types of companies using the Baldrige Criteria goes beyond the material in the text and would be appropriate for more advanced classes. Students might approach this question in different ways. For example, students might note that in industries where there are specific criteria, such as health care, using the Baldrige criteria might be more important

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity than for companies that are less specialized. Students might also suggest that only companies that think they have a chance of winning a Baldrige award should use the criteria because they would be able to use the award for advertising. For grading purposes, points should be primarily based on the quality of the argument, not the student’s conclusion. To help students recognize that this has been done, allocating some points to the decision, regardless of what it is can be very helpful.

M2C5: Encouraging and Enabling Compliance M2C5-1.

Explain the two basic types of variables that influence compliance. Give an example based on your own behavior of how each type of variable influenced your behavior. Which type of variables do managers have more control over? Does that mean that they can ignore the other type of variables?

(Response: See pages157-158)

Sample Response: Compliance is influenced by both situational-level variables and individual-level variables. Situational-level variables relate to the particular circumstances at a given time. For example, are we in a home, park, or house of worship? Are we here for a meal or a wedding? These types of situational variables can influence behavior because there are certain norms associated with particular situations and many people tend to comply with those norms. Individual-level variables relate to things about a particular person such as their age, education, background, personality, etc. These characteristics can also influence behavior.

Managers have more influence over situational variables. Although they are less able to change individual-characteristics, that does NOT mean that they can ignore individual-level variables. Because behavior results from the combination of both situational- and individual-level variables, managers need to understand both the characteristics of the situation and the characteristics of the individual in their efforts to predict and motivate employee behavior.

M2C5-2.

Discuss five [or specify a smaller number] different reasons why employees engage in noncompliance in the workplace. (Response: See pages158-161)

Sample Response: Employees may not comply because they didn’t know they should. Lack of knowledge can be due to lack of information or ambiguity about job requirements. Sometimes, employees are not sure what they should do. They may have some information, but there is some ambiguity about what is required or who is required to do it. This is especially common where there is peer pressure to violate a rule or where companies send mixed messages by not responding or responding inconsistently to violations of rules. Employees sometimes feel obligated to look out for themselves, and thus when incentives are not aligned with the desired behavior, misbehavior is more likely to result. When management is seen as being untrusting of employees or unworthy of being trusted by employees, employees are also likely to engage in noncompliance or even negative behaviors like sabotage. Finally, sometimes noncompliance occurs when employees sincerely

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity believe that complying would be harmful to the organization or to society, as can be seen in situations with organizational whistleblowers.

Note: This question can be revised to ask specifically for the “triggers” identified

by Litzky et atl (2006) or the “explanations” used as categories in the text. Asking the question in a more generalized way give students the chance to use either approach or a combination of both approaches while still demonstrating a mastery of the key concepts.

M2C5-3.

Compare and contrast the six (or some smaller number) basic compliance strategies that managers can use. Which of these strategies would you be most likely to use? Least likely? Why? (Response: See pages 161-163)

Sample Response: The six compliance strategies are punitive (using sticks), remunerative (offering carrots), preventative (putting up hurdles), generative (creating fast tracks), cognitive (enlightening employees about their self interest), and normative (converting employees). Punitive and preventative strategies are negatively focused. In contrast, remunerative, generative, cognitive, and normative strategies are all more positively focused. The first five strategies are all similarly because they are based on ideas about self interest. In contrast, normative strategies are less clearly self focused and appear to be based more on a broader notion of what is right or good for the group/organization/society.

As a manager, I would be most likely to use a combination of enlightenment and fast tracks. Helping people understand what is in their self-interest is a low-cost method for increasing compliance. While generative strategies that make it easier to comply may be somewhat more costly, once in place, that cost should be eliminated or substantially reduced. In contrast, offering carrots for compliance can become very expensive. Both sticks and hurdles tend to result in lower morale, so I would tend to avoid these is possible. I would probably be least likely, however, to try to use normative/conversion strategies because these tend to require a long term commitment and may require more charisma on the part of the manager than I think I have.

Note: As with the previous question, our concern is less with the particular language students use than with their understanding of the basic concepts.

Therefore, we would award a student who identifies one strategy as “offering rewards” the same number of points for that part of the answer as another student who uses the label “remunerative” or “offering carrots.” Similarly, for the second part of the question, the focus should be on the reasoning provided by the student, rather than the specific choices made. Points can also be awarded for recognizing that using a combination of strategies is often more effective than using a single strategy.

M2C5-4.

Describe four different costs associated with compliance strategies. As a manager, how could you minimize these costs? (Response: See pages163-165)

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Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity Sample Response: Most compliance strategies have some direct costs. They may require the payment of incentives (carrots) to employees or they may require the installation of expensive monitoring systems to ensure that punishments can be given for failures to comply. Beyond direct financial costs, compliance strategies often cause employees to feel that management does not trust them which, in turn, may cause employees to “live down to” that expectation. Even remuneration through incentives can become a problem over time as employees begin to see those rewards as an entitlement and cease to be motivated by them. A third type of cost associated with compliance strategies is that by controlling employee behavior, opportunities that would have been discovered under a more flexible system are missed. Employees may become so accustomed to following the rules that they fail to notice when those rules are no longer effective. Finally, in some cases, compliance strategies can lead to destructive deviance because employees feel that they have been unfairly treated. For example, having video cameras in the locker room may cause people to feel their privacy has been violated, so they may act out against the organization. Some employees may see surveillance cameras as a challenge, and actually be encouraged to try to steal organizational resources without detection.

M2C5-5.

Discuss the purpose, history, and impact of the U.S. Federal Sentencing Guidelines for Organizations (the guidelines or USFSGO). (Response: See pages 165-167)

Sample Response: The original purpose of the USFSGO was to reduce inconsistencies in how different organizations were treated when they violated the law and to reduce organizational wrongdoing by using multiple strategies to encourage voluntary compliance with the law. First issued in 1991, the guidelines were originally created as a manual for judges. There was evidence of some positive impact of the original guidelines, but many corporate crimes continued to be uncovered. In 2004, the guidelines were revised and expanded. The revision provided information about what constituted a meaningful compliance program in order for an organization to qualify for reduced punishment, in the event that the organization was found guilty of criminal activity. More accountability was also put on corporate boards and top executives and specific responsibilities were identified as being required for a meaningful compliance program. The 2004 revision also expanded the scope of the guidelines to emphasize the idea of having an ethical organizational culture. The guidelines have provided new jobs in the area of compliance, but the impact of the guidelines has been, by most measures, mixed. While some improvements have been made, corporate crimes continue to be discovered, as we learned during the aftermath of the global financial crisis.

Note: Although many students might respond to the question “Discuss the U.S. Federal Sentencing Guidelines for Organizations” by including the purpose, history, and impact, not all students will. Specifying what to include in the

41

Becoming a Master Manager, 5th ed. Test Bank Module 2: Control – Stability and Continuity question can reduce questions about grading after the exam. A simpler question could focus on just the purpose of the Guidelines.

M2C5-6.

Explain the six (or a smaller number) key criteria for effective compliance and ethics programs according to the Overview of the Organizational Guidelines. (Response: See page 167)

Sample Response:. (1) Oversight is required by high-level personnel; top executives must be actively involved in the compliance and ethics program. (2) Due care must be used when delegating substantial discretionary authority. For example, background checks might be used to determine if someone who has access to large amounts of cash has any prior convictions for embezzlement. (3) Effective communication to all levels of employees is required to ensure that everyone knows the rules and understands that they are expected to follow those rules. (4) A system for monitoring and auditing compliance must be in place and there must be a method for employees to report wrongdoing without being afraid that they will be punished. (5) Compliance standards must be consistently enforced and must include disciplinary mechanisms. (6) Once a violation has been detected, steps must be taken to reduce the chances that similar offences will occur in the future.

Note: As an alternative to listing these criteria, students could be asked to link some of the criteria to the different triggers for noncompliance and/or the six compliance strategies. For example: Key Criteria for Effective Compliance and Ethics Programs (3) Effective communication to all levels of employees (5) Consistent enforcement and compliance standards including disciplinary mechanism (6) Reasonable steps to respond to and prevent further similar offences upon detection of a violation

Related Triggers for Noncompliance and/or Compliance Strategy This would reduce ambiguity about job performance, making it harder for employees to claim they did not know or were not sure what to do.

This would avoids sending mixed messages which can trigger noncompliance. Disciplinary measures would be a punitive strategy.

Responding to violations could be a punitive strategy. Preventing future violations sounds most like a preventative strategy, but would not necessarily preclude the use of other strategies.

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Becoming a Master Manager, 5th edition Test Bank Module 3: Improving Productivity and Increasing Profitability Multiple Choice Questions Improving Productivity and Increasing Profitability [Note: Some of the questions in this first overarching set require students to recall material presented in the introductory chapter of the text, The Competing Values Approach to Management, pp. 1-35.]

1. Which of the following is NOT one of the core competencies of the COMPETE quadrant? a. Motivating self and others b. Developing and growing talent c. Developing and communicating a vision d. Setting goals and objectives e. Designing and organizing Ans: B Response: See page 179 Level: Easy

2. Which of the questions below LEAST reflects the emphasis of the COMPETE quadrant? a. Who are we as an organization? b. Where are headed as an organization? c. What talent will we need to reach our desired destination as an organization? d. Why are we headed where we are as an organization? e. Why should our people want to go where we are headed?.

Ans: C Response: See page 179 Level: Difficult

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability 3. The management model associated with the Compete action imperative is a. The open systems model b. The human relations model c. The theory Y model d. The global values model e. The rational goal model Ans: E Response: See page 178 Level: Difficult

4. The management model that appears diagonally opposite the rational goal model quadrant of the competing values framework is: a. The human relations model b. The open systems model c. The theory Y model d. The global values model e. The rational goal model Ans: A Response: See page 178 (shown in module graphic) Level: Difficult

5. The action imperative that is LEAST like the Compete action imperative is a. Control b. Co-opt c. Collaborate d. Create e. Constrain Ans: C Response, See page 178 (shown in module graphic) Level: Medium

6. To improve productivity and increase profitability, the rational goal model assumes that a. Clear direction leads to de-motivated employees b. Goal clarification is unnecessary when workers are empowered c. Goal clarification only works when workers are fully engaged d. Clear direction critical to effectiveness e. Rational analysis can be replaced with more subjective measures 2

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Ans: D Response, See page 178 Level: Medium

7. In contrast to the Collaborate action imperative, the Compete action imperative take a more _________ focus a. Internal b. External c. Individualistic d. Collaborative e. Long-term Ans: B Response, See page 178 (shown in module graphic) Level: Medium

8. One of the paradoxes of emphasizing goal setting to motivate performance is that a. Establishing and monitoring goals and performance takes time away from the actual tasks of the organization. b. Goals only work in a relaxed, collaborate environment. c. Goals tend to de-motivate employees d. Goals do not change, but the business environment does change. e. Goals inhibit creativity Ans: A Response, See page 179 Level: Difficult

9. One of the five competencies discussed in relationship to the rational goal quadrant, the one that is the MOST DIRECTLY focused on generating energy in the organization is a. Planning and coordinating projects. b. Managing execution and driving for results c. Developing and communicating a vision d. Motivating self and others. e. Setting goals and objectives Ans: D Response, See page 179 Level: Medium 3

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability

10. The designing and organizing competency a. Focuses on having a flexible structure to meet the needs of employees b. Focuses on deciding how to organize information flows to be more efficient c. Focuses on the aesthetics of the physical space where employees work d. Focuses on the same type of activities that are included in the competency for planning and coordinating projects e. Focuses on organizational structure and culture Ans: E Response, See page 179 Level: Medium

Developing and Communicating a Vision 11. What is a vision? a. A specific objective a firm wants to meet b. A destination and a desired future c. An idea from the top management team d. What customers want from a company e. A plan for reaching a specific goal Ans: B Response: See page 179 Level: Medium

12. Which of the following are critical elements of the vision process? a. The definition of the vision b. The framing of the vision c. Empowerment of followers through articulation and communication of the vision d. Having the right components and content. e. All of the above are critical elements of the vision process.

Ans: E Response: See page 181 Level: Easy

13. Which of the following key components of visions often proves to be the most difficult task? a. Making the case for change 4

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability b. c. d. e.

Making the vision short and to the point Making the methods to achieve the vision explicit All of the above are equally difficult None of the above are particularly difficult

Ans: A Response: See page 182 Level: Medium

14. Kouzes and Posner (1995) asked thousands of people on many continents what the most important thing was they wanted and needed from a leader. What was the most frequent FIRST choice? a. Scenario tested strategy b. Excellent speaking skills c. Personal empathy d. Vision e. None of the above Ans: D Response: See page 180 Level: Easy

15. Which of the following is NOT a key component of vision?: a. Focusing on people b. Specific desired end-states or outcomes c. Identifying ideal goals d. Making a case for change e. All of the above are key components of vision Ans: B Response: See page 182 Level: Easy

16. Which of the following is NOT part of a shortcut to remembering the critical elements of articulating and communicating a vision? a. Heart b. Hope c. Hands d. Head e. All of the above 5

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Ans: B Response: See pages183-184 Level: Easy

17. The most critical and challenging aspect of communicating a vision is a. Touching the hearts and personal values of followers b. Explaining new policies and procedures to followers c. Providing a clear philosophy that is centered on specific elements of the vision d. Creating reporting mechanisms that reflect accurate data about the achievement of the vision e. None of the above Ans: A Response: See page 184 Level: Medium

18. Leaders such as Paul Levy at Beth-Israel Deaconess Medical Center and Herb Kelleher at Southwest Airlines have been successful in getting employees to commit to the visions for those organizations because they a. Use the most current technologies such as Facebook and Twitter to communicate the vision to employees b. Are consistent in communicating the vision in ways that address the head, hands, and hearts of employees c. Communicate different visions to different groups of employees, depending on the particular interests of those groups d. Provide incentives to employees who embrace the vision of the organization e. Communicate the vision at an abstract level so employees don’t get bogged down in the details of how the vision will be realized Ans: B Response: See pages183-184 Level: Easy

19. Where can visionary leaders be found? a. In large businesses b. In families c. In not-for=profit organizations and governmental units d. In all of the above e. In A and C but not in B 6

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Ans: D Response: See page 185 Level: Easy

20. According to research on visionary leaders, they a. Positively influence employees and inspire them to engage in extra work b. Define the direction for the organization by using powerful imagery c. Provide a sense of mission or purpose that supports the status quo d. All of the above e. A and B but not C Ans: D Response: See page 185 Level: Medium

21. Leaders such as Steve Jobs (Apple Computer and Pixar) and Jeff Bezos (Amazon.com and Blue Origin), are visionary because they are able to a. Recognize the value of new technology before anyone else in their industries b. Out negotiate other business leaders to gain a competitive advantage c. Embrace competing values and transcend paradox d. Engage in arrogant behavior and still be considered charming e. Don’t let their personal passions influence their business decisions Ans: C Response: See pages 185-186 Level: Medium

22. To sustain the passion you need to persevere as a leader in challenging times, it helps if you have addressed which of the following fundamental questions? a. What is my vision for the company? and Who else in the organization agrees with my vision? b. What do my employees want? How can I help them obtain what they want? c. Who am I? and Who do other people think that I am? d. What do my shareholders want? How can I help them obtain what they want? e. Where am I going? and Why am I going there?

Ans: E Response: See page 186 7

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Level: Medium

Setting Goals and Objectives 23. In what type of goal setting do senior levels of management engage? a. Strategic b. Directional c. Tactical d. Both a and b e. Both a and c Ans: D Response: See page 193 Level: Medium

24. In what type of goal-setting do lower level managers and supervisors engage? a. Strategic b. Directional c. Tactical d. Both a and b e. Both b and c Ans: C Response: See page 193 Level: Easy

25. Goal setting focused on implementing decisions made as part of strategic visioning begins with: a. Formulating specific objectives b. Developing an action plan c. Creating a schedule d. Developing a budget e. Establishing deadlines Ans: A Response: See page 193 Level: Easy

26. Which of the following would research predict would be the most effective goal?

8

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability a. b. c. d. e.

I will do my best to improve my ranking in the sales department.

I will increase my sales calls by 10% next month.

I will try really hard to get my sales report done on time.

I will learn Spanish for my trip to my new customer in Mexico.

I will increase my earnings from commission sales by 10% next month.

Ans: B Response: See page 198 Level: Medium

27. Strategic unity and alignment requires that organizations have all of the following except? a. Knowledge, skills and mindset required to achieve the vision b. Goals that are much higher than current performance c. Goals and actions that are aligned across individuals, teams and units d. Deep understanding, ownership and commitment to the vision e. A motivating and compelling vision and inspiring values Ans: B Response: See page 194 Level: Easy 28. Within the context of goal and objective setting, strategic unity and alignment is a. Primarily a top-down process b. Primarily a bottom-up process c. Primarily a middle management prerogative d. Primarily needed by small organizations e. Useless unless the organization operates internationally Ans: A Response: See page 195 Level: Easy 29. Most performance management systems in organizations contain all of the following except? a. Formal evaluation of performance. b. On-going coaching and feedback. c. Forced-ranking of all of employees. d. Joint establishment of individual goals (i.e. individual with manager). e. Translation of vision to organizational unit goals Ans: C Response: See page 196 Level: Easy 9

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability

30. Strategic unity and alignment is important because a. It ensures that the organizational strategy is aligned with the external environment b. It reduces the amount of work that managers must do to develop employees because their tasks are more clearly defined for them c. It encourages discussion of new methods for measuring performance among lower-level employees d. It increases motivation by helping employees see a direct connection between their daily tasks and the organizations vision e. It signals to the stock market that the company is moving in the right direction Ans: D Response: See page 196 Level: Medium

31. Individual goal setting that follows the classic MBO approach outlined by Peter Drucker includes which of the following? a. Employees being empowered to set their own goals based on the strategic goals of the organization b. Managers setting goals for employees based on the strategic goals of the organization c. Managers establishing “Make or Break Opportunities” for employees to determine who will be promoted d. Employees meeting with managers to jointly set the employee’s goals e. None of the above Ans: D Response: See pages 196-197 Level: Medium

32. When evaluating an employee’s performance managers should take into account a. Any organizational barriers that might have inhibited employees from achieving their goals b. Any enablers that might have made it easier than anticipated for the employees to achieve their goals c. The overall performance of the business unit in which the employee was employed during the period under review d. All of the above e. A and B but not C

10

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Ans: E Response: See page 197 Level: Medium

33. Meaningful objectives are: a. TRAF b. PERT c. SMART d. EASY e. CPM Ans: C Response: See page 198 Level:

34. “Smart” goals are: a. Specific, measurable, attainable, relevant, time-bound b. Specific, marketable, active, reasonable, time related c. Specific, measurable, active, rewarded, targeted d. Special, measurable, assignable, rewarded, targeted e. Special, marketable, active, rewarded, temporary Ans: A Response: See pages 198-199 Level:

35. Which of the following characteristics make goals more effective? a. Specific b. Challenging c. Rewarded d. All of the above characteristics make goals more effective e. A and C but not B Ans: D Response: See pages 198-199 Level: Easy

36. Which of the following is true about effective goal setting?

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability a. b. c. d.

Informal competition can reduce the benefits of goal setting Goals should be prioritized Feedback on progress is not necessary as long as goals are attainable Managers should provide employees with action plans to explain how they should meet their goals. e. The more challenging a goal is, the more motivating it will be.

Ans: B Response: See pages 198-199 Level: Easy

Motivating Self and Others 37. Why is the measurement of productivity more controversial today than it was in the days when the rational goal model was initially developed? a. Because employees today are less likely to stay with an employer for many years b. Because we already know as much about productivity as we need to know, so spending time and money on additional measurement is wasteful c. Because it is more important to measure an organizations carbon footprint than its productivity d. Because it is more complex to measure the productivity of intellectual capital than other forms of capital such as natural resources e. Because productivity is no longer important to organizational effectiveness Ans: D Response: See page 204 Level: Medium

38. Which of the following is an example of an EXTRINSIC motivator? a. Sense of responsibility b. Sense of challenge c. Praise from another person d. Feeling of accomplishment e. Pride in achievement Ans: C Response: See page 205 Level: Easy

39. Which of the following is an example of an INTRINSIC motivator?

12

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability a. b. c. d. e.

Money Praise from another Autonomy Job title Promotion

Ans: C Response: See page 205 Level: Easy

40. Who proposed that there are a series of 5 needs that operate hierarchically from lower order needs to higher order needs? a. McClelland b. Maslow c. Hackman d. Herzberg e. Faerman Ans: B Response: See page 206 Level: Easy

41. Which need is associated with an imperative to strive for success as defined by exceeding a goal or standard? a. Need for power b. Need for affiliation c. Need for achievement d. Need for autonomy e. Need for comfort Ans: C Response: See page 205 Level: Easy Level: Easy

42. How do “content” theories of motivation help managers? a. Content theories of motivation give managers useful information about broad categories of needs that individuals seek to fulfill. b. Content theories of motivation give managers useful information about specific things that individuals want to get out of their jobs.

13

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability c. Content theories of motivation help managers understand the steps involved in motivating employees d. Content theories of motivation help managers understand why employees are likely to be dissatisfied if they are passed over for promotion. e. Content theories of motivation are useful to psychologists and academics but are not helpful to managers Ans: A Response: See page 206 Level: Medium

43. Which of the following are “process” theories of motivation? a. Equity Theory b. Expectancy Theory c. Goal setting model d. Job Characteristics model e. All of the above Ans: E Response: See pages 206-207 Level: Easy

44. Which of the following is NOT part of the job characteristics model? a. Feedback b. Efficacy c. Autonomy d. Task Significance\ e. Skill variety Ans: B Response: See page 207 Level:

45. Which element of expectancy theory is described as the probability that effort will lead to achievement of performance target? a. Expectancy, the E to P condition b. Instrumentality, the P to O condition c. Valence, the Value of the Outcome to the individual d. Motivation, the level of Effort predicted to be exerted e. Work related outcomes, the O element in the model 14

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Ans: A Response: See page 209 Level: Medium

46. Which element of expectancy theory is described as the probability that achieving performance target will lead to various work-related outcomes? a. Expectancy, the E to P condition b. Instrumentality, the P to O condition c. Valence, the Value of the Outcome to the individual d. Motivation, the level of Effort predicted to be exerted e. Work –related outcomes, the O element in the model Ans: B Response: See page 209 Level: Medium

47. Which element of expectancy theory is described as the individual’s positive or negative assessment of work outcomes? a. Expectancy, the E to P condition b. Instrumentality, the P to O condition c. Valence, the Value of the Outcome to the individual d. Motivation, the level of Effort predicted to be exerted e. Work –related outcomes, the O element in the model Ans: C Response: See page 209 Level: Easy

48. How might a manager help tie the effort to performance? a. Make certain that they know what outcomes are important to employees. b. Make sure employees are aware of all possible outcomes that will result from performance. c. Use the power of positive expectations with subordinates. d. Identify the performance outcome without the participation of the employee. e. Make certain that employees understand that rewards are not guaranteed.

Ans: C Response: See page 209 Level: Difficult 15

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability

49. How might a manager link performance to outcomes? a. Make certain that they know what outcomes are important to employees. b. Make sure to follow through with promised outcomes based on performance. c. Be a positive Pygmalion. d. Identify the performance outcome without the participation of the employee. e. Encourage employee effort.

Ans: B Response: See page 209-210 Level: Medium

50. Which of the following describes the Pygmalion effect? a. What managers expect of their employees and the way they treat them largely determines their performance and career progress. b. Employees, more often than not, do what they believe they are expected to do. c. Managers have the ability to create high performance expectations that their employees fulfill. d. All of the above describe the Pygmalion effect. e. None of the above describes the Pygmalion effect.

Ans: D Response: See page 210-211 Level: Easy

51. All of the following are psychological states of empowerment except? a. Meaning b. Competence c. Self-motivation d. Impact e. Self-determination Ans: C Response: See page 212-213 Level: Easy

52. Which psychological state is described as the degree to which an individual can influence strategic, administrative, or other outcomes at work?

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability a. b. c. d. e.

Meaning Competence Self-motivation Impact Self-determination

Ans: D Response: See page 213 Level: Easy

53. Which psychological state is described as the discretion, autonomy, and choice involved in initiating, maintaining, and regulating one’s actions in the pursuit of the task? a. Meaning b. Self-determination c. Self-motivation d. Competence e. Impact Ans: B Response: See page 212 Level: Easy

54. Which of the following psychological states related to empowerment is described as the innate worthiness of the task or pursuit? a. Meaning b. Impact c. Self-determination d. Self-motivation e. Competence Ans: A Response: See page 212 Level: Easy

55. The Gallup employee engagement survey asks which of the following questions of employees? a. Do you have the chance to do what you do best every day at work? b. Does your supervisor seem to care about you as a person? c. Does the organization’s mission make you feel your job is important? d. All of the above 17

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability e. A and C only Ans: D Response: See page 213 Level: Medium

56. According to Gallup’s categorization of employee engagement, employees who do their work as required, but nothing more fall into which category? a. Actively disengaged b. Not-engaged c. Uncertain d. Engaged e. Empowered Ans: B Response: See page 214 Level:

57. According to the Corporate Leadership Council, ____________ relates to and employees commitment to financial and developmental opportunities provided by their organization and __________ refers to employees’ trust in their managers and how much they enjoy belong to their organizations. a. professional engagement; social engagement b. social engagement; professional engagement c. rational commitment; emotional commitment d. emotional commitment; rational commitment e. professional engagement; emotional commitment Ans: C Response: See page 214 Level: Medium

Designing and Organizing 58. What is organizing? a. Deciding where you want to go and how best to get there b. Dividing work into manageable components and assigning activities c. Monitoring performance and comparing to the plan d. Hiring the right people for the organization e. Acquiring resources and allocating them based on performance 18

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability Ans: B Response: See page 221

59. Which of the following is NOT a core principle of organizational structure? a. Division of labor and specialization b. Culture c. Hierarchy and lines of authority d. Standardization and formalization e. Decision-making authority Ans: B Response: See pages 222-223 Level: Easy

60. Justin is a new manager with 27 direct reports. He has been feeling overwhelmed at work and just learned that the last three managers who held his position quit after only a few months. Which design principle appears to have been violated in this organization? a. Unity-of-command b. Scalar principle c. Span of control d. Tall organizations e. Management by objective Ans: C Response: See page 222 Level: Medium

61. Janice is starting a new custom clothing business. She has decided to hire workers to focus on different tasks such as taking measurements, cutting out fabric, and sewing garments. Which design principle is Janice applying in this situation? a. Unity-of-command b. Scalar principle c. Span of control d. Division of labor e. Management by objective Ans: D Response: See page 222 Level: Medium 19

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability 62. Highly mechanistic organizations tend to have: a. Broadly defined jobs and highly detailed rules b. Narrowly defined jobs and wide spans of control c. Centralized decision making and few layers in the hierarchy d. High levels of formalization and decentralized decision making e. A tall hierarchy and narrow spans of control Ans: E Response: See pages 224 Level: Medium

63. Gypsy Industries has created numerous organizational subsystems to help it stay responsive to its environment. While this flexibility has helped the company meet its customers’ needs, it has also created a need for ____________ within the organization. a. Differentiation b. Integrating mechanisms c. Additional levels in the hierarchy d. Centralized decision making e. Additional employees Ans: B Response: See page 225 Level: Medium

64. Which of the following is NOT a form of departmentalization? a. Matrix b. Functional c. Virtual d. Divisional e. All of the above Ans: C Response: See page 226-227 Level: Easy

65. Geo Corp. has departments for each of its territories. They are considering adding a new service area that would be focused on developing business in sub-Saharan Africa. What type of departmentalization does Geo Corp use? a. Functional b. Divisional 20

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability c. Matrix d. All of the above e. None of the above Ans: B Response: See page 226 Level: Medium

66. Cross Stationary has grown from a small organization with a functional structure to a large multi-product, international company. They have been using ad hoc crossfunctional teams extensively and are considering altering their structure to make these types of teams permanent. Which type of departmentalization is Cross Stationary considering adopting? a. Functional b. Divisional c. Matrix d. Virtual e. None of the above Ans: C Response: See page 226-227 Level: Medium

67. Which of the following elements should be considered in designing an organization according to the “star model”? a. Strategy b. Structure c. Rewards d. All of the above e. A and B but not C Ans: D Response: See page 228 Level: Easy

68. In Galbraith’s “star model,” processes refer: a. Methods of manufacturing products b. Sets of steps created to help service workers improve the quality of their customer interactions

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability c. Information and decision processes that span the breadth and depth of the organization’s d. All of the above e. A and B but not C Ans: C Response: See page 228 Level: Medium

69. Which organizational culture mirrors the internal process model? a. Enterprise b. Hierarchy c. Rational/Market d. Adhocracy e. Clan Ans: B Response: See page 231 Level: Easy

70. Dynamo Designs is a seven year old organization. It has tried to establish an organizational culture that emphasizes flexibility and change. What type of organizational culture is Dynamo trying to create? a. Clan b. Community c. Market d. Adhocracy e. Hierarchy Ans: D Response: See page 231 Level: Medium

71. Head Gear Generation manufactures and markets cutting edge products that are designed for young adults. Because preferences in this age group change rapidly, Head Gear Generation spends a great deal of time and energy trying to understand its customers and putting products into stores before any of its competitors. What type of organizational culture would be most appropriate for Head Gear Generation? a. Clan b. Hierarchy 22

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability c. Market d. Adhocracy e. Community Ans: C Response: See page 231 Level: Medium

Managing Execution and Driving for Results 72. Which of the following is NOT one of the characteristics that is essential for creating a robust “people process” according to Bossidy and Charan (2002)? a. Honesty and integrity b. Common language c. Consistency d. Frequent feedback e. Primary responsibility for success is on the individual Ans: E Response: See page 239 Level: Easy

73. Bossidy and Charan (2002) argue that the “strategy process” should focus on more than just formulating the strategy. What else should be included in the “strategy process” according to these researchers ? a. Paying attention to specific ways the strategies will be executed b. Evaluating the adaptability of the plan to rapid changes in the external environment c. Raising critical questions and testing assumptions d. All of the above e. A and C but not B Ans: C Response: See page 240 Level: Easy

74. Which of the following activities is NOT essential for a healthy “operations process” (Bossidy and Charan, 2002)? a. Linking the operations process to the people and strategy processes b. Basing operations plans primarily on budgets 23

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability c. Identifying action programs that will make outcomes a reality d. Attending to political realities and game playing within the organization e. Assuring accountability at every stage Ans: B Response: See page 240 Level: Easy

75. In writing about execution, Charan and Bossidy (2009) identified seven leader behaviors that they consider essential for effective execution. Which of the following is NOT one of the behaviors that they identified? a. Insisting on realism b. Follow through c. Know yourself d. None of the above were identified by Charan and Bossidy as essential leader behaviors e. A, B and C Ans: E Response: See page 241 Level: Easy

76. Casey has been trying to use the time management matrix approach to help improve his performance at work. He is primarily evaluated on the number of hits that he gets relative to the number of times that he comes up to bat. He is also evaluated on whether or not he arrives on time for practice and how neat his locker is kept. Given this situation, how should Casey classify the time that he spends cleaning his locker? a. Not important but urgent b. Important but not relevant c. Not important and not urgent d. Important and urgent e. Important but not urgent Ans: C Response: See page 244 Level: Medium

77. Which type of individual is likely to be the most comfortable in a position that focuses on managing execution and driving for results?

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability a. An individual who is interested in controlling processes to ensure that they are as efficient as possible b. An individual who likes to engage in extensive collaboration to ensure that everyone is on board with new initiatives c. An individual who is task-oriented and likes to ensure that all necessary activities are completed effectively d. An individual who focuses on creativity and coming up with new ideas e. None of the above Ans: C, page Response: See page 236-237 Level: Medium

78. Which of Peter Drucker’s recommendations for improving time management is the MOST DIFFICULT for managers to actually achieve in the workplace today? a. Recording their time b. Managing their time c. Consolidating their time d. Prioritizing their time e. None of the activities listed above is difficult for managers to achieve in the workplace today Ans: C Response: See page 244 Level: Medium

79. Your friend Terry has asked you to explain the time management matrix to him. After showing him the tool, he asks you where he should spend most of his time. What advice should you give him? a. The easy and urgent quadrant b. The important and not urgent quadrant c. The difficult and unimportant quadrant d. The urgent and unimportant quadrant e. The important and urgent quadrant Ans: E Response: See page 244 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability 80. All of the following strategies are consistent with Peter Drucker’s advice for managing your time EXCEPT? a. Clarifying your values b. Scheduling appointments back to back to avoid any wasted time. c. Planning and prioritize on a regular basis d. Regularly reviewing how you are spending your time e. All of the above are consistent with Drucker’s advice for managing your time Ans: B Response: See pages 243-244 Level: Medium

81. Which of the following behaviors reflect the execution and results competency? a. Setting ambitious goals b. Challenging others to achieve high levels of performance c. Benchmarking the other competition d. Having a strong customer focus e. All of the above Ans: E Response: See pages 236-237 Level: Easy

82. Ginny Mills is a new vice president of operations at Wheelwright Appliances. In reviewing her area, she discovered that employees were having difficulty effectively executing the strategy of being number one or number two in their industry. It seems that they did not have a clear idea of what exactly that meant. To help clarify this for her unit, Ginny should: a. Set ambitious goals b. Challenge others to achieve high levels of performance c. Conduct a benchmarking study of the competition d. Encourage a strong customer focus e. Set up an off-site retreat to encourage employees to work harder Ans: C Response: See pages 236-237 Level: Difficult

83. In their landmark work on results and execution, Bossidy and Charan (2002) conclude that organizations are abysmal when it comes to execution because of: 26

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability a. b. c. d. e.

They do not see it as critical They rely too heavily on front line managers Newer generations of talent rebel against too much structure A lack of discipline All of the above

Ans: D Response: See pages 239 Level: Easy

84. Which of the following is/are not a critical core process in the discipline of execution? a. External scanning processes b. Operations process c. People process d. Strategy process e. A and C Ans: A Response: See pages 239 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability

Module 3 Essay Questions M3: Improving Productivity and Increasing Profitability M3-1.

What competencies does the COMPETE quadrant emphasize? Why are these competencies especially relevant to the COMPETE quadrant.

(Response: See page 179) Sample Response: The five competencies in the Compete quadrant are: articulating and communicating a vision; setting goals and objectives; motivating self and others; designing and organizing, and managing execution and driving for results.

These competencies are especially relevant to the Compete quadrant because they all are focused on questions of “who is our customer?” and “how can we best satisfy the needs of our customer?” After these fundamental questions have been answered and the company has identified its primary strategy, it seeks to create strategic alignment by setting goals, motivating employees, coordinating operations, and executing action plans that all support achieving the overarching vision of the organization.

M3C1: Developing and Communicating a Vision M3C1-1.

Identify a visionary leader with whom you are familiar. Describe how he or she is/was effective, given the material from the chapter on vision. (Response: see pages 180-187)

Note: Students should identify and describe a leader they consider visionary. The effectiveness of the leader should be evaluated against the key elements of visioning: Expressing and framing the vision, key content dimensions, communicating and operationalizing the vision, and personal communication of the vision. Communicating and operationalizing the vision can be further broken down into strategic communication, tactical policies and actions, and personal action.

M3C1-2.

Describe your personal vision statement. Are you a visionary leader? How could you improve on this competency? (Response: see pages 180-187)

Note: Students should develop a vision statement that describes them. The application section for this competency provides more background on this step. Students should then evaluate whether they are acting as a visionary leader for themselves. They might indicate whether they discover, frame, and evolve a vision that will appeal to a common purpose that engages them.

They should indicate whether they communicate the vision strategically, tactically, and 28

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability personally and bring it to life in such a way that people can see it themselves. Finally, they should indicate to what extent they personally own and believe in the vision so that they can authentically demonstrate that their words match their personal conviction. Students should identify ways to improve upon these aspects of visionary leadership.

M3C1-3.

Explain what needs to happen for the power of a vision to be realized.

(Response: see pages 195-196 and 207-208)

Sample Response: Developing a vision is only the first step. The master manager must also communicate the vision persuasively and make sure that it is translated into tactical policies and practices that can actually be implemented. To ensure that the vision is realized, goal setting systems such as management by objective are needed to make sure that the vision from the top is translated so that it guides action throughout the organization. Failure to align goals vertically and laterally can undermine the vision. Similarly rewarding behavior that is inconsistent with the vision will also prevent it from being realized.

M3C2: Setting Goals and Objectives M3C2-1.

How does your organization currently set goals and objectives? Is the process consistent with the MBO approach proposed by Peter Drucker?

Identify the similarities and differences between the system your organization uses and the MBO approach. (Response: See page 192)

Note: Students should describe the goal setting process where they work and indicate whether it is consistent with an MBO system. Characteristics of MBO-type processes include: joint goal setting between members of two consecutive levels of supervision, periodic measurement and comparison of actual performance against agreed-upon goals and objectives, objectives are stated in quantifiable terms such as units, dollars, percentages, etc. Effective objectives are specific, measurable, assignable, realistic, time related.

M3C2-2.

Discuss the concept of having “cascading goals” in an organization. What does this mean at the tactical level of the organization? (See page 193)

Note: Students should explain that cascading goals relate to having strategic alignment at all levels of the organization as well as across the organization. The process begins at the top with the mission of the organization and then must be translated so that the goals of each business unit, function, team, and individual all support the overarching goal of the organization. At the tactical level, the process includes: 1. Formulating specific objectives, targets, or quotas that need to be achieved by a certain time.

2. Developing an action plan to be followed and identifying specific steps to be taken in order to meet or exceed those objectives.

3. Creating a schedule showing when specific activities will be started and/or completed.

4. Developing a “budget” (including any type of necessary resources).

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability 5. Estimating or projecting what will have happened at certain points during the life span of the plan.

6. Establishing an organization to implement decisions.

7. Setting standards against which performance will be evaluated.

M3C2-3.

Discuss the four conditions that need to be in place for strategic unity and alignment to exist in an organization. (See pages 194)

Sample Response: Strategic unity and alignment exist in organizations when four conditions are in place: 1.

The unit or organization possesses a motivating and compelling vision, inspiring values, and a clear strategic intent.

2.

Throughout the organization, the vision, values, and strategic intent are deeply understood and there is widespread ownership and commitment to them.

3.

Across all units, teams, and individuals, goals and actions are aligned.

4.

The unit or organization possesses the knowledge, skills and mindsets required to achieve the vision, live the values, and execute the strategy.

M3C2-4.

What should performance management systems accomplish? (See page 196)

Sample Response: A performance management system should: • Connect the organizational vision and strategy to what individual employees do every day.

• Promote accountability, effectiveness, and productivity.

• Create focus and facilitate priority setting.

• Create a shared commitment to performance between managers and employees.

• Ensure that the organization realizes its core purposes as well as the growth and development of individual employees.

M3C2-5.

Explain the five characteristics that a goal should have to be most effective.

Write a goal related to your career aspirations that incorporates these five characteristics. (See pages 198-199)

Note: Students should identify a specific career goal that is: Specific, Measurable, Achievable but challenging, Relevant, and Time-bound.

M3C3: Motivaing Self and Others

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability M3C3-1.

Discuss the basic idea behind “content” theories of motivation. How do these types of theories help managers more effectively motivate their employees?

(Response: See pages 205-206)

Note: Students should explain that content theories provide information about the broad categories of things that motivate individuals. They should mention some of the basic categories of motivators such as physiological needs, growth needs, belongingness needs, power needs, and achievement needs. Content theories of motivation help managers understand the types of things that motivate people which can be helpful when developing incentive systems as well as when assigning work that might be considered challenging. The instructor may wish to specify a specific theory for the students to describe to save them time in writing about multiple theories.

M3C3-2.

Set an effective goal that you can use to your motivate yourself. Identify four lessons for effective goal setting and evaluate your goal on each lesson.

(Response: See pages 207-208; also pages 198-199 from competency 2, Setting Goals and Objectives, in this module)

Note: Students should identify and explain four of the following lessons for effective goal-setting.

1. Specific, challenging goals tend to result in better performance than vaguely specified, easily attained goals. 2. Feedback on progress in goal attainment enhances the process. 3. Goals should be prioritized if there is more than one. 4. Informal competition among employees produced by goal setting and feedback can enhance the benefits of the process. 5. Goal accomplishment and performance should be rewarded. 6. Goal setting can be an important part of performance management. Students should evaluate their goal against these lessons.

M3C3-3.

Explain the expectancy theory and use it to explain your current level of motivation at your job. (Response: See pages 208-211)

Note: According to expectancy theory, the amount of effort a person is willing to exerted on a job depends on three things. First, do they believe that they can actually meet the performance standard (the E to P condition)? Second, do they believe that if they meet the performance standard, they will receive some work-related outcome (the P to O condition)? Third, do they value that work-related outcome sufficiently to warrant exerting the necessary effort to obtain it (the Valued Outcome condition)? Essentially, people exert work effort to achieve task performance to realize work-related outcomes ONLY IF they think it is likely that they will actually end up with those valued outcomes. In this text, the E to P condition (Expectancy) is the probability that effort will lead to achievement of performance target. The P to O condition (Instrumentality) is the probability that achieving performance target will lead to various work programs. The valued outcome condition (Valence) is the positive or negative value of work outcomes to the person. Students should evaluate their current job on each of the three calculations and use the theory to describe their overall motivation level.

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability

M3C3-4.

Margaret has been working for eight years in the Civil Service system. Early in her career, she moved up quickly and was very satisfied with her job and highly motivated. She is currently a grade “10” employee. Although she had expected to be promoted to grade “11” by her 6th or 7th year, she has been unable to obtain a promotion because she has not passed the required state examination. She feels that she is already doing work at a higher grade level and is performing better than colleagues who are at a higher grade level than she is. Assume you are Margaret’s supervisor, describe how you would work with her to improve her motivation based on the assumptions of expectancy theory. (Response: See pages 208-211)

Note: Students should first recognize that Margaret is experiencing low levels of E to P (expectancy) and P to O (instrumentality) at this point, but about different aspects of her job.

She doesn’t believe if she puts in the effort on the exam that she’ll be able to pass (perform); she also doesn’t believe that continuing to perform well at her job will result in a promotion because she must pass the exam to be promoted and the exam is only offered every few years. This is a difficult situation for the supervisor, because the formal policy is likely be out of her/his hands.

From an expectancy theory perspective, the best alternative may be to focus on other work related outcomes besides promotion to try to find some other rewards that Margaret values.

M3C3-5.

In the Analysis exercise concerning Michael Simpson, Michael became dissatisfied with his job only after he learned that his pay was not making as much as some other people in the firm. Compare and contrast how this change in motivation would be explained using expectancy theory and using equity theory. Do the theories contradict or complement one another in this situation. (Response: See pages 206-211)

Note: Students should discuss both expectancy and equity theory. In this situation, both of these theories would suggest that Simpson’s motivation would be relatively low.

M3C3-6.

Evaluate your own job in terms of the four psychological states of empowerment. How might you self-manage to increase the level of each?

(Response: See pages 212-213)

Note: The four psychological states of empowerment include: meaning, competence, selfdetermination, and impact. Students should evaluate their own jobs and determine which of the four are present at what level. Do students feel their jobs are valuable? Do they feel confident in their ability to succeed? Do they have choice in deciding how to do their work? Do students feel they can influence outcomes at work? Students should address each of the states and identify ways to increase their perceptions of empowerment.

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Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability M3C3-7.

Describe and evaluate the effectiveness of the reward system in place at your employer. How might this system be changed to increase employee motivation? (Response: pages 205-211)

Note: Students should describe the reward system in their workplace and how effective it is in motivating employees. They should identify specific changes to make the system more motivating by drawing upon characteristics of effective programs. These characteristics include: presenting rewards publicly (depending on the culture), giving rewards at the right intervals, creating a process of selecting recipients that has credibility, linking rewards to winners, creating an organizational culture where the rewards are meaningful. Students may also be asked to bring in one or more content and/or process theories.

M3C4: Designing and Organizing M3C4-1.

Describe the structure of your current organization with respect to the core concepts and principles of structure. (Response: See pages 221-225)

Note: Students should discuss the concepts of division of labor, specialization hierarchy, span of control, unity of command, scalar chain, standardization, formalization, decision-making authority, and differentiation and integration. Students should comment on each of these as they apply their organizations.

M3C4-2.

Describe your current organization in terms of departmentalization.

Comment on the effectiveness of this design given the environment in which your organization operates. (Response: See pages 226-227)

Note: Departmentalization is the process of dividing jobs among organizational members. The forms of departmentalization include function, division, and matrix. Divisions can be based on products, processes, customers, or geography. Students should describe the form their organization uses and explain how well it fits with the external environment of their organization

M3C4-3.

Discuss the five elements of the “star model” for making trade-offs among various organizational designs. Evaluate the fit between the existing design of your organization and the design prescribed by the star model.

Note: The star model identifies five elements to consider in the design process. Strategy specifies the goals and objectives to be achieved as well as the values and mission that will drive the organization. Structure determines the placement of power and authority in organizations.

Processes include information and decision processes that span the breadth and depth of the organization’s structure. Rewards intended to align the goals of the individual employees with 33

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability the goals of the company. People are the human resources policies that relate to the attraction, recruitment, selection, development, and rotation of employees. Students should address each part of the star model in evaluating the structure of their current organization.

M3C5: Managing Execution and Driving for Results M3C5-1.

What has research over the past ten years found with respect to managing execution and driving for results in organizations? (Response: See page 237338)

Note: Students should mention that this topic has received a great deal of attention over the past ten years, both by researchers and practitioners. The findings, however, are disappointing.

Despite all the attention that has been paid to execution and results, studies indicate that this issue is still a top priority for most large organizations, many smaller organizations, and in the governmental sector. It seems that actually implementing the strategies selected by organizations is far more difficult than it might at first appear.

M3C5-2.

Discuss the concept of reengineering and why so many reengineering efforts have been unsuccessful. (Response: See page 238-339)

Note: Students should note that reengineering takes a “blank slate” approach and reconsiders all processes in the organization to identify ways to make them more efficient and effective. The problem with this approach is that it fails to take into account the “human” factor. Although a process may be engineered to operate efficiently and effectively, it will fail to achieve these objectives if the people who actually have to carry out the process do not understand or support the new process or the reason why the old process was changed.

M3C5-3.

Discuss the three processes that Bossidy and Charan (2002) argue are at the core of execution. Thinking about your own organization, how would you evaluate its performance in terms of these three processes? (Response: See pages 239-240)

Note: Students should identify and describe the people, strategy, and operations processes and should offer some assessment of how their organizations perform in these three areas. For example, with respect to the people process, they might note that their company does not do indepth evaluations of every individual in the organization, but does have a blueprint of the pipeline that expected leaders are supposed to come through and has identified some individuals as part of a succession plan. In terms of strategy, they might note that their company seems to know what it wants to do, but is not very clear on how to go about doing it. Finally, in terms of operations, they might note that their company falls prey to using budgets as the starting point 34

Becoming a Master Manager, 5th ed. Test Bank Module 3: Compete – Productivity and Profitability for the operations plan, rather than letting the operations plan help determine how resources are allocated in the budgeting process

M3C5-4.

Discuss the three elements of Peter Drucker’s process for managing time and compare it to your own actions. If Drucker were to critique the time management matrix, how would he be likely to evaluate it? (Response: See page 243-244)

Note: Drucker’s three elements are: Record your time; Manage your time; and Consolidate your time. In terms of recording time, students might note that they rarely record where they spend their time and often have difficulty recounting what they actually accomplished at the end of the day or the week. With respect to managing time, students may indicate that they do try to prioritize their activities but that they sometimes have difficulty eliminating the types of activities that Drucker considered a complete waste. Some” time wasters” are enjoyable, so people are disinclined to eliminate them completely. Other “time wasters” are expected behaviors in the organization, even though they add no apparent value. Finally, with respect to consolidating time, students may discuss what they do to try to create larger blocks of time for work. This might include scheduling classes during consecutive time slots, using time waiting in line to work on small, mundane tasks, or eliminating some tasks altogether to free up a block of time.

Drucker would probably find fault with the idea of keeping any “unimportant” activities on his to-do list, whether they appear to be urgent or not. Managing time, for Drucker, is really about prioritizing. For Drucker, the time management matrix would likely only have two categories: Important and Urgent and Important and Not Urgent (yet). Drucker would most likely be inclined to eliminate any tasks that are not important from his list. For most people, however, this is not realistic. A student might note that the boss may consider some things important that the student does not believe are necessary.

M3C5-5.

Evaluate the amount of time you spend in each of the four quadrants of the time management matrix. How can you be more effective with your time?

(Response: See page 244)

Note: The time management matrix is based on two dimensions: importance and urgency. The four quadrants of the time management matrix are: Important and Urgent (Quadrant I), Important but Not Urgent (yet) (Quadrant II), Urgent but Not Important (Quadrant III), and Not important and Not Urgent (Quadrant IV). Students should estimate the amount of time that they spend in each quadrant and identify ways they can be more effective. Three strategies for managing time include clarifying values, planning and prioritizing on a regular basis, and regularly reviewing how you spend your time.

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Becoming a Master Manager, 5th edition Test Bank Module 4: Promoting Change and Encouraging Adaptability Multiple Choice Questions Promoting Change and Encouraging Adaptability [Note: Some of the questions in this first overarching set require students to recall material presented in the introductory chapter of the text, The Competing Values Approach to Management, pp. 1-35.]

1. The action imperative that appears diagonally opposite of the open systems model quadrant in the competing values framework is a. Compete b. Control c. Create d. Collaborate e. Conform Ans: B Response: See page 254 (shown in module graphic) Level: Medium

2. The management model that appears diagonally opposite of the open systems model quadrant in the competing values framework is a. The rational goal model b. The internal process model c. The open systems model d. The human relations model e. The Theory X model Ans: B Response: See page 13 (refers back to Introduction of the CVF) Level: Easy

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability 3. Which set of competencies are all associated with the Create action imperative? a. Negotiating agreement and commitment, implementing and sustaining change, using power ethically and effectively b. Working productively, fostering a productive work environment, managing time and fostering innovation c. Developing and communicating a vision, setting goals and objectives, designing and organizing d. Building and maintaining a power base, negotiating agreement and commitment, managing and coordinating projects e. Understanding self and others, communicating effectively, developing employees Ans: A Response: See page 254 Level: Easy

4. What do individuals who manage primarily based on the open systems model tend focus on? a. establishing rules and procedures that can help ensure consistency and conformity with laws and regulations. b. maintaining a an emphasis on effort and productivity to ensure that customer demands are met in a timely fashion c. making sure that work flows smoothly and that activities are carried out according to their relative importance with a minimum amount of friction among individuals, work groups, and work units. d. coming up with new ideas and testing them for feasibility to ensure that the organization is able to adapt when the external environment changes e. identifying the needs of employees and ensuring that they are being met Ans: D Response: See page 254 Level: Medium

5. The effectiveness criteria associated with the open systems quadrant is a. profit and productivity b. commitment and engagement c. stability and continuity d. market share and profit margins e. adaptability, external support, and change Ans: E Response: See page 13 (refers back to Introduction of the CVF) Level: Easy 2

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability 6. Political adaptation is important to the Create action imperative because a. Power is required to maintain control in organizations b. Receiving political favors can help employees feel more committed c. Convincing people to try new ideas and make changes often requires political skills d. All of the above e. None of the above, political adaptation is NOT important to the Create action imperative Ans: C Response: See page 254 Level: Difficult

7. Which of the following is a paradox associated with the competencies in the Create quadrant? a. People distrust powerful leaders but people also want their leaders to be powerful b. Resistance to change never lasts very long in organizations c. People will not resist change if they are given a direct order d. Creativity requires that people engage in many spontaneous activities e. The more things change, the more things stay the same Ans: A Response: See page 254 Level: Easy

8. The open systems model is consistent with which theoretical perspective? a. Bureaucratic theory b. Administrative theory c. Scientific management theory d. Human relations theory e. Contingency theory Ans: E Response: See page 9 (refers back to Introduction of the CVF) Level: Easy

9. Rather than seeking to __________________________like the internal process model, the open systems model accepts the need for flexibility. a. adapt the organization to the external environment b. coddle employees by giving them secure jobs 3

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability c. buffer the organization from the external environment d. push employees to be more and more productive e. redefine the organizational context Ans: C Response: See page 254 Level: Medium

10. The Create action imperative is associated with one of the _________ management models. a. most recent b. oldest c. least important d. most simple e. least realistic Ans: A Response: See page 11(refers back to Introduction of the CVF) Level: Medium

Using Power Ethically and Effectively 11. All of the following are misconceptions about power EXCEPT? a. Power exists when people are dependent on each other. b. All managers have power c. Power is something people in higher positions exercise on upon people in lower positions. d. Middle managers are powerless e. All of the above are myths about power Ans: A Response: See page 257 Level: Medium

12. Which source of power is attached to formal roles and authority in an organization? a. Position b. Opportunity c. Wealth d. Energy e. Relationship 4

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

Ans: A Response: See page 258 Level: Easy

13. Which source of power is likely to increase if an individual passes a certification examination? a. Position b. Opportunity c. Wealth d. Expertise e. Relationship Ans: D Response: See page 358 Level: Medium

14. In organizational settings, the term “power” is most often defined as: a. The ability to persuade people to do what is best for the organization. b. The capacity to make whatever changes in the reward system required will result in better performance. c. The capacity to mobilize people and resources to get things done. d. Having access to more resources than do other people with whom one is in a competitive position. e. Having enough personal influence to motivate people without resorting to financial incentives.

Ans: C Response: See page 256 Level: Medium

15. Which source of power comes from the proficiency you may have in a special field or knowledge area? a. Wealth b. Opportunity c. Referent d. Position e. Expertise Ans: E 5

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Response: See page 259 Level: Easy

16. All of the following are core activities in networking except? a. Sharing information b. Asking for favors c. Making introductions, referrals, and references d. Offering ideas and advice e. Listening to others Ans: B Response: See page 260-261 Level: Medium

17. Which source of power is a kind of influence also known as social capital?. a. Expertise b. Wealth c. Opportunity d. Relationship e. Position Ans: D Response: See page 259 Level: Medium

18. Which of the competing values action imperatives is associated with creating “lift” by focusing on how you can achieve extraordinary results? a. Collaborate b. Control c. Compete d. Create e. Conform Ans: C Response: See page 261 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability 19. The Create action imperative is associated with which psychological state that is associated with “lift”? a. being purpose-centered b. being internally-directed c. being externally open d. being other focused e. none of the above Ans: C Response: See page 261 Level: Medium

20. With respect to “lifting” your network, the questions you would ask that are associated with the Create action imperative would include: a. Which of my previous experiences help remind me that I have overcome challenges in the past? b. How deeply do I understand the needs of these people? c. What questions should I be asking to help me as I am pursuing my mission? d. All of the above e. A and C but not B Ans: E Response: See page 261 Level: Difficult

21. What influence tactic is mostly likely to be effective when a subordinate is attempting to influence her boss? a. Rational persuasion b. Legitimate authority c. Cooptation d. Pressure e. Personal appeal Ans: A Response: See pages 262-264 Level: Medium

22. Which of the following influence tactics is NOT related to position power? a. Legitimate authority b. Cooptation 7

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability c. Pressure d. Bargaining e. Coalition formation Ans: E Response: See pages 262-263 Level: Difficult

23. All of the following are modes of increasing your power and ability to influence supervisors EXCEPT?. a. Looking for ways to solve problems that superiors are facing b. Encouraging superiors to discuss their problems c. Making certain supervisors know what is expected of them in their role d. Providing constructive feedback on things supervisors do. e. Taking initiative Ans: C Response: See page 264 Level: Medium

24. Which of the following is a way to increase your power and influence with respect to your subordinates? a. Give them credit for their ideas when talking to supervisors. b. Provide training. c. Do not be afraid to talk about the ways you depend upon each other. d. All of the above are ways to influence subordinates. e. None of the above are ways to influence subordinates Ans: D Response: See pages 265-266 Level: Medium

25. Which of the following actions are useful when attempting to increase your power and ability to influence your peers?. a. Create informal problem-solving groups across units. b. Try to understand their problems and share useful information c. Hide the fact that you are being self-serving d. All of the above e. A and B but not C

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Ans: E Response: 264 Level: Medium

Championing and Selling New Ideas 26. Why are the “seven C’s” of business communication inadequate? a. The do not take into account the availability of new technologies such as Twitter b. They fail to address the need to communicate in different ways, depending on the context and purpose of the message. c. The assume that the communicator has only a single goal related to the message d. All of the above e. B and C but not A Ans: E Response: See page 270-271 Level: Medium

27. The purpose of relational messages is to a. Introduce people b. Build trust c. Provide facts d. Stimulate change e. Direct action Ans: B Response: See page 271 Level: Easy

28. Directing action is the purpose of a. Relational messages b. Transformational messages c. Transactional messages d. Promotional messages e. Informational messages Ans: D Response: See pages 271-272 Level: Medium 9

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

29. To build trust, messages should be a. Focused, logical, and organized b. Interesting, stimulating, and engaging c. Emphatic, forceful, and powerful d. Rigorous, precise, and controlled e. Credible, believable, and plausible Ans: E Response: See page 271 Level: Medium

30. When a message is insightful, mind-stretching, and visionary, it is more likely to be intended to ________________ than to ___________________ a. build trust; provide facts b. direct action; stimulate change c. stimulate change; provide facts d. provide facts; stimulate change e. build trust; direct change Ans: C Response: See page 271 Level: Medium

31. In contrast to promotional messages, informational messages often rely more on _____________ than ______________. a. facts; hypotheses b. symbols, statistics c. stories, symbols d. statistics; stories e. information, data Ans: D Response: See page 272 Level: Difficult

32. The text discusses the SSSAP framework for effective communication. SSSAP encompasses all of the following EXCEPT: a. Set 10

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability b. c. d. e.

Authority Sequence Polish Support

Ans: B Response: See page 274 Level: Easy

33. Which type of set is defined as the effort you make to establish rapport with the audience and cue them to a mood or style appropriate to the presentation? a. Climate b. Credibility c. Content d. Course e. Context Ans: A Response: See pages 274-275 Level: Easy

34. Which of the following suggestions would NOT help you gain rapport with your audience? a. Be in the room first to greet each person b. Make eye contact c. Be extra enthusiastic to draw in resistant groups d. Be positive and supportive e. All of the above should help gain rapport Ans: C Response: See page 275 Level: Difficult

35. Which type of set is defined as the assurance you provide the audience that you are an informed and legitimate speaker, and that you know what you are talking about because of your experience, credentials, interest, or special expertise a. Climate set b. Credibility set c. Content set d. Course set 11

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability e. Context set Ans: B Response: See pages 275-276 Level: Easy

36. Which type of set is defined as the roadmap you provide your audience? a. Climate set b. Credibility set c. Content set d. Course set e. Context set Ans: C Response: See page 276 Level: Medium

37. In planning a presentation, be prepared to deal with which of the following? a. Responding to objections b. Dismissing criticisms c. Defining things adequately d. Both A and B e. Both A and C Ans: E Response: See page 277 Level: Medium

38. What does it mean to “spill the beans” in the context of a presentation? a. Lead with a question b. Lead with the main point c. Lead with the support for the main point d. Use the appropriate sequence e. Keep the audience in suspense until the end of the presentation Ans: B Response: See page 279 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

39. In contrast to R&D style, presentations that use Managerial Style a. Begin with conclusions b. Begin with data c. Omit data d. Begin with recommendations e. Omit analyses Ans: D Response: See page 279 Level: Medium

40. Which component of the SSSAP framework deals with making information visually and psychologically vivid to the listener or reader? a. Sequence b. Presentation c. Access d. Support e. Authority Ans: C Response: See page 280 Level: Easy

41. All of the following are guidelines for using visuals in a presentation EXCEPT: a. Visuals should have a clear headline b. Visuals should be organized into digestible bites c. Visuals are primarily for the speaker, not the audience d. Visuals should not be overloaded with text e. Visuals should supplement what the speaker is saying, not repeat it Ans: C Response: See page 281 Level: Easy

42. Which of the following is included in the polish category of effective presentations? a. Practicing b. Making sure your appearance is appropriate c. Having your notes in order d. All of the above are in the polish category 13

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability e. A and C but not B Ans: D Response: See page 282 Level: Medium

43. he effectiveness of your communication can be improved if you: a. Find a role model and copy their communication style b. Try to tailor your communications for different audiences c. Find your own authentic voice and use it to establish a connection with your audience d. A and B but not C e. B and C but not A Ans: E Response: See pages 282-283 Level: Medium

Fueling and Fostering Innovation 44. Which of the following is true about creativity? a. It is an inborn trait b. It is a way of thinking that involves eliminating multiple ideas to come up with a single alternative. c. It is the process of associating known things or ideas into new combinations or relationships. d. All of the above are true about creativity. e. None of the above are true about creativity Ans: C Response: See page 288 Level: Easy

45. Which of the following describes critical thinking? a. It moves logically to arrive at the correct answer b. It is imaginative c. It generates a wide variety of ideas d. It can be described as lateral e. It is provocative 14

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Ans: A Response: See pages 287-288 Level: Easy

46. Which of the following describes creative thinking? a. It is analytical b. It results in one or a few answers c. It often takes advantage of importing ideas from one context to another d. It can be described as vertical e. It moves logically to arrive at the correct answer Ans: C Response: See pages 287-288 Level:

47. The major difference between people who exhibit creative tendencies and those who don’t is that people who exhibit creative tendencies a. Have innate creative ability b. Believe in their own creativity c. Are motivated to be created d. Work in creative environments e. Have creative parents Ans: B Response: See page 289 Level: Easy

48. Twyla Tharp advises people who want to develop their creative capacities to a. Avoid the ruts created by routines b. Deliberately change up our routines by doing the same basic things that we habitually do, but doing them in a different way c. Make creativity a habit by establishing the routines that foster creative work d. Find creative people and observe how they solve problems e. Wait until we are inspired to begin working on a creative project Ans: C Response: See page 289-290 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

49. Which of the following is a barrier to creative thinking? a. Putting a negative value on fantasy and reflection as a waste of time or a sign of laziness b. Believing that only children should play and that adults should be serious c. Believing that intuition is illogical and impractical d. All of the above are barriers to creative thinking e. None of the above are barriers to creative thinking Ans: D Response: See page 290 Level: Easy

50. Which of the following is NOT a common individual barrier to creative thinking? a. Being afraid of looking foolish b. Having a high tolerance for ambiguity c. Lacking information d. Stereotyping things according to common types e. Being resistant to change Ans: B Response: See pages 290-291 Level: Easy

51. Which of the following is TRUE with respect to brainstorming and nominal group technique? a. Brainstorming is intended to create constructive conflict as people argue about the merits of different ideas. b. Nominal group technique encourages people to focus on their own unique definition of the problem. c. Effective brainstorming depends upon the designation of an active devil’s advocate d. Nominal group technique is a quick way to generate new ideas. e. Nominal group technique includes a brainstorming phase.

Ans: E Response: See pages 292-294 Level: Moderate

52. Managers who wish to build creative spaces for people should a. Enhance their own creative ability 16

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability b. c. d. e.

Catch mistakes early in the process so they can be corrected quickly Recognize that deep down, everyone is fundamentally the same A and C but not B None of the above

Ans: A Response: See page 293 Level:

53. The first step in the nominal group technique is to a. Have participants vote on their preferred alternative solution b. Have participants share their ideas out loud c. Make sure participants have enough time to write their ideas down d. Make sure everyone agrees on the problem definition e. Make sure all ideas are recorded before any voting takes place Ans: D Response: See page 294 Level: Easy

54. Using analogies can be useful for stimulating creative thinking because a. Analogies help us think about things in different ways. b. Analogies are unlikely to cause us to go off on a tangent c. Analogies encourage us to think about problems in an historical context d. All of the above are reasons analogies can be useful for stimulating creative thinking e. None of the above, analogies are not useful for stimulating creative thinking Ans: A Response: See page 296 Level: Easy

Negotiating Agreement and Commitment 55. Which of the following is true about negotiating agreement and commitment? a. Negotiation is a formal session with two people sitting on opposite sides of a desk b. Most decisions are made unilaterally c. Negotiation is the preeminent form of decision making in personal and professional life. d. Managers do little negotiating 17

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability e. Negotiation only occurs when a manager does not have enough power to force another person to agree to the manager’s terms Ans: C Response: See page 299 Level: Easy

56. What is dialogue? a. A process of working things out through a thoughtful sharing of viewpoints b. The free flow of meaning in an atmosphere of mutual trust and respect c. A process working things out when there is a lack of mutual purpose d. Both A and B describe dialogue e. Both A and C describe dialogue Ans: D Response: See pages 299-300 Level: Medium

57. The conditions of dialogue include a. Mutual purpose, mutual expectations, and mutual respect b. Mutual purpose, mutual meaning, and mutual respect c. Mutual expectations, mutual meaning, and mutual benefit d. Mutual benefit, mutual expectations, and mutual goals e. Mutual goals, mutual objectives, and mutual tactics Ans: B Response: See page 300 Level: Easy

58. Which condition of dialogue answers the following questions: Do we share the same definition of terms, words and expressions? Does each party know what the other is actually saying? a. Mutual purpose b. Mutual goals c. Mutual respect d. Mutual meaning e. Mutual benefit Ans: D Response: See page 300 18

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Level: Easy

59. How is mutual respect demonstrated? a. Listening respectfully b. Speaking candidly c. Focusing more on solving problems than on placing blame d. All of the above demonstrate mutual respect e. A and C but not B Ans: D Response: See page 300 Level: Medium

60. Gene Cattabiani, a vice president of the Steam Turbine Division of Westinghouse, spoke at a town meeting with employees to explain the need for change. Employees heckled him, shouted abuse, and made threats. After the presentation, Gene talked to people on the plant floor about their comments and explained his side of the issue.

This experience served as a basis for which of the following conditions for dialogue? a. Mutual purpose b. Mutual goals c. Mutual respect d. Mutual meaning e. Mutual benefit Ans: C Response: See pages 300-301 Level: Difficult

61. Which of the following is one of the four principles for Getting to Yes? a. Focus on the people, not the problem b. Focus on positions, not interests c. Generate a variety of possibilities before deciding what to do d. Insist that the result be based on subjective measure e. Set a deadline for coming to an agreement Ans: C Response: See pages 302-303 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

62. Achieving a win-win solution in a negotiation often requires that a manager a. Win by taking a firm position and refusing to give in b. Keep her interests secret to avoid giving away too much c. Be good at bluffing to prevent losing control of the negotiation d. Use ingratiation to put the other party in a positive mood e. Find ways to make expand the issues being negotiated Ans: E Response: See page 304 Level:

63. When negotiating, the strategy of “dovetailing” refers to a. Collaborating to find how the needs of both parties can be met b. Excluding as many issues as possible from the negotiation to simplify the discussions c. Offering the other party something small that they have an interest in obtaining in exchange for something larger that you want to obtain d. Offering to accommodate the other party so that a peaceful relationship can be maintained e. Including excessively large demands in your first position statement so that you can later appear to be giving up something, even though you never really expected to get it Ans: A Response: See page 304 Level: Medium

Implementing and Sustaining Change 64. With respect to planned change, it is important for managers to keep in mind that a. People who resist planned change are simply unwilling to leave their comfort zones b. The more quickly the planned change is implemented, the more effective the change will be c. Planned changes are necessary and should not be resisted d. Some planned changes may not benefit the organization e. Planned changes that are implemented more slowly are more likely to face resistance Ans: D 20

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Response: See pages 311 Level: Medium

65. As proposed by Kurt Lewin, the force field analysis model a. Can be used to help managers understand whether a change is needed b. Can be used to help managers understand whether a change is likely to be successful c. Can be used to help managers determine whether a change will be resisted d. All of the above e. A and C but not B Ans: D Response: See page 311 Level: Medium

66. The use of force field analysis is especially appropriate for the open systems quadrant of the competing values framework because the open systems model a. Assumes that all organizational changes should be the result of changes in the external environment b. Assumes that when the external environment changes the internal environment should also change c. Assumes that when the external environment changes, it is critical to maintain stability inside the organization d. Assumes that all organizational changes should be the result of internal initiatives focused on efficiency e. Assumes that when the external environment changes, the organization needs to ensure that its strategies are still aligned with the current environment Ans: E Response: See page 312 Level: Difficult

67. Which of the following is an organizational barrier to change? a. Resource limitations b. Existing routines c. Existing structure d. All of the above are organizational barriers to change e. A and C but not B Ans: D 21

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Response: See page 312 Level: Medium

68. One of the disadvantages of a strong organizational culture is that a. Strong organizational cultures may inhibit necessary organizational change b. Strong organizational cultures cannot survive in stable environments c. Strong organizational cultures are limited by the lifespan of the charismatic leaders who established them d. Strong organizational cultures inhibit innovation e. All of the above are disadvantages of strong organizational cultures Ans: A Response: See page 312 Level: Difficult (“may inhibit” is more accurate “inhibit” which implies “always”)

69. Which of the following is NOT true about resistance to change? a. Employee will resist changes that result in a demotion or loss of employment. b. Employees will resist changes that make their skills seem unnecessary or outdated. c. When only social relationships are involved, people will not resist change. d. Employees will sometimes resist an idea just because it came from someone else. e. Employees will resist changes that they do not understand.

Ans: C Response: See page 312 Level: Easy

70. Which of the following changes would be likely to encounter employee resistance? a. Changes that involve disruption of social relationships b. Changes suggested by others c. Changes that could lead to making mistakes in an organization that does not value risk-taking d. All of the above changes would be likely to resisted by employees e. B and C but not A Ans: D Response: See page 312 Level: Easy

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

71. In a force field analysis, when is the desired change most likely to occur? a. When resisting forces are stronger than driving forces b. When driving forces are stronger than resisting forces c. When the driving forces are equal to the resisting forces d. Change will occur in all of the above situations e. Change will not occur in any of the above situations Ans: B Response: See page 312 Level: Easy

72. According to Lewin’s force field analysis, driving forces are a. Pressures for change that are internal to the organization b. Pressures for change that are external to the organization c. Pressures managers exert to overcome employee resistance d. Pressures for continuity to sustain the organization e. Pressures for change Ans: E Response: See page 311 Level: Medium

73. In a force field analysis, which of the following actions will be LEAST effective in creating change? a. Increasing the strength of driving forces b. Removing some of the resisting forces c. Determining whether any of the resisting forces can be changed into driving forces d. Reducing the strength of some of the resisting forces e. All of the above will be equally effective in creating change Ans: A Response: See pages 313-314 Level: Easy

74. According to Bradford and Cohen (1984), change is a. A naturally energizing process b. A naturally draining process c. A logical-rational process 23

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability d. A social-emotional process e. A process of manipulation and coersion Ans: D Response: See page 314 Level: Easy

75. Managers who wish to lead change in their organizations need to a. Focus on developing the capacity of the people involved to perform at their best b. Take responsibility and ownership for achieving the envisioned change c. Communicate their vision for the future d. All of the above e. A and C but not B Ans: A Response: See page 314 Level: Difficult

76. In contrast to transformational change, transactional change a. Combines the hopes and talents of people with a focus on a common goal b. Encourages people to strive to achieve challenging goals based upon their commitment to a common set of values c. Is rooted in an exchange relationship and thus is likely to be long-lived d. Engages followers by tapping into their aspirations and goals for a common enterprise e. Encourages surface-level changes that are likely to be short lived Ans: E Response: See page 314 Level: Medium

77. Which approach to change is described as making logical arguments for change? a. Telling b. Transforming c. Forcing d. Participating e. Compromising Ans: A Response: See page 316 24

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Level: Easy

78. Which approach to change is described as using forms of leverage such as the threat of being fired or ostracized? a. Telling b. Transforming c. Forcing d. Participating e. Selling Ans: C Response: See pages 316-317 Level: Easy

79. What is the transformational approach to change? a. Telling others to change b. Using leverage to get others to change c. Engaging others in conceptualizing change d. Modeling change for others e. Asking others to change Ans: D Response: See page 317 Level: Medium

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

Module 4: Essay Questions M4: Promoting Change and Encouraging Adaptability M4 -1. What competencies does the open systems model emphasize? Why are these competencies especially relevant to the open systems model? (Response: See page 255) Sample Response: The five competencies associated with the open systems model include (1) using power ethically and effectively, (2) championing and selling new ideas, (3) fueling and fostering innovation, (4) negotiating agreement and commitment, and (5) implementing and sustaining change.

These competencies are especially relevant to the open systems model and the Create action imperative because they all are focused on helping the organization adapt to changing circumstances so that the resources necessary for organizational success can be obtained. The open systems model emphasizes paying attention to the external environment and recognizes that flexibility is called for if an organization is going to adapt to changing circumstances.

M4C1: Using Power Ethically and Effectively M4C1-1.

Identify someone in your organization who is very powerful. Explain his/her power using the five sources of power as outlined in your text. (Response: see pages 258-261)

Note: Students should describe a specific individual and provide evidence that the individual has power. Students should address the five sources of power outlined in the text: position, opportunity, wealth and relationship power.

M4C1-2.

Assume that you are participating in a training session for newly promoted managers. How would you explain to them why their new position will NOT automatically give them the ability to influence the behavior of their subordinates? (Response: see pages 257-261)

Note: Students should note that many people believe that being a manager gives a person the power to control other people’s behaviors, but that this is a myth. Then they should discuss the different sources of power and explain why a new manager might have the power that comes

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability from Position, but lack other sources of power. In particular, as a new manager, subordinates are unlikely to be confident in the expertise of the new manager.

This question can be expanded to ask students to discuss ways in which a new manager can build their power and influence with respect to subordinates.

M4C1-3.

How can an individual use the concept of “lift” to help make significant changes in their organizations or community. (Response: see page 261)

Note: Students should refer to the four questions associated with “lifting” your network: (1) How can I create extraordinary results? (2) What integrity gaps do I have and how can I close them? (3) What can I do to help others satisfy their legitimate needs, feelings, and wants? and (4) How can I learn and change?

Instructors may wish to ask students to provide an example to demonstrate that they have a clear understanding of each of these four elements of lift.

M4C1-4.

Assume that you need to convince your boss to increase your advertising budget by 20%. Select three different influence tactics and explain how you can use them to help you persuade your boss. (Response: see pages 262-263)

Note: The text includes the following tactics: legitimate authority, upward appeal, co-optation, bargaining/exchange, pressure/coercion, inspirational appeal, personal appeal, ingratiation, rational persuasion, and coalition formation.

The best choice would probably be rational persuasion. The student should explain that this includes providing evidence to support the claim that increasing the advertising budget will help the company.

After this, students are likely to get creative (author’s note: that is why I like to make them select more than one). For example, they may suggest using upward appeal by pointing out that the president of the company has recently been talking about the quality of the company’s advertising campaign in public speeches. Similarly, the student may choose inspirational appeal and talk about how the company has a long history of having the best ads during prime time.

Ingratiation is often selected, with examples often focusing on complimenting the boss on her business acumen. For grading purposes, the focus should be more on how the student explains the tactic than on the exact tactics used, with a couple of exceptions. Tactics that are clearly not appropriate include legitimate authority, co-optation, pressure M4C1-5.

Describe an issue that is important to you. Develop a strategy to influence supervisors, peers, and direct reports to support the issue. (Response: see pages 264-266) 27

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

Note: Students should describe a specific issue that they would like to have supported in their work place. They should then describe specific strategies that would be most appropriate for influencing supervisors, peers, and direct report. Strategies for influencing supervisors include: looking for ways to solve problems that superiors are facing, show appreciation to supervisors for things they do to help, encourage supervisors to discuss their problems, provide constructive feedback on things supervisors do, point out new ways superiors can use your skills, be loyal even when it’s difficult, take the initiative if you feel you are being used or exploited.

Strategies for influencing peers include: finding ways to help them reach their goals and look and feel successful, try to understand their problems and share useful information, look for common goals you can mutually pursue, form informal problem-solving groups between units, don’t try to influence everyone at once.

Strategies for influencing direct reports include: trying to increase their trust in you, make certain they know what is expected of them, give them recognition for good performance, give them credit for their ideas when talking to your supervisors, do everything necessary to give them tools and resources necessary to do their jobs, help them solve problems, provide training, never pretend to know something you don’t know, hold regular performance appraisals, do not be afraid to talk about the ways you depend upon each other, and clarify your responsibilities to them and theirs to you.

M4C1-6.

Technology has made data much more accessible than ever before, with search engines for internet sites and electronic reference sources. Despite the increasing accessibility of data, research suggests that expert power is playing an even greater role in determining how people influence organizations today. What explains this paradox? (Response: expert power is described on page 259)

Note: This is a challenging question that goes beyond the chapter material and requires students to make connections to other parts of the text as well as their own experience. The key point that they should make is that data is not the same as information (covered in module 2, organizing information flows). The claim about expert power is accurate because experts are able to convert data into usable information and to filter out noise.

M4C1-7.

In thinking about yourself in your role as a student and your objective of doing well in your classes, how can you go about building up your social capital? (Response: see page 259)

Note: This is a challenging question. The concept of social capital is explained in the text, but the student is being asked to apply that concept to a new situation. Examples of things students may talk about include: learning about what classes to take by talking to other, more senior 28

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability students; meeting with faculty members to gain insights into how to prepare for exams; taking advantage of any special services on campus for tutoring; etc. Student may also focus on obtaining social capital for their future job search, and note the importance of developing relationships with faculty members who may write them letters of recommendation, working on internships to expand their networks, and participating in campus activities to build their skills and get to know more people.

M4C2: Championing and Selling New Ideas M4C2-1.

As part of a new manager training session, you have been asked to describe the different purposes that managerial communications may have. Using the competing values model of managerial communication, explain these purposes and describe to the trainees how to appropriately craft messages for different purposes. (Response: see pages 270-273)

Note: Students should identify the four purposes of managerial communications – relational, informational, promotional, and transformational and note their primary purposes – building trust, providing facts, directing action, and stimulating change, respective. They should also describe the characteristics of these messages, as shown in Figure M4.1 of the text.

M4C2-2.

Identify and explain the basic elements of the SSSAP framework. (Response: see pages 273-274

Sample Response: The SSSAP framework includes: Set, Support, Sequence, Access, and Polish.

Set deals with how you handle your audience’s initial mood and expectations. It includes climate set, credibility set, and content set. Climate set is the effort you make to establish rapport with the audience and cue them to a mood or style appropriate to the presentation.

Credibility set is the assurance you provide the audience that you are an informed and legitimate speaker. Content set is the roadmap you provide your audience.

Support is the substance of your presentation: the facts, the major reasons you offer for doing one thing rather than another. Sequence is the order or arrangement of your talk. Access deals with making information visually and psychologically vivid to the listener or reader. Polish is the finish you put on anything that represents you or carries your reputation with it.

M4C2-3.

What are the three functions of set? Give an example of how you could address these functions with actions and words when giving a speech.

(Response: see pages 274-276)

Note: Set deals with how you handle your audience’s initial mood and expectations. It includes climate set, credibility set, and content set. Climate set is the effort you make to establish rapport with the audience and cue them to a mood or style appropriate to the presentation.

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Credibility set is the assurance you provide the audience that you are an informed and legitimate speaker. Content set is the roadmap you provide your audience. Students should provide specific examples of how each of type of set could be addressed in a speech.

M4C2-4.

Compare and contrast the Managerial sequence and the R&D sequence for making a presentation. (Response: see pag 279)

Note: Students should note that the managerial and R&D sequences include the same steps, only in the opposite order. The managerial sequences begins with Recommendations while the R&D sequence ends with Recommendations. The seven steps typically included in the sequence are: Recommendations, Conclusions, Information, Analysis, Data, Design of Process or Experiment, Questions or Hypotheses.

M4C3: Fueling and Fostering Innovation M4C3-1.

Compare and contrast critical and creative thinking. (Response: See page 288)

Note: Students should note key differences in the processes used (e.g., logical & mathematical versus brainstorming & free association) and the objective (i.e., coming up with one answer versus coming up with many possibilities. Both critical and creative thinking are similar in that they are seeking solutions and often we need both creative and critical thinking skills to be successful managers.

M4C3-2.

Twyla Tharp advises people who want to develop their creative capacities to avoid waiting around for inspiration to strike. What does she propose as an alternative? Give an example of how you might begin to develop your own created capacities based on Tharp’s advice. (Response: See pages 289-290)

Note: Students should note that Tharp believes that creative work is the result of habits that must be developed over time. They should also provide an example of something that they can do habitually to help them signal the beginning of their creative habit. Although Tharp talks about taking the cab to the gym, students might talk about clearing off their desks before beginning to write, listening to music to relax before crafting a presentation, or any other habit that helps them get started on a creative endeavor.

M4C3-3.

Which individual barriers to creative thinking do you find most challenging?

How can you overcome these barrier? (Response: See pages 290-291) 30

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability Note: Students may identify any of the ten barriers discussed in the text, such as fear of making a mistake or failing, judging rather than generating ideas, or excessive self-criticism. The more challenging aspect of this question is being asked to come up with ideas for how to overcome these barriers. This goes beyond the text and is actually calling on students to demonstrate their creativity as part of answering this question.

M4C3-4.

Evaluate your current job and workplace with respect to how creativity is (or is not) fostered.. What is necessary for you to become more creative at work? (Response: See pages 220-293 )

Note: Students should talk about organizational barriers to creative thinking and may list several of the issues mentioned in Table M4.1. For example, a student who evaluates their workplace as doing a poor job of fostering creativity might note that their workplace is intolerant of mistakes, failures are punished, that creative ideas are not shared, and that not opportunities to enhance creative abilities are offered. When talking about what is needed for them to be more creative at work, students may move outside the ideas described in the text and talk about issues such as being given more time, having their regular work load reduced, or being rewarded specifically for creativity.

M4C3-5.

Compare and contrast brainstorming and the nominal group technique.

(Response: See pages 292-294 )

Note: Student should note that both these techniques are used for stimulating creative thinking and include the generation of multiple solutions. The nominal group technique is more structured, and includes specific procedures, such as writing down ideas and presenting them in a round-robin format, to make sure that everyone has a chance to participate. The nominal group technique also includes a review of the ideas to test their feasibility and having participants vote on their preferred alternative solution. In contrast, brainstorming only focuses on coming up with ideas, not on evaluating them.

M4C3-6.

The Practice exercise for creative-relevant skills included an activity using analogies. Describe a problem that you have faced in the past and give an example of an analogy that you could use to think about that problem. Why are analogies helpful for inspiring creative thinking? (Response: See page 296-297)

Note: Students may describe a variety of problems and should offer an analogy that has some resemblance to the situation. For example, a student who faced not knowing what to do in a new job might describe themselves as a fish out of water. They could go on to note that saving the fish depends on getting someone to help it back into the water; this might help them see that the 31

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability need to see out support from others in the workplace. Students should note that analogies make a comparison between different things, such as a problem “snowballing” as it grows rapidly larger. Analogies can help us think about problems in different ways and thus may result in generating more alternative solutions.

M4C4: Negotiating Agreement and Commitment M4C4-1.

Describe dialogue and the conditions for effective dialogue. Identify an issue in your workplace that could benefit from the use of dialogue. How could you create a dialogue on this issue? (Response: see pages 299-300)

Note: Students should define dialogue and identify and describe the conditions for success.

Dialogue is a process of working things out through a thoughtful sharing of viewpoints. Three conditions for dialogue include: mutual purpose, respect, and meaning. Parties must agree upon a clear and agreed-upon purpose. Parties demonstrate respect by listening, speaking candidly, and focusing more on solving problems than on placing blame. Mutual meaning involves each party knowing exactly what the other is actually saying.

Students should identify a specific issue in their work place that could benefit from dialogue.

The more challenging part of this question is coming up with some ways to create the conditions for dialogue. Answers will depend upon the particular circumstances of the issue and the people in the organization who need to participate in the dialogue.

M4C4-2.

Discuss Fisher and Ury’s approach for “Getting to Yes” and explain how you could apply it to a situation in your workplace. (Response: see pages 302-305)

Note: Students should identify Fisher & Ury’s four basic principles (1) separate the people from the problem; (2) focus on interests, not position; (3) generate a variety of possibilities before deciding what to do; and (4) insist that the result be based on some objective standard. In applying these four principles to a situation in their workplace, students should demonstrate an understanding of how these principles operate in action.

M4C4-3.

Describe a recent negotiation. How effective were you as a negotiator?

Develop a strategy using the four principles for “getting to yes” to improve on this negotiation. (Response: see pages 302-305)

Note: This is a variation of question M4C4-2 that can be used when teaching students who are currently employed. Students should describe a specific negotiation experience and evaluate their effectiveness as a negotiator. They should draw upon the four principles for getting to yes in identifying ways to improve their negotiation skills. The four basic principles to guide 32

Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability negotiation include: separate the people from the position, focus on interests not positions, generate a variety of possibilities before deciding what to do, insist that the results be based on some objective standard.

M4C4-4.

Discuss what is necessary to arrive at a “win-win” solution when negotiating.

(Response: see page 304)

Note: Students should recognize that coming to a win-win solution typically requires the generation of additional possibilities – essentially making the “pie” to be divided in the negotiation bigger. They can talk about the concept of “dovetailing” or collaborating to ensure that the needs of both parties are met. They should also recognize that this type of negotiation requires a high level of trust because the parties must be willing to share their needs and interests without fearing that they will be taken advantage of in the final resolution to the negotiation.

M4C5: Implementing and Sustaining Change M4C5-1.

Use force field analysis to analyze a change you would like to see in your organization. Based on your analysis, how likely is it that your change could be successfully implemented? (Response: See pages 311-312)

Note: Students should identify a specific change they would like to see in their organization.

They should create a force field analysis including the specific goal, the driving forces (the pressures for change) and the resisting forces (pressures against change). They should examine each force and assess its strength. They should identify the forces over which they have control and determine how to implement the change. Students should explain and justify their choice for creating change.

As a follow-up, question M4C5-2 can be used in conjunction with M4C5-1.

M4C5-2.

When thinking about a change you would like to see in your organization that you expect would be resisted, how would you go about designing and implementing that change based upon the force field analysis model? Be sure to explain why you would use the approach that you described. (Response: See pages 313-314 )

Note: Students should discuss the basic choices for implementing a change when there is resistance: (1) increasing strength of driving forces; (2) add new driving forces; (3) decrease strength of resisting forces; (4) remove some resisting forces; (5) try to change a resisting force into a driving force. In describing their strategy, students should note that research shows that finding ways to diminish resisting forces tends to produce better results than increasing driving forces.

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Becoming a Master Manager, 5th ed. Test Bank Module 4: Promoting Change and Encouraging Adaptability

M4C5-3.

Identify and describe a change you have resisted in your workplace. Why did you resist? How does your behavior compare with the list of types of organizational change likely to produce resistance? (Response: See page 312)

Note: Students should identify a specific change they have resisted and explain their resistance.

Students should examine the following sources of resistance to change and identify any they experienced: changes that affect knowledge and skill requirements, changes associated with economic or status loss, changes suggested by others, changes involving risks, changes that involve disruption of social relationships.

M4C5-4.

Discuss the four approaches to implementing change and how they are related to the competing values framework. Give an example of how a change would be implemented using each of these four approaches.

(Response: see pages 316-320)

Note: Students should connect the Participating strategy with the Collaborate quadrant, the Forcing strategy with the Control quadrant, the Telling strategy with the Compete quadrant, and the Transformational strategy with the Create quadrant. Students examples should reflect the different methods and objectives associated with each strategy, as shown in Table M4.2.

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