Organizational Behavior, 2nd Edition Test Bank

Organizational Behavior, 2nd Edition

By

Mary Uhl-Bien

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Test Bank

File: ch01, Chapter 1: Introducing Organizational Behavior

True/False

1. Organizational climate is the study of human behavior in organizations.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

2. Organizational behavior is an interdisciplinary body of knowledge with strong ties to psychology, sociology, and anthropology.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

3. Given the importance of teams, organizational behavior is an academic discipline devoted only to understanding group behavior.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

4. In the modern workplace, important trends include the demise of “command-and-control” type of organizational structures and a commitment to ethical behavior.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

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5. Today, Hispanics are the fastest growing community in the modern workplace in the United States.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

6. The U.S. Census Bureau predicts that America will become a true plurality by 2060, with no one ethnic or racial group being in the majority.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

7. The developmental sequence begins with initial experience and subsequent reflection.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

8. Organizational behavior scholars believe that there is one “best” or universal way to manage people and organizations.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

9. Evidence-based management uses hard facts and empirical evidence to make decisions.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

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10. Employee satisfaction is defined as the quality and quantity of the work produced or the services provided by a work unit as a whole.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

11. Organizational behavior clearly indicates that managers should be held accountable for task performance results but not job satisfaction results since job satisfaction results are the domain of employees.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

12. In the workplace today, management is most effectively accomplished by “directing” and “controlling” rather than “supporting.”

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

13. The four basic functions of management are delegating, leading, controlling, and decision making.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

14. Controlling is the process of creating work structures and systems and arranging resources to accomplish goals and objectives.

Ans: False Bloom’s: Knowledge

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Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

15. Henry Mintzberg identified the set of roles that managers perform as technical, human, and conceptual.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

16. Managerial roles that involve working directly with other people, according to Henry Mintzberg, are called human roles.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

17. A manager’s informational roles include being a figurehead, leader, and liaison.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

18. According to Henry Mintzberg, when a manager acts as a disturbance handler, this is an interpersonal role.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

19. Managerial roles involving decision making that affects other people, according to Henry Mintzberg, are called technical roles.

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Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

20. Decisional roles include seeking out problems to solve and opportunities to explore, helping to resolve conflict, allocating resources, and negotiating with other parties.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

21. The essential skills of management, according to Robert Katz, can be grouped into three categories: interpersonal, informational, and decisional.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

22. According to Robert Katz, the relative importance of technical, human, and conceptual skills varies across the different levels of management.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

23. Emotional intelligence includes the human skills of self-awareness, self-regulation, motivation, empathy, and social skill.

Ans: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

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24. Learning is an enduring change of behavior that unfortunately cannot come from experience.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

25. The organizing process involves individuals being influenced by others.

Ans: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

Multiple Choice

26. __________ is an interdisciplinary body of knowledge with strong ties to psychology, sociology, and anthropology, economics, and political science. a) Organizational behavior b) Organizational culture c) Performance management d) Work-group analysis e) Accounting Ans: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

27. The increase in teamwork today is a result of all of the following EXCEPT: a) management’s dislike for individual contributors. b) diversity in the workplace. c) leadership valued by all members. d) commitment to people as valuable human assets. e) work that is increasingly focused on peer contributions.

Ans: a Bloom’s: Knowledge

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Level: Medium Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

28. Which of the following reflects the expectations of the new generation of workers? a) Less tolerant of hierarchy b) Less technologically savvy c) More concerned about status d) Less focus on work/life balance e) More focus on structure Ans: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

29. Organizational behavior has developed all of the following EXCEPT: a) an emphasis on finding the “one way” to complete all tasks. b) an interdisciplinary body of knowledge. c) the use of scientific methods. d) a focus on application. e) contingency thinking.

Ans: a Bloom’s: Comprehension Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

30. Organizational behavior is an interdisciplinary body of knowledge with strong ties to all of the following disciplines EXCEPT: a) psychology. b) physics. c) sociology. d) anthropology. e) economics.

Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

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31. Which of the following is an inaccurate statement about organizational behavior? a) Organizational behavior has strong ties to the behavioral sciences and allied social sciences. b) Organizational behavior seeks to integrate the diverse insights of the behavioral sciences and allied social sciences. c) Organizational behavior is divorced from the disciplines of political science and economics. d) Organizational behavior seeks to improve the quality of work life. e) Organizational behavior seeks to improve the performance of people, groups, and organizations.

Ans: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

32. Organizational behavior goals include all of the following EXCEPT improving the: a) performance of people. b) performance of groups. c) performance of organizations. d) quality of overall work life. e) competitive landscape in the industry.

Ans: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

33. In the context of organizational behavior, which of the following is an enduring change of behavior that results from experience? a) Learning b) Managerial sensemaking c) Organizational tracking d) Lifelong careers e) Managerial scholarship Ans: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

34. The initial experience of the experiential learning cycle in an organizational behavior course focuses on:

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a) personal experiences, the classroom as an organization, in-class exercises and simulations, group project assignments, and cases. b) personal thoughts, class discussions, informal discussions, readings, lectures, and written assignments. c) personal experiences, personal thoughts, personal theories, and trying new personal behaviors. d) theories in readings, theories from lectures, personal theories, and theories from other sources. e) trying new behaviors in work experiences, class experiences, and everyday experiences.

Ans: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

35. The realities of the contemporary business world include all of the following trends EXCEPT: a) the demise of “command-and-control” organizational structures. b) the importance of human capital. c) a commitment to ethical behavior. d) an emphasis on individuals working independently of one another. e) a changing definition of jobs and career.

Ans: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

36. In the context of organizational behavior, apart from __________, all of the following are trends in the contemporary business world. a) the pervasive influence of information technology b) a respect for new workforce expectations c) an emphasis on teamwork d) an increase in “command-and-control” leadership e) changing careers Ans: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

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37. Rather than assuming that there is one “best” or universal way to manage people in organizations, which of the following should organizational behavior researchers use to try to identify how different situations can best be understood and handled? a) A traditional method b) Industrial engineering c) Contingency thinking d) Emotional intelligence e) A laboratory study Ans: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

38. In the context of organizational behavior, which of the following should managers rely on to avoid mistakes when it comes to fostering conditions that inspire performance, satisfaction, team cohesion, and ethical behavior in the workplace? a) Knowledge based on intuition b) The latest trends in the industry c) The opinion of a highly paid consultant d) The measures adopted by a competitor e) A validated set of scientific discoveries Ans: e Bloom’s: Comprehension Level: Medium Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior 39. In the context of organizational behavior, a systematic and comprehensive process of making objective, unbiased assessments of facts when forming a judgment is known as __________. a) industrial engineering b) contingency thinking c) emotional intelligence d) critical thinking e) effective management Ans: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

40. In the context of the attributes of the critical thinking process, a person who loves exploring new topics, learning new things, and gaining knowledge in any form has __________.

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a) b) c) d) e)

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intellectual humility intellectual curiosity confidence in reason intellectual independence emotional intelligence

Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

41. In the context of organizational behavior, which of the following decision-making errors occurs when a critical thinker tends to believe things because many other people do? a) Selective perception b) Dichotomies c) Confirmation bias d) The bandwagon effect e) Aversive thinking Ans: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

42. In the process of thinking critically, according to Linda Elder and Richard Paul, which universal intellectual standard is met when conclusions are free from errors or distortions? a) Completeness b) Precision c) Accuracy d) Clarity e) Logic Ans: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

43. Susan, who works at Toddler Toys, helps her colleagues achieve high levels of task performance and job satisfaction. Susan can be described as a(n): a) executive. b) effective manager. c) director. d) supervisor.

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e) team follower.

Ans: b Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

44. As a manager, Jermaine defines goals, sets performance objectives, and identifies action steps for accomplishing them. Jermaine is engaged in which management function? a) Planning b) Organizing c) Leading d) Directing e) Controlling Ans: a Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

45. Suppose that a company’s president decides to develop a policy to increase the company’s commitment to its employees and then develops a set of procedures to implement this policy. The president is engaged in which management function? a) Planning b) Organizing c) Leading d) Directing e) Controlling Ans: a Bloom’s: Application Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

46. Joanna, a manager at TravelWorld, has set up a committee to develop procedures for dealing with company-wide training needs and assigned people to conduct specific training programs. Joanna is engaged in which management function? a) Planning b) Organizing c) Motivating d) Leading e) Controlling

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Ans: b Bloom’s: Application Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

47. Suppose a manager starts an affirmative action program to increase opportunities for minority advancement and then clearly and convincingly communicates the objectives of the program to all employees. By doing this, the manager gains their support and participation. The manager is engaged in which management function? a) Planning b) Organizing c) Leading d) Motivating e) Controlling Ans: c Bloom’s: Application Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

48. Abbey is responsible for monitoring the progress of an affirmative action program to advance minorities within ABC Corporation. She reviews the progress in changes in employee attitudes, calls special meetings to discuss problems, and makes appropriate adjustments in the program as needed.

Abbey is engaged in which management function? a) Planning b) Organizing c) Leading d) Controlling e) Delegating Ans: d Bloom’s: Application Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

49. Henry Mintzberg identified a set of roles that managers perform. These roles are grouped into which of the following three categories? a) Interpersonal, strategic, and decisional b) Strategic, informational, and political c) Interpersonal, informational, and decisional d) Supervisory, authoritarian, and decisional e) Supervisory, informational, and strategic Ans: c Bloom’s: Knowledge

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Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

50. According to Henry Mintzberg, which of the following represent the informational roles of a manager? a) Figurehead, leader, and spokesperson b) Monitor, disseminator, and spokesperson c) Negotiator, entrepreneur, and resource allocator d) Leader, disseminator, and entrepreneur e) Entrepreneur, disturbance handler, and resource allocator Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

51. Which of the following descriptions of Mintzberg’s managerial roles is correct? a) Interpersonal roles include the monitor, disseminator, and spokesperson. b) Informational roles include the figurehead, leader, and liaison. c) Decisional roles include the entrepreneur, disturbance handler, resource allocator, and negotiator. d) Decisional roles include the leader, disturbance handler, and spokesperson. e) Informational roles include the figurehead, monitor, leader, and spokesperson.

Ans: c Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

52. The essential skills of management, according to Robert Katz, can be grouped into which of the following three categories? a) Technical, interpersonal, and informational b) Technical, human, and conceptual c) Interpersonal, decisional, and informational d) Organizing, planning, and leading e) Leading, decisional, and human Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

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53. According to Robert Katz, all of the following statements are correct EXCEPT that: a) technical skills are considered important for supervisors and team leaders who must deal with job-specific problems. b) conceptual skills are important for senior executives who deal with organizational purpose, mission, and strategy issues. c) technical skills are equally important for both entry- and senior-level management positions. d) conceptual skills are important for senior executives who must deal with broad, ambiguous, and long-term decisions. e) human skills are consistently important across all managerial levels.

Ans: c Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

54. Riya, a manager at Planet Save, is using spreadsheet software to prepare a departmental budget. Riya is using which managerial skill according to Katz? a) Supervisory b) Conceptual c) Creative d) Technical e) Human Ans: d Bloom’s: Application Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

55. In trying to work out an acceptable solution to a problem, managers who rely on their understanding of other people and who empathize with others’ feelings are using which managerial skill according to Katz? a) Supervisory b) Conceptual c) Creative d) Technical e) Human Ans: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

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56. In the context of organizational behavior, the important dimensions of emotional intelligence include all of the following human skills EXCEPT: a) self-awareness. b) self-regulation. c) technical skill. d) empathy. e) social skill.

Ans: c Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

57. __________ skills involve the capacity of managers to analyze and solve complex and interrelated problems. a) Supervisory b) Conceptual c) Creative d) Technical e) Human Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

58. A manager who thinks critically and analytically when developing an organizational strategy for dealing with a highly competitive global environment is using which managerial skill? a) Supervisory b) Conceptual c) Creative d) Technical e) Human Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

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59. In the context of organizational behavior, which of these refers to a capacity to get things done because of relationships with other people? a) Social capital b) A value chain c) Task performance d) Workforce diversity e) Open systems Ans: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

60. In the context of organizational behavior, what is evidence-based management? a) Evidence-based management means making managerial decisions based on facts rather than on feelings. b) Evidence-based management means making managerial decisions based on feelings rather than on facts. c) Evidence-based management means utilizing multiple ways to meet the needs of different management situations. d) Evidence-based management means utilizing a systematic approach to processing data.

Ans: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

61. In the context of organizational behavior, who is an effective manager? a) A manager who completes all projects on time regardless of employee’s level of satisfaction. b) A manager who excels at helping others achieve both high performance and job satisfaction is an effective manager. c) A manager who communicates details exclusively to upper level managers. d) None of the descriptions listed describe an effective manager.

Ans: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

Short answer

62. What is the study of human behavior in organizations called?

Ans: Organizational behavior

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Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

63. Rather than assuming that there is one “best” or universal way to manage people in organizations, what approach do researchers use to try to identify how different situations can best be understood and handled?

Ans: Contingency thinking Bloom’s: Knowledge Level: Easy Learning Objective 2: Think critically about human behavior.

Section Reference: Thinking Critically about Organizational Behavior

64. By the year 2060, which community will comprise nearly 30 percent of the workplace population in the United States?

Ans: Hispanics Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

65. In the context of organizational behavior, what are the two key outcomes on which an effective manager will focus?

Ans: Task performance and job satisfaction Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

66. In the context of organizational behavior, what are the four basic functions of management?

Ans: Planning, organizing, leading, and controlling Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

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67. Defining goals, setting performance objectives, and identifying action steps for accomplishing them describe which management function?

Ans: Planning Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

68. What is the process of creating work structures and systems and arranging resources to accomplish goals and objectives called?

Ans: Organizing Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

69. Describe the managerial function of leading.

Ans: Instilling enthusiasm by communicating with others, motivating them to work hard, and maintaining good interpersonal skills comprise the managerial activity of leading.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

70. Which managerial function concerns itself with ensuring that things go well by monitoring performance and taking corrective action as necessary?

Ans: Controlling Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

71. According to Henry Mintzberg, what are the managerial roles that involve working directly with other people?

Ans: Interpersonal roles Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

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Section Reference: Managers, Team Leaders, and Organizational Behavior

72. According to Henry Mintzberg, what are the managerial roles that involve the exchange of knowledge with other people?

Ans: Informational roles Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

73. According to Robert Katz, what are the three categories of managerial skills?

Ans: Technical, human, and conceptual Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

74. According to Robert Katz, what is the ability to perform specialized tasks?

Ans: A technical skill Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

75. According to Robert Katz, in trying to work out an acceptable solution to a problem, managers who rely on their understanding of other people and who empathize with others’ feelings are using which managerial skill?

Ans: Human Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

76. According to Daniel Goleman, what is the ability of managers to understand and deal with emotions?

Ans: Emotional intelligence Bloom’s: Knowledge

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Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

77. A management team that thinks critically and analytically when developing an organizational strategy for dealing with a highly competitive global environment is using which managerial skill?

Ans: Conceptual Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

78. What is the ability to understand the emotions of others called?

Ans: Empathy Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

Essay

79. Why is learning about organizational behavior important?

Suggested Answer: Learning about organizational behavior is important because it directly benefits you.

The topics studied in organizational behavior include personality, motivation, organizational culture, ethics, teamwork, and leadership. These are critically important for long-term career and life success.

Learning about organizational behavior will provide foundational knowledge about human behavior, and prepare you to adapt and thrive in a dynamic and complex workplace. Today’s knowledge-based and smart workforces place a great premium on continuous learning. Only those who embrace change and are committed to learning new technologies and techniques for conducting business will be able to keep pace in a connected, high-tech, global, and constantly changing environment.

Bloom’s: Analysis Level: Medium Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

80. Identify the trends that are affecting organizational behavior, and explain why these trends are occurring.

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Suggested Answer: The following trends are currently affecting organizational behavior. These trends and the reasons why they are occurring are described as follows: Importance of connections and networks: Work is increasingly being done through personal connections and networks. In this environment, building effective relationships face to face and online is an essential career skill.

Commitment to ethical behavior: Highly publicized scandals and more complex business environments are continuing to shine a spotlight on the importance of ethical practices in business.

Broad views of leadership: New pressures and demands mean leadership is valued from all members, found at all levels, and flowing in all directions—not just from the top down.

Diversity in the workplace: The modern workplace is more diverse than ever. The U.S. Census Bureau predicts that the country will become a true plurality by 2060, with no one ethnic or racial group being in the majority. Hispanics are now the fastest growing community and by 2060 will constitute one-third of the population. America is also growing demographically older; by 2050 one in five people will be aged 65-plus. These demographic trends are sure to influence everyday life, our personal relationships, and the way work is done.

Emphasis on human capital and teamwork: Success is earned through knowledge, experience, and a commitment to people as valuable human assets. Work is increasingly team based with a focus on peer contributions.

Demise of “command-and-control”: Traditional hierarchical structures and practices are being replaced by shared leadership, flexible structures, and participatory work settings that engage human and social capital.

Influence of information technologies: As new technologies—including social media and artificial intelligence—penetrate the workplace and society, implications for work arrangements, organizational systems and processes, and individual behavior are continuously evolving.

Respect for new workforce expectations: The new generation is less tolerant of hierarchy, more technologically savvy, and less concerned about status. Balance of work and life is a top-priority value in the modern workforce.

Changing concept of careers: New economy jobs require special skill sets and a continuous professional development. More people now operate as independent contractors and freelancers in the gig economy, redefining what we think about work and careers.

Concern for sustainability: Issues of sustainability are top priorities. Decision making and goal setting increasingly give attention to the environment, climate justice, and preservation of resources for future generations.

Bloom’s: Comprehension Level: Difficult Learning Objective 1: Define organizational behavior and its importance in the modern workplace.

Section Reference: Organizational Behavior

81. Briefly describe each of the four functions of management. Describe Mintzberg’s managerial roles, and explain how they are helpful in performing the four functions of management.

Suggested Answer: The four functions of management are planning, organizing, leading, and controlling.

Planning is the process of defining goals, setting specific performance objectives, and identifying the actions needed to achieve them. Organizing is the process of creating work structures and systems and arranging resources to accomplish goals and objectives. Leading is the process of instilling enthusiasm by communicating with others, motivating them to work hard, and maintaining good interpersonal relations.

Controlling is the process of ensuring that things go well by monitoring and evaluating performance, then taking corrective action as necessary.

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Test Bank

According to Mintzberg, managers must do all this while being exceptionally good at the ten roles of effective management, organized in three categories.

Interpersonal roles involve working directly with other people, hosting and attending official ceremonies (figurehead), creating enthusiasm and serving people’s needs (leader), and maintaining contacts with important people and groups (liaison).

Informational roles involve exchanging information with other people, seeking relevant information (monitor), sharing it with insiders (disseminator), and sharing it with outsiders (spokesperson).

Decisional roles involve making decisions that affect other people, seeking problems to solve and opportunities to explore (entrepreneur), helping to resolve conflicts (disturbance handler), allocating resources to various uses (resource allocator), and negotiating with other parties (negotiator).

While all ten managerial roles might be used at one time or another in performing each of the four functions of management, many of them are more likely to be used in carrying out certain managerial functions. The entrepreneurial role, for instance, is closely linked to the managerial function of planning.

In this role, direction is being set for the organization. The liaison, disseminator, and resource allocator roles are closely associated with organizing. The figurehead, leader, and spokesperson roles are closely aligned with leading. The monitor role is related primarily to controlling.

Bloom’s: Synthesis Level: Difficult Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

82. Human skills such as emotional intelligence are indispensable in the new age of organizations.

Identify and define five important dimensions of emotional intelligence that can and should be developed by any manager today.

Suggested Answer: Self-awareness is the ability to understand one’s own moods and emotions.

Self-regulation is the ability to think before acting and to control bad impulses.

Motivation is the ability to work hard and persevere.

Empathy is the ability to understand the emotions of others.

Social skill is the ability to gain rapport with others and build good relationships.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

83. List and explain the three categories of the essential managerial skills of effective leaders proposed by Robert Katz.

Suggested Answer: A skill is an ability to translate knowledge into action that results in a desired performance. And in this sense, Robert Katz divides the essential managerial skills into three categories: technical, human, and conceptual.

A technical skill is an ability to perform specialized tasks using knowledge or expertise gained from education or experience. A good example is skill in using the latest communication and information technologies. In the high-tech workplaces of today, technical proficiency in database management, spreadsheet analysis, presentation software, video chats and conferencing, and social media are often hiring prerequisites.

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Test Bank

Central to all aspects of managerial work and team leadership are human skills, or the ability to work well with other people. These skills are revealed as a spirit of trust, enthusiasm, and genuine involvement in interpersonal relationships. A person with good human skills will have a high degree of self-awareness and a capacity for understanding or empathizing with the feelings of others. People with this skill are able to interact well with others, engage in persuasive communications, and deal successfully with disagreements and conflicts.

In addition to technical and human skills, managers should be able to view the organization or situation as a whole so that problems are always solved for the benefit of everyone concerned. For Katz, conceptual skills allow us to think critically; identify patterns and trends; and analyze and solve complex, ambiguous problems. These skills rely on the ability to see and understand how systems work and how their parts are interrelated, including the dynamics of human interaction. Conceptual skill is used to identify problems and opportunities, gather and interpret relevant information, and make good problem-solving decisions.

Bloom’s: Analysis Level: Medium Learning Objective 3: Describe the skills needed for great leadership and management.

Section Reference: Managers, Team Leaders, and Organizational Behavior

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Test Bank

File: c02; Chapter 2: OB in Context

True/False

1.

Organizational context is the characteristics of a job, organization, or work situation that affect the way people in that situation act and interact.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

2.

Departmentalization refers to how specific work units or groups are divided and coordinated within an organization.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

3.

The hierarchy of authority refers to the listing of positions of responsibility and who reports to whom.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

4.

Operations charts are diagrams that depict the formal structures of organizations.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

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Test Bank

5.

While individuals at lower levels of an organization are largely focused on the internal environment of the organization, the CEO and top management team are more focused on how the organization is positioned in the external environment.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

6.

Executives, managers, and supervisors are hierarchically connected through unity of command, which is a listing of who reports to whom up and down the firm.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

7.

Organization charts tell us about line versus staff positions and units.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

8.

The number of individuals reporting to a supervisor is called the chain of command.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

9.

Tall structures have a wider span of control than flat structures.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

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10.

Test Bank

Staff units provide specialized expertise and services in an advisory capacity to line units.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

11.

The sales and finance functions of a firm are examples of line units.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

12. them.

Staff units are groups that assist the line units by providing specialized expertise and services to

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

13.

Production and operations are examples of staff units.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

14.

Staff units and positions typically have more power and greater status in a company than line units and positions.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

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Test Bank

15.

Centralization is the degree to which the authority to make decisions is restricted to higher levels of management.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

16.

Decentralization increases when the discretion to spend money, to hire people, and to make similar decisions is moved farther up the hierarchy of authority.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

17.

Divisional departmentalization is a division of labor through the formation of work units or groups within an organization.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

18.

Two types of departmentalization are functional departmentalization and divisional departmentalization.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

19.

Functional departmentalization refers to the grouping of individuals by skill, knowledge, and action.

Answer: True

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Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

20.

Organizations that rely heavily on functional departmentalization can limit communication and knowledge sharing across functional areas.

Answer: True Bloom’s: Knowledge Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

21.

Many large, geographically dispersed organizations that sell to national and international markets rely on departmentalization by geography.

Answer: True Bloom’s: Comprehension Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

22.

An organic structure is the most bureaucratic of all structures.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

23.

The shared actions, values, and beliefs in an organization that guide the behavior of its members are collectively called organizational culture.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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24.

Test Bank

Research finds that most organizational cultures are identical to one another.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

25.

Large firms often have a single dominant culture with a universal set of shared actions, values, and beliefs.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

26.

Large organizations have subcultures as well as one or more countercultures.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

27.

A subculture has a pattern of values and a philosophy that outwardly reject the beliefs and values of the larger organization or social system.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

28.

A counterculture is a group of individuals who exhibit a unique pattern of values and a philosophy that is consistent with the organization’s dominant values and norms.

Answer: False Bloom’s: Knowledge

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Test Bank

Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

29.

The Wall Street Journal reported in 2009 that older workers tend to be at greater risk of layoffs because most employers use a “first in/first out” rule when cutting back on staff.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

30.

Observable culture, the first level of cultural analysis, refers to the way things are done in a particular organization.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

31.

Three important levels of cultural analysis in studying organizational culture are observable culture, shared values, and common cultural assumptions.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

32.

The observable culture of a firm includes stories, ceremonies, and corporate rituals that make up the history of the firm or a group within the firm.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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Test Bank

33.

The second level of cultural analysis focuses on common cultural assumptions that are the takenfor-granted truths that corporate members share as a result of their joint experiences.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

34.

Many consultants suggest that organizations should develop a “dominant and coherent set of shared values.”

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

35.

The term shared in cultural analysis implies that the group is a whole.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

36.

The deepest level of cultural analysis recognizes that shared values can play a critical role in linking people together and can provide a powerful motivational mechanism for members of the culture.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

37.

.

Rituals are embellished heroic accounts of the story of the founding of an organization.

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Test Bank

Answer: False Bloom’s: Comprehension Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

38.

Sagas are important because they are used to tell new members the founding story of the company.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

39.

Rites are standardized and recurring activities that are used at special times to influence the behaviors and understanding of organizational members; rituals are systems of rites.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

40.

The key to being a subculture is that its values do not clash with those of the larger organization.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

41.

Countercultures work against organizational purpose and can be damaging if not addressed.

Answer: True Bloom’s: Comprehension Level: Medium

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Test Bank

Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

42.

A cultural symbol is any object, act, or event that serves to transmit cultural meaning.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

43.

The corporate uniforms worn by UPS and Federal Express delivery personnel are examples of cultural symbols.

Answer: True Bloom’s: Application Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

44.

An organization with a strong culture possesses a broad and deeply shared value system.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

45.

Organizations with a strong culture have a shared understanding regarding who organizational members are and what it means to be part of the organization.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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Test Bank

Multiple Choice

46. a) b) c) d) e)

A diagram that depicts the formal structure of a firm is called __________. a matrix structure the horizontal structure a staff unit an organization chart a line unit

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

47.

A chart with many layers and levels of authority indicates a(n) __________ organizational structure. a) organic b) matrix c) tall d) flat e) linear Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

48.

While __________ may clearly indicate who reports to whom, it is also important to recognize that they do not show how work is done, who exercises the most power over specific issues, or how the firm will respond to its environment. a) institutional pictures b) organizational rosters c) institutional trees d) organization charts e) functional regimentation Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

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49. a) b) c) d) e)

Test Bank

In which of the following is the span of control likely to be the narrowest?

In a bureaucratic work environment In an organization with a flat structure In an organization with very few organizational levels In an environment where employees have complete autonomy In a decentralized work environment

Answer: a Bloom’s: Comprehension Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

50. a) b) c) d) e)

__________ units are work groups that conduct the major business of the organization.

Staff Line Specialty Boundary-spanning Facilitator

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

51. units. a) b) c) d) e)

At ABC Manufacturing, the sales and operations functions would be examples of __________ facilitator staff specialty boundary-spanning line

Answer: e Bloom’s: Analysis Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

52. a) b)

.

Which type of units provides specialized expertise and services to the organization?

Authoritative units Staff units

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c) d) e)

Test Bank

Line units Sales units Boundary-spanning units

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

53.

At ABC Manufacturing, the accounting and human resources functions would be examples of __________ units. a) facilitator b) staff c) specialty d) boundary-spanning e) line Answer: b Bloom’s: Analysis Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

54.

Which of the following increases when the discretion to spend money, to hire people, and to make similar decisions is moved farther up the hierarchy of authority? a) Distribution b) Dissipation c) Diffusion d) Centralization e) Decentralization Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

55. __________ is the degree to which the authority to make decisions is shared throughout an organization’s hierarchy. a) Bureaucracy b) Centralization c) Distribution d) Span of control e) Decentralization

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Test Bank

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

56. a) b) c) d) e)

Greater __________ is often found in organizations with tall structures. dissipation centralization distribution participation decentralization

Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

57. a) b) c) d) e)

Which one of the following statements about decentralization is NOT accurate?

Decentralization means that employees at front lines are empowered to make decisions.

Decentralization is prevalent in flat structures.

Employees in companies with decentralized decision-making are expected to be more proactive.

Generally speaking, greater decentralization results in lower subordinate satisfaction.

Decentralization is the degree to which the authority to make decisions is shared throughout an organization’s hierarchy.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

58. a) b) c) d) e)

All of the following are advantages of functional departmentalization EXCEPT that: it fosters clear responsibilities. it may lead to myopic decision-making. it fosters clear task assignments. it encourages collective knowledge and insight. it leverages an employee’s technical training and expertise.

Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

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Section Reference: Why Context Matters in OB

59. a) b) c) d) e)

All of the following are disadvantages of functional departmentalization EXCEPT that: it can yield very clear task requirements, consistent with an individual’s training. it can make it hard for employees to get a sense of the big picture. it can limit communication across functional areas. it can limit knowledge sharing across functional areas. it can lead to myopic decision-making.

Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

60. a) b) c) d) e)

Which of the following statements is true of an organic organizational structure?

They emphasize hierarchy and control.

They are typically tall structures based on centralized decision-making.

They have a more open workspace.

They have more formal, rather than informal, communication.

They are the most bureaucratic of all structures.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

61. a) b) c) d) e)

An organic organizational structure __________. is designed to change in accordance with the needs of the environment emphasizes hierarchy and control stresses rules, policies, and procedures is designed around standardized work processes uses both the functional and divisional forms of departmentalization simultaneously

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

62.

Organizations that rely on a few major customers may organize their people and resources by client. This is an example of __________ departmentalization.

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a) b) c) d) e)

Test Bank

knowledge-based functional divisional skill-based expertise-based

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

63. a) b) c) d) e)

All of the following statements are true of line units EXCEPT that they: have a greater likelihood of leading to promotion to higher level positions. typically have more power and greater status in a company. typically include the sales, operations, and finance functions within a company. provide specialized expertise and services in an advisory or support capacity. have direct line authority for conducting the major business of a company.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

64. a) b) c) d) e)

A disadvantage of the matrix structure is that: it can only work in environments that do not have any need for adaptability. it is the least efficient of all structures. it is the most bureaucratic of all structures. it is inflexible and does not allow for fluidity based on project needs. it can be complicated for employees who have two managers.

Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

65.

Workers and supervisors in a(n) __________ structure have two supervisors—one functional and one project manager. a) traditional b) mechanistic c) bureaucratic d) matrix e) organic

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2-16

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Test Bank

Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

66. a) b) c) d) e)

The best way to know what a company’s structure is like is to look at its: human resources department. operations. information technology department. organization chart. internal environment.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

67.

The obvious organizational design response to uncertainty and volatility is to opt for a(n) __________ structure. a) mechanistic b) organic c) bureaucratic d) hierarchical e) centralized Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

68. a) b) c) d) e)

Which type of bureaucracy emphasizes hierarchy and control?

Divisional Mechanistic Departmental Organic Matrix

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior. .

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Test Bank

Section Reference: Why Context Matters in OB

69.

A(n) __________ structure emphasizes hierarchy and control with a heavy reliance on standardized work processes and functional departmentalization and an emphasis on rules, policies, and procedures. a) departmental b) organic c) matrix d) divisional e) mechanistic Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

70. a) b) c) d) e)

Which type of bureaucracy results in a management that emphasizes routine for efficiency?

Divisional Mechanistic Organic Functional Network

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

71. a) b) c) d) e)

A disadvantage of the mechanistic structure is that it: does not emphasize rules, policies, or procedures. lacks formalized mechanisms for decision-making. requires a predictable and stable environment or else it breaks down. has more informal, rather than formal, communication. is the least bureaucratic of all organizational structures.

Answer: c Bloom’s: Comprehension Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

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Test Bank

72.

In the context of the types of organizational structures, a(n) __________ is highly fluid and adaptable, designed to change in accordance with the needs of the environment. a) self-managing bureaucracy b) mechanistic bureaucracy c) organic structure d) functional structure e) departmental structure Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

73.

The __________ of McDonalds is the shared actions, values, and beliefs that guide the behavior of its members. a) structure b) control philosophy c) institutional system d) organizational strategy e) organizational culture Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

74.

In a business setting, a firm’s __________ is the shared actions, values, and beliefs within the firm that guide the behavior of its members. a) institutional system b) corporate culture c) indigenous entropy d) bureaucracy e) strategy Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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Test Bank

75. __________ are groups of individuals with a unique pattern of values and philosophy that is consistent with the organization’s dominant values and philosophy. a) Subcultures b) Countercultures c) Anti-cultures d) Societal cultures e) Competitive cultures Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

76.

Which of the following statements is INCORRECT regarding subcultures? a) Strong subcultures are often found in high-performance task forces. b) Strong subcultures are often found in high-performance special project groups. c) Subcultures reflect groups with a unique pattern of values and philosophy that are inconsistent with the dominant culture of the larger organization or social system. d) Subcultures emerge to bind individuals working intensely together to accomplish a specific task. e) Strong subcultures are often found in high-performance teams.

Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

77. a) b) c) d) e)

Three important levels of cultural analysis in organizations are unobservable culture, role models, and shared mission. implicit culture, shared values, and common experiences. shared objectives, shared values, and shared mission. observable culture, shared values, and common cultural assumptions. explicit culture, implicit culture, and common cultural assumptions.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

78.

.

All of the following are levels of analysis in studying organizational culture EXCEPT:

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a) b) c) d) e)

Test Bank

observable culture. shared values. inter-organizational conflicts. common cultural assumptions. core values.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

79.

In the context of the three important levels of cultural analysis in organizations, the first level concerns __________, or “the way we do things around here.” a) shared values b) common assumptions c) implicit culture d) observable culture e) shared mission Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

80.

At IBM, the __________ would include the unique stories, ceremonies, and corporate rituals that make up the history of the firm. a) latent culture b) shared values c) common cultural assumptions d) observable culture e) implicit culture Answer: d Bloom’s: Application Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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81.

In the context of the three important levels of cultural analysis in organizations, the level referred to as __________ can play a critical part in linking people together and can provide a powerful motivational mechanism for members of the culture. a) shared values b) observable culture c) implicit culture d) core values e) common assumptions Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

82.

Organizations are encouraged to develop a dominant and coherent set of __________. Although every member may not agree with them, all members will know they are important. a) observable attitudes b) implicit needs c) common perceptions d) shared values e) common assumptions Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

83.

At the deepest level of cultural analysis are __________, or the taken-for-granted truths that collections of corporate members share as a result of their joint experience. a) shared values b) core values c) shared premises d) mutual promises e) collective conjectures Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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84.

In the context of the three important levels of cultural analysis in organizations, the core values of religious organizations __________. a) involve selling products b) align with the self-interest of top managers c) involve making a profit d) align with the desire to do good e) lie in spiritual beliefs Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

85. a) b) c) d) e)

Which of the following is true of organizations with a flat structure?

They have short spans of control.

They are usually more empowered work environments.

They typically have authoritative managers.

They are typically indicative of a more bureaucratic work environment.

They have many layers and levels of authority.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

86. __________ are embellished heroic accounts of accomplishments, especially regarding the founding of an organization. a) Artifacts b) Sagas c) Myths d) Rites e) Rituals Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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87. __________ are important because they are used to tell new members the founding story of the company. a) Artifacts b) Myths c) Rituals d) Rites e) Sagas Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

88. a) b) c) d) e)

Systems of rites are called __________. rules artifacts routines sagas rituals

Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

89.

It is common for Japanese workers and managers to start their workdays together with group exercises and by singing the “company anthem.” Together, the exercises and anthems form a(n) __________. a) artifact b) ritual c) symbol d) saga e) story Answer: b Bloom’s: Application Level: Difficult Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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90.

William works for UPS and is required to wear a brown uniform. The corporate uniforms worn

by UPS delivery personnel are examples of __________. a) symbols b) rites c) rituals d) cultural attributes e) cultural proxies Answer: a Bloom’s: Application Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

91.

Organizational __________ helps people in organizations make sense of their surroundings by conveying the expected norms of behavior. a) mission b) culture c) strategy d) design e) structure Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

92.

The second layer of cultural analysis recognizes that __________ can play a critical part in linking together people and can provide a powerful motivational mechanism for members of the culture. a) organizational design b) observable culture c) common cultural assumptions d) shared values e) core values Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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93.

Organizations with __________ possess a broadly and deeply shared value system that can provide a strong corporate identity and collective commitment. a) strong structures b) strong designs c) strong cultures d) strong artifacts e) strong top managers Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

94.

Ramy is a member of a literature club in his college and has to wear a pin to show affiliation to the club. In this context, the pin is a(n) __________. a) symbol b) myth c) saga d) rite e) ritual Answer: a Bloom’s: Application Level: Difficult Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

95.

Organizational __________ are unproven and frequently unstated beliefs that are accepted without criticism. a) rites b) routines c) sagas d) myths e) rituals Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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96. a) b) c) d) e)

Test Bank

Which of the following statements is NOT accurate with respect to organizational myths?

Myths are unproven and frequently unstated beliefs that are accepted without criticism.

Corporate mythology often focuses on cause–effect relationships that cannot be empirically supported.

Myths can allow executives to redefine impossible problems into more manageable components.

Myths can facilitate experimentation and creativity.

Myths are a heroic account of accomplishments and overcoming epic challenges.

Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

97.

Managers should consider doing all of the following to develop a strong culture for a unit EXCEPT: a) developing a widely shared understanding of what the organization stands for. b) demonstrating a concern for management rules and procedures over employees. c) using rituals and ceremonies to build a common identity. d) recognizing and rewarding actions that illustrate the company’s shared philosophy and concerns. e) instilling a belief that information and ideas should be shared.

Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

98.

Tony is a new manager at Tone Corporation. He is listening to stories, ceremonies, and corporate rituals that make up the history of the company. In the context of the layers of cultural analysis, Tony is understanding the __________. a) common cultural assumptions within the organization b) observable culture of the organization c) nonverbal aspects of the organization d) core values within the organization e) shared values within the organization Answer: b Bloom’s: Application Level: Difficult Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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99. a) b) c) d) e)

Test Bank

Managers establish and maintain strong cultures by increasing employee turnover. using the authoritarian style of leadership. encouraging employees to follow orders without question. reinforcing ethnocentrism in the workplace. designing and implementing effective reward systems.

Answer: e Bloom’s: Analysis Level: Difficult Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

100. __________ comprises the characteristics of a job, organization, or work situation that affect the way people in that situation act and interact. a) Organizational design b) Organizational hierarchy c) Organizational structure d) Organizational behavior e) Organizational context Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

101. a) b) c) d) e)

__________ is the actions an organization takes to achieve long-term business goals.

Organizational development Organizational strategy Organizational engineering Organizational design Organizational ecology

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

102. a) b)

.

The concept of __________ states that people seek pleasure and avoid pain. utilitarianism centralization

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c) d) e)

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ethnocentrism hedonism socialization

Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

103. __________ is the process of learning the accepted norms or customs of an organization through formal and informal processes. a) Centralization b) Organizational design c) Socialization d) Social engineering e) Hedonism Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

104.

In the context of organizational culture, __________ represent the values and norms that are practiced in an organization. a) enacted values b) espoused values c) explicit values d) formal values e) core values Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

105. a) b) c) d)

.

Identify a true statement about espoused values.

They are the explicitly stated values and norms preferred by an organization.

They are seldom written down or posted anywhere.

They are the implicit values of the employees of an organization.

They are also referred to as enacted values.

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e)

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They represent the values and norms that are practiced in an organization.

Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

Fill in the blank

106.

An organization chart with a few layers from top to bottom indicates a(n) __________ organizational structure.

Answer: flat Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

107.

A diagram that depicts the formal structure of an organization is called a(n) __________.

Answer: organization chart Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

108.

A(n) __________ shows where people are in the organizational hierarchy, how big or small certain divisions or departments are, where different offices are physically located, and what titles are assigned to various positions.

Answer: organization chart Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

109.

The number of individuals reporting to a manager is called the manager’s __________.

Answer: span of control

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Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

110. __________ is the degree to which the authority to make decisions is restricted to the highest levels of management.

Answer: Centralization Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

111.

In a flat structure, decision-making is __________, meaning employees at front lines are empowered to make decisions.

Answer: decentralized Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

112. __________ is a division of labor that establishes specific work units or groups within an organization.

Answer: Departmentalization Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

113.

A(n) __________ structure is the most bureaucratic of all structures.

Answer: mechanistic Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

114.

.

Grouping individuals by skill, knowledge, and expertise is known as __________.

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Answer: functional departmentalization Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

115.

__________ groups individuals together by products, territories, services, clients, or legal entities.

Answer: Divisional departmentalization Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

116.

In the context of the different types of organizational structures, a(n) __________ uses both the functional and divisional forms of departmentalization simultaneously.

Answer: matrix structure Bloom’s: Knowledge Level: Easy Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

117. __________ rely on functional departmentalization, standardized work processes, and formalized systems of decision-making.

Answer: Bureaucracies Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

118.

Firms with a(n) __________ structure emphasize hierarchy and control, and stress rules, policies, and procedures.

Answer: mechanistic Bloom’s: Knowledge Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

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119.

Test Bank

Mintzberg uses the term __________ to describe an organization with a mechanistic structure.

Answer: machine bureaucracy Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

120. __________ is the shared actions, values, and beliefs in an organization that guide the behavior of its members.

Answer: Organizational culture Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

121. __________ are groups of individuals who exhibit a unique pattern of values and a philosophy that is consistent with the organization’s dominant values and norms.

Answer: Subcultures Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

122. __________ are groups whose patterns of values and philosophies reject those of the larger organization or social system.

Answer: Countercultures Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

123.

Observable culture, shared values, and core values are the three layers of __________.

Answer: cultural analysis Bloom’s: Knowledge

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Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

124.

In the context of the levels of cultural analysis, the __________ culture of a firm includes stories, ceremonies, and corporate rituals that make up the history of the firm or a group within the firm.

Answer: observable Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

125.

In the context of the signs of organizational culture, __________ are embellished heroic accounts of accomplishments and overcoming epic challenges.

Answer: sagas Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

126.

In the context of the signs of organizational culture, __________ are artifacts, objects, acts, or events that serve to transmit cultural meaning.

Answer: symbols Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

127.

The “Miss America” type ceremonies of Mary Kay used to spotlight positive work achievements are examples of __________.

Answer: rituals Bloom’s: Application Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

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Section Reference: Building Effective Organizational Cultures

128.

In the context of the signs of organizational culture, __________ are standardized and recurring activities that are used at special times to influence the behaviors and understanding of organizational members.

Answer: rites Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

129.

In the context of the signs of organizational culture, a(n) __________ is any object, act, or event that serves to transmit cultural meaning.

Answer: symbol Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

130.

In the context of the signs of organizational culture, the corporate uniform worn by UPS delivery personnel is an example of a(n) __________.

Answer: symbol Bloom’s: Application Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

131.

In the context of the signs of organizational culture, a(n) __________ is an unproven and frequently unstated belief that is accepted without criticism.

Answer: organizational myth Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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132.

A(n) __________ structure is typical of companies that organize around projects, such as engineering or construction firms, that require adaptability to the needs of changing projects but efficiency in operating procedures and results.

Answer: matrix Bloom’s: Knowledge Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

133.

The concept of __________ suggests that people are likely to continue behaviors that are rewarded and avoid those that are punished.

Answer: hedonism Bloom’s: Knowledge Level: Difficult Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

Essay

134.

Differentiate between tall and flat organizational structures. Discuss span of control in the context of organizational structure.

Suggested Answer: An organization chart with many layers and levels of authority indicates a tall organizational structure; one with fewer layers from top to bottom indicates a flat structure. Tall structures are typically indicative of a more bureaucratic work environment, whereas flat structures are usually more empowered work environments. Flat structures have a wider span of control, which reflects the number of individuals reporting to a given supervisor. When spans of control are wider, supervisors cannot manage in a traditional sense due to the sheer number of people. As a result, employees in these types of structures are usually more autonomous or empowered.

Bloom’s: Analysis Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

135.

What is departmentalization? Identify and briefly describe two common forms of departmentalization.

Suggested Answer: Departmentalization refers to how specific work units or groups are divided and coordinated within an organization. Two common forms of departmentalization are functional

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departmentalization, which involves grouping individuals by skill, knowledge, and expertise, and divisional departmentalization, which organizes work and people by products, territories, services, clients, or legal entities.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

136.

What is organizational structure? How is it an important contextual factor in organizational behavior?

Suggested Answer: Organizational structure is the way work is organized and coordinated. It is like the skeleton of a company, showing how work is distributed, the number and type of positions, lines of authority, and reporting relationships within and across work units. Structure influences how people do their jobs and the way people work together in an organization. Because it specifies reporting relationships and shows how departments are positioned relative to one another, it also can provide hints or clues to power dynamics in an organization.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

137.

Describe mechanistic and organic organizational structures.

Suggested Answer: A mechanistic structure emphasizes hierarchy and control. Organizations with this type of structure stress rules, policies, and procedures. The mechanistic structure is the most bureaucratic of the structures, designed around standardized work processes and formalized mechanisms for decisionmaking. There is often extensive use of functional departmentalization throughout the company. An organic structure is highly fluid and adaptable. It is designed to change in accordance with the needs of the environment. It is typically a flat organizational structure based on decentralized decision-making.

There are fewer functional silos, meaning that employees work in a more collaborative and horizontal, rather than vertical, manner. Organizations with this structure often have a more open workspace and more informal, rather than formal, communication. Jobs are also more fluid, with people reassigned more often based on changing work demands.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Define organizational context and explain how it affects behavior.

Section Reference: Why Context Matters in OB

138.

What is organizational culture? What is corporate culture? Is a firm’s culture important? Why or why not?

Suggested Answer: Organizational culture is the shared actions, values, and beliefs that guide the behavior of its members. In the business setting, this system is often referred to as the corporate culture.

Just as no two individual personalities are the same, no two organizational cultures are identical. Culture

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is important because it influences how people behave in organizations. Typically people gravitate to the kind of culture they like, but not always. Sometimes people don’t know what a culture is until they join an organization. They learn the culture by experiencing it. Culture works to build collective identity.

Organizations with a clear identity are said to have a strong culture. They have a shared understanding regarding who organizational members are and what it means to be part of the organization.

Bloom’s: Evaluation Level: Easy Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

139.

What is a subculture? How is a subculture different from a counterculture?

Suggested Answer: Subcultures are groups of individuals who exhibit a unique pattern of values and philosophies that is still consistent with the organization’s dominant values and norms. For example, in organizations, functional areas often have different subcultures, such as the differences between engineering, IT, finance, and sales departments. The key to it being a subculture is that its values do not clash with those of the larger organization. Countercultures are groups whose patterns of values and philosophies reject those of the larger organization or social system.

Bloom’s: Analysis Level: Medium Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

140.

Briefly discuss how managers build and maintain strong cultures.

Suggested Answer: Managers establish and maintain effective cultures by protecting and promoting core values, treating employees with respect, reinforcing ethical standards, and designing and implementing effective reward systems. In particular, they • develop a widely shared understanding of what the organization stands for through communication and messaging; • demonstrate concern for individuals over rules, policies, procedures, and adherence to job duties; • recognize and reward actions that illustrate the company’s shared philosophy and concerns; • use ritual and ceremony as important to members and to build a common identity; and • instill a belief that what employees and managers do is important and that information and ideas should be shared.

Bloom’s: Comprehension Level: Difficult Learning Objective 2: Explain what organizational culture is and why it is important for organizations to build strong cultures.

Section Reference: Building Effective Organizational Cultures

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Test Bank

File: ch03, Chapter 3: Individual Differences

True/False

1. The term “individual differences” is used to refer to the ways in which people are similar and dissimilar in their personal characteristics.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

2. Understanding individual differences helps us explain why people act and behave as they do and allows us to adapt our behavior to fit with the needs, interests, and work styles of our colleagues.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

3. Self-awareness is an individual’s belief about the likelihood of success in completing a particular task.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

4. Ecological fallacy is acting with the mistaken assumption that a generalized cultural value applies equally to all members of the culture.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB.

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Section Reference: Values

5. According to research conducted by Rich Arvey and colleagues, family experiences are more important than experiences at work in shaping women’s leadership development.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

6. Personality represents the overall combination of characteristics that capture the unique nature of a person as that person reacts and interacts with others.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

7. The “Big Five” personality traits are extraversion, agreeableness, conscientiousness, emotional stability, and assertiveness.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

8. Extraversion, a “Big Five” personality dimension, is the degree to which a person is imaginative, curious, and broad-minded.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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9. Comprehensive studies of individual differences reveal that conscientiousness is the most productive of the personality traits.

Answer: True Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

10. Problem-solving styles are an example of social traits.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

11. In assessing a person’s problem-solving style, information gathering involves making judgments about how to deal with and interpret information.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

12. In solving problems, sensation-type individuals prefer routine and order, whereas intuitive-type individuals prefer the “big picture.”

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

13. Thinking-type individuals use reason and intellect to deal with problems, and they downplay emotions.

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Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

14. Stereotyping represents the way individuals tend to think about their social and physical settings as well as their major beliefs and personal orientations concerning a range of issues.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

15. People with an intuitive-thinking style of problem solving like solving new problems, dislike routine, and would rather look for possibilities than work with facts.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

16. People with an external locus of control believe that they control their own fate or destiny.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

17. Research shows that when organizations try to make positive and innovative changes, proactive individuals are more receptive to and supportive of these changes.

Answer: True Bloom’s: Knowledge Level: Medium

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Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

18. People with an internal locus of control exhibit greater self-control, are more cautious, engage in less risky behavior, and are less anxious than people with an external locus of control.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

19. A person high in authoritarianism tends to adhere rigidly to conventional values and to obey recognized authority.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

20. Highly authoritarian individuals are so susceptible to authority that in their eagerness to comply with directives from authority figures, they may behave unethically.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

21. A person low in Machiavellianism approaches situations logically and thoughtfully and is even capable of lying to achieve personal goals.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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22. High self-monitoring individuals cannot disguise their behaviors: what you see is what you get.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

23. Individuals with a Type A orientation are characterized as more easygoing and less competitive than those with a Type B orientation.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

24. Individuals with a Type B orientation are characterized by impatience, desire for achievement, and perfectionism.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

25. Values are broad preferences concerning appropriate courses of action or outcomes.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

26. Interestingly, values rarely influence an individual’s attitudes and behaviors.

Answer: False

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Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

27. In Rokeach’s model of values, terminal values serve as a guide for telling individuals what they would like to attain; instrumental values tell them how to get there.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

28. Value congruence occurs when individuals express positive feelings while working with others who exhibit values similar to their own.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

29. When values differ or are incongruent, conflicts over such things as goals and the means to achieve those goals may result.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

30. On an organizational level, value congruence contributes to good person-job fit.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

31. Culture is the learned, shared way of doing things in a particular society.

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Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

32. People are born into a society that teaches them its culture.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

33. The way individuals think about such matters as achievement, material gain and wealth, risk, and change may influence how they approach work and their relationships with organizations.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

34. According to Hofstede’s framework, value differences across national cultures can be evaluated in terms of power distance, uncertainty avoidance, individualism–collectivism, masculinity–femininity, and long-term/short-term orientation.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

35. According to Hofstede’s framework for understanding value differences in national cultures, uncertainty avoidance reflects the degree to which people are likely to respect hierarchy and rank in organizations.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

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36. In Hofstede’s framework for understanding value differences in national cultures, individualism– collectivism reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

37. In the context of Hofstede’s framework, South Korea is high on short-term orientation and the United States is a more long-term-oriented country.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

38. When using the Hofstede framework for understanding value differences in national cultures, it is important to remember that the five cultural value dimensions are independent.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

39. High power distance and individualism are often found together, as are low power distance and collectivism.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

Multiple Choice

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40. Maria is the president of the student council in her school and has to give a welcome speech on the orientation day of the new school year. She is confident of successfully completing this task. In this scenario, Maria __________. a) is a high self-monitor b) is high in Machiavellianism c) has high self-efficacy d) is high in dogmatism e) has high assertiveness Answer: c Bloom’s: Application Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

41. Which of the following means being aware of our own behaviors, preferences, styles, biases, personalities, and so on? a) Self-awareness b) Awareness of others c) Self-concept d) Self-esteem e) Self-efficacy Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

42. __________ means being conscious of the behaviors, preferences, styles, biases, personalities, and so on of people besides oneself. a) Self-awareness b) Awareness of others c) Self-concept d) Self-esteem e) Self-efficacy Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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43. Acting with the mistaken assumption that a generalized cultural value applies equally to all members of the culture is called: a) discrimination. b) Machiavellianism. c) ego-drive. d) stigma. e) ecological fallacy.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

44. The combination of individual characteristics and traits that describe the way a person thinks, behaves, experiences emotion, and interacts with others is called: a) cognition. b) personality. c) perception. d) aptitude. e) ability.

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

45. In the context of the “Big Five,” a person who has a high degree of extraversion is most likely to be: a) outgoing, sociable, and assertive. b) good-natured, trusting, and cooperative. c) responsible, dependable, and persistent. d) carefree, secure, and relaxed. e) imaginative, curious, and broad-minded.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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46. In the context of the “Big Five,” a person who is highly agreeable is most likely to be: a) outgoing, sociable, and assertive. b) good-natured, trusting, and cooperative. c) responsible, dependable, and persistent. d) carefree, secure, and relaxed. e) imaginative, curious, and broad-minded.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

47. In the context of the “Big Five,” a conscientious person is most likely to be: a) outgoing, sociable, and assertive. b) good-natured, trusting, and cooperative. c) responsible, dependable, and persistent. d) carefree, secure, and relaxed. e) imaginative, curious, and broad-minded.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

48. Which of the following personality traits is NOT one of the “Big Five”? a) Extraversion b) Agreeableness c) Conscientiousness d) Self-concept e) Emotional stability Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

49. Traits that reflect how a person appears when interacting with others in various social settings are called __________ traits. a) standard and statutory

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b) cognitive c) personal conception d) behavioral and social e) demographic Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

50. A problem-solving style reflects the way a person goes about __________ and evaluating information when solving problems and making decisions. a) managing b) interpreting c) expressing d) using e) gathering Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

51. Herminie, a manager at Potter World, prefers routine and order and emphasizes well-defined details in gathering information. She would rather work with known facts than look for possibilities. In the context of the styles of information gathering, Herminie can most likely be described as a(n) __________ individual. a) thinking-type b) feeling-type c) intuitive-type d) sensation-type e) creative-type Answer: d Bloom’s: Application Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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52. Susan, a manager at Toddler Toys, prefers the “big picture,” likes solving new problems, dislikes routine, and would rather look for possibilities than work with facts. In the context of the styles of information gathering, Susan can most likely be described as a(n) __________ individual. a) thinking-type b) feeling-type c) intuitive-type d) conservative-type e) sensation-type Answer: c Bloom’s: Application Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

53. In the context of the styles of information evaluation, individuals who are oriented toward conformity and try to accommodate themselves to other people are __________ individuals. a) creative-type b) sensation-type c) intuitive-type d) feeling-type e) thinking-type Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

54. If your roommate always uses reason and intellect to deal with problems and downplays emotions, his or her style of information evaluation would lead him or her to be described as a(n) __________ individual. a) thinking-type b) feeling-type c) intuitive-type d) creative-type e) sensation-type Answer: a Bloom’s: Application Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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55. Which of the following statements about problem-solving styles is NOT accurate? a) Information gathering involves getting and organizing data for use. b) Styles of information gathering vary from sensation to intuitive. c) Evaluation involves making judgments about how to deal with information once it has been collected. d) Two styles of evaluation are feeling and thinking. e) Problem-solving styles are most frequently measured by the Morrison-Bellarmine Type Index.

Answer: e Bloom’s: Comprehension Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

56. Which of the following statements about locus of control is correct? a) People with an external locus of control tend to be more introverted. b) People with an internal locus of control tend to be more extraverted. c) People with an internal locus of control tend to perform well on tasks requiring complex information processing and learning. d) People with an external locus of control are more oriented toward their own feelings. e) People with an external locus of control are more likely to attribute success or failure to their own efforts and abilities.

Answer: c Bloom’s: Comprehension Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

57. Research has shown that a proactive personality is positively related to all of the following EXCEPT: a) job performance. b) creativity. c) leadership. d) passiveness. e) career success.

Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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58. All of the following is true of people who are high in authoritarianism EXCEPT that they: a) support the use of subjective feelings. b) are concerned with toughness and power. c) may end up willing to behave unethically. d) tend to obey recognized authority. e) tend to adhere rigidly to conventional values.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

59. Given that Jason, a new employee at ABC Manufacturing, sees the world as a threatening place, he would be described as __________. a) a high self-monitor b) being high in Machiavellianism c) a highly authoritarian individual d) having an internal locus of control e) a dogmatic individual Answer: e Bloom’s: Application Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

60. Who among the following is most likely to regard legitimate authority as absolute and accept or reject others according to how much they agree with accepted authority? a) A person high in dogmatism b) A person high in neuroticism c) A person with an external locus of control d) A person high in Machiavellianism e) A person with a Type A orientation Answer: a Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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61. All of the following are characteristics of people high in Machiavellianism EXCEPT that they: a) are capable of lying to achieve personal goals. b) approach situations logically. c) are rarely swayed by loyalty. d) are rarely skilled at influencing others. e) are rarely swayed by the opinions of others.

Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

62. Which of the following statements does NOT accurately describe high self-monitors? a) High self-monitors are sensitive to external cues. b) High self-monitors tend to behave differently in different situations. c) High self-monitors can present a very different appearance from their true self. d) High self-monitors are unaware of the behavior of others. e) High self-monitors are flexible and especially good at responding to situational contingencies.

Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

63. __________ traits indicate how an individual displays unacceptable acts such as aggression or impatience. a) Cognitive strength b) Statutory adjustment c) Emotional adjustment d) Extraversion e) Machiavellian Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

64. All of the following statements are true of Type A people EXCEPT that: a) Type A people tend to work fast.

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b) Type A people tend to be abrupt. c) Type A people tend to be laid back. d) Type A people tend to be irritable. e) Type A people tend to be aggressive.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

65. The __________ of individuals develop as a product of the learning and experience they encounter in the cultural setting in which they live. a) biological reflexes b) instincts c) secondary sex characteristics d) physical traits e) values Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

66. Terminal values include all of the following EXCEPT: a) broad-mindedness. b) an exciting life. c) a world at peace. d) family security. e) pleasure.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

67. Which of the following is NOT considered a terminal value? a) A sense of accomplishment b) A world of beauty c) Mature love d) A forgiving nature e) Freedom

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Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

68. Which of the following is NOT an instrumental value? a) Courage b) Love c) Wisdom d) Logic e) Independence Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

69. __________ is NOT considered an instrumental value. a) Self-control b) Self-respect c) Honesty d) Ambition e) Imagination Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

70. __________ occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own. a) Personal consistency b) Theoretical consistency c) Ego-drive d) Value performance e) Value congruence Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB.

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Section Reference: Values

71. Which of the following statements concerning the dimensions of national culture in Hofstede’s framework is correct? a) The United States is a long-term-oriented country. b) Japan’s culture is considered to be feminine. c) The United States has a highly individualistic culture. d) Hong Kong is considered to have a high-uncertainty-avoidance culture. e) Mexico is considered to have an individualistic culture.

Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

72. __________ refers to one’s desire to persuade others and earn their commitment. a) Ego-drive b) Uncertainty avoidance c) Conscientiousness d) Short-term orientation e) Dogmatism Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

73. __________ means that someone is willing and able to communicate information and opinions in a calm, focused, and pleasant way, without being aggressive. a) Ego-drive b) Conscientiousness c) Assertiveness d) Agreeableness e) Extraversion Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

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74. __________ describes someone’s ability to work effectively across cultures. a) Ego-drive b) Cultural relativism c) Assertiveness d) Cultural quotient e) Ecological fallacy Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

75. Which of the following values address meaningfulness and fulfillment at work and include the pursuit of autonomy, interest, growth, and creativity? a) Relational values b) Self-actualization values c) Social values d) Material values e) Extrinsic values Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

76. Which of the following statements is true of a normative assessment? a) Items used in normative assessments are designed to have no obvious correct response. b) It is seldom used in business settings to evaluate and compare job candidates. c) Common normative assessments include the Rorschach Test and the Thematic Apperception Test. d) It presents test takers with a series of ambiguous stimuli. e) It relies on objective and standardized interpretation of responses.

Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

Fill in the blank

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77. __________ is the view individuals have of themselves as physical, social, and spiritual or moral beings.

Answer: Self-concept Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

78. __________ means being aware of our own behaviors, preferences, styles, biases, personalities, and so on.

Answer: Self-awareness Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality 79. Sometimes called the effectance motive, __________ is an individual’s confidence and belief about the likelihood of successfully completing a specific task.

Answer: self-efficacy Bloom’s: Knowledge Level: Easy Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

80. __________ is acting with the mistaken assumption that a generalized cultural value applies equally to all members of the culture.

Answer: Ecological fallacy Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

81. Carl Jung’s work on problem-solving styles reflects the way a person __________ and __________ information.

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Answer: gathers; evaluates Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

82. __________ are personal beliefs and orientations toward settings and issues.

Answer: Personal conception traits Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

83. People who believe that the events in their lives are controlled primarily by themselves are said to have a(n) __________ locus of control.

Answer: internal Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

84. __________ refers to the tendency to adhere rigidly to conventional values and to obey recognized authority.

Answer: Authoritarianism Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

85. Someone who views and manipulates others purely for personal gain has a(n) __________ personality.

Answer: Machiavellian Bloom’s: Knowledge Level: Medium

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Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

86. __________ reflects a person’s ability to adjust his or her behavior to external, situational (environmental) factors.

Answer: Self-monitoring Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

87. Individuals with a(n) __________ orientation are characterized by impatience, desire for achievement, and perfectionism.

Answer: Type A Bloom’s: Knowledge Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

88. __________ are broad preferences concerning appropriate courses of action or outcomes.

Answer: Values Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

89. __________ reflect a person’s preferences concerning the “ends” to be achieved.

Answer: Terminal values Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

90. A person’s preferences about the “means” for achieving desired ends are known as __________. .

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Answer: instrumental values Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

91. __________ is the learned, shared way of doing things in a particular society.

Answer: Culture Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

92. The five dimensions of national culture identified by Geert Hofstede are __________, __________, __________, __________, and __________.

Answer: power distance; uncertainty avoidance; individualism–collectivism; masculinity–femininity; long-term/short-term orientation Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

93. In the context of Hofstede’s framework for understanding value differences in national cultures, __________ reflects the degree to which people are likely to prefer structured versus unstructured organizational situations.

Answer: uncertainty avoidance Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

94. In the context of Hofstede’s framework for understanding value differences in national cultures, __________ reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

Answer: masculinity–femininity Bloom’s: Knowledge Level: Medium Learning Objective 2: Identify what values are and why they matter in OB.

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Section Reference: Values

Essay

95. Define and provide examples for each of the following: behavioral and social traits, personal conception traits, and emotional adjustment traits.

Suggested Answer: Behavioral and social traits reflect how a person appears when interacting with others in various social settings. Agreeableness, extraversion, and conscientiousness are common behavioral and social traits. Personal conception traits are personal beliefs and orientations toward settings and issues.

They reflect a person’s self-concept, the view that individuals have of themselves as physical, social, and spiritual or moral beings. Locus of control, authoritarianism and dogmatism, Machiavellianism, and selfmonitoring are common personal conception traits. Emotional adjustment traits indicate how an individual handles emotional distress or displays unacceptable acts, such as impatience, irritability, or aggression. Among these, a personality with Type A orientation is characterized by impatience, desire for achievement, and perfectionism. In contrast, those with a Type B orientation are characterized as more easygoing and less competitive in relation to daily events.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Analyze individual differences and explain how they affect behavior in the workplace.

Section Reference: Personality

96. Identify and define the five dimensions that Geert Hofstede uses to describe value differences in national cultures. Describe the implications of each dimension for organizations and their members.

Also provide examples of countries that fall at opposite ends of Hofstede’s dimensions.

Suggested Answer: Hofstede’s five dimensions of national culture are as follows: • Power distance: It is the willingness of a culture to accept status and power differences among its members. It reflects the degree to which people are likely to respect hierarchy and rank in organizations. Sweden is considered a relatively low-power-distance culture, whereas Indonesia is considered a high-power-distance culture.

• Uncertainty avoidance: It is a cultural tendency toward discomfort with risk and ambiguity. It reflects the degree to which people prefer structured versus unstructured organizational situations. Hong Kong is considered a low-uncertainty-avoidance culture, whereas France is considered a highuncertainty-avoidance culture.

• Individualism–collectivism: It is the tendency of a culture to emphasize individual or group interests.

It reflects the degree to which people prefer working as individuals or working together in groups.

The United States is an individualistic culture, whereas Mexico is a more collectivist culture.

• Masculinity–femininity: It is the tendency of a culture to value stereotypical masculine or feminine traits. It reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships. Japan is considered a masculine culture, whereas Thailand is considered a more feminine culture.

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•

Long-term/short-term orientation: It is the tendency of a culture to emphasize values associated with the future, such as thrift and persistence, or values that focus largely on the present. It reflects the degree to which people and organizations adopt long-term or short-term performance horizons. South Korea is high on long-term orientation, whereas the United States is a more short-term-oriented country.

Bloom’s: Comprehension Level: Difficult Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

97. Explain Rokeach’s two categories of values and provide examples of each.

Suggested Answer: Michael Rokeach classified values into two categories: terminal and instrumental.

Terminal values reflect a person’s preferences concerning the “ends” to be achieved. They are the goals an individual would like to achieve during his or her lifetime. Some examples of terminal values are a comfortable life, wisdom, mature love, and happiness. Instrumental values reflect the “means” for achieving desired ends. They represent how a person might go about achieving his or her important goals.

Some examples of instrumental values are ambition, broad-mindedness, responsibility, and self-control.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Identify what values are and why they matter in OB. Section Reference: Values

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File: ch04, Chapter 4: Perception and Attitudes

True/False

1. Projection is the process by which people select, organize, interpret, retrieve, and respond to information from their environment.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

2. Different people may perceive the same situation quite differently.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

3. The quality or accuracy of a person’s perceptions has a relatively minor impact on the person’s behavior.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

4. The factors that contribute to the perceptual process and the perceptual differences among people at work include the characteristics of the perceived, the setting, and the perceiver.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

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5. The physical, social, and organizational context of the perceptual setting can influence the perceptual process.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

6. Characteristics of the perceived person, object, or event—such as contrast, intensity, figure–ground separation, size, motion, and repetition or novelty—are important in the perceptual process.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

7. The novelty of a situation affects a person’s perception of it.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

8. The stages of the perceptual process are attention and selection, organization, interpretation, and retrieval.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

9. Selective screening lets in only a portion of all of the information available.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

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10. Impression management occurs when a person consciously decides what information to pay attention to and what information to ignore.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

11. Selective screening occurs only through conscious awareness.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

12. Schemas are cognitive frameworks that represent organized knowledge about a given concept or stimulus developed through experience.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

13. Impersonal schemas refer to the way individuals sort others into categories, such as types or groups that are similar in terms of perceived features.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

14. A person-in-situation schema is defined as a knowledge framework that describes the appropriate sequence of events in a given situation.

Answer: False Bloom’s: Knowledge Level: Easy

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Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

15. People may pay attention to the same information, organize it in the same way, and yet interpret it differently.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

16. Schemas make it easier for people to remember things not included in memories.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

17. Ability and age stereotypes are some of the most common stereotypes in the workplace.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

18. Self-fulfilling prophecies are sometimes referred to as the “Pygmalion effect.”

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

19. The effects of the self-fulfilling prophecy argue strongly for managers to adopt negative and pessimistic approaches toward people at work.

Answer: False Bloom’s: Knowledge

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Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

20. According to a study on ethical workplace conduct conducted for Deloitte & Touche USA, 91% of workers reported that they were more likely to behave ethically when they had work–life balance.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

21. In the context of attribution, three factors that influence whether an event is attributed to an internal cause or an external cause are distinctiveness, consensus, and aptitude.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

22. In the context of attribution cues, consistency considers how consistent a person’s behavior is across different situations.

Answer: False Bloom’s: Comprehension Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

23. In the context of attribution cues, consistency takes into account how others respond in the same situation.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

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24. If everyone who uses the same equipment performs poorly, the tendency is to attribute any one person’s poor performance to internal causes; however, if other people who use the same equipment perform well while one person performs poorly, the tendency is to attribute that person’s poor performance to external causes.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

25. If a person performs poorly in many different situations, the tendency is to attribute the person’s poor performance to external causes; however, if the person performs poorly only occasionally, the tendency is to attribute the person’s poor performance to internal causes.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

26. Fundamental attribution error is the tendency to attribute others’ poor performance to internal causes.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

27. In the context of attribution theory, we tend to attribute our successes to our own internal factors and attribute our failures to external factors.

Answer: True Bloom’s: Comprehension Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

28. Attitude is the range of feelings in the form of emotions and moods that people experience.

Answer: False Bloom’s: Knowledge Level: Easy

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Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

29. The term “affect” encompasses a range of feelings in the form of emotions and moods that people experience.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

30. Moods are intense positive or negative feelings that are directed at someone or something.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

31. Compared to emotions, moods tend to be more generalized positive or negative feelings.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

32. Moods are not likely to be directed at a specific person or event.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

33. Moods typically last longer than emotions.

Answer: True Bloom’s: Knowledge Level: Easy

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Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

34. A study found that while team members shared good and bad moods within two hours of being together, the contagion of bad moods traveled slower than good moods did.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

35. The concept of emotional labor relates to the need to show certain emotions in order to do a job well.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

36. Surface acting occurs when a person has to change his or her feelings to fit a situation.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

37. Norms for expressing emotions are consistent across cultures.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

38. Display rules govern the degree to which it is appropriate for people to display emotions.

Answer: True Bloom’s: Knowledge Level: Medium

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Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

39. Attitudes are influenced by values and are acquired from the same sources—friends, teachers, parents, role models, and culture.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

40. Values focus on specific people or objects, whereas attitudes have a more general focus.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

41. Attitudes are predispositions to respond in positive or negative ways to people or things in one’s environment.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

42. An attitude is a hypothetical construct, which means that it is inferred from the things people say or through their behavior.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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43. The cognitive component of an attitude reflects underlying beliefs, opinions, knowledge, or information a person possesses.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

Multiple Choice

44. Which of the following is a characteristic of the setting that can influence the perceptual process? a) Figure–ground separation b) Intensity c) Social context d) Size e) Contrast Ans: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

45. Which of the following sets relates to the characteristics of the perceiver that can influence the perceptual process? a) Physical, social, and organizational contexts b) Past experiences, needs, motives, personality, values, and attitudes c) Contrast, intensity, figure–ground separation, size, motion, and repetition or novelty d) Attitudes, physical characteristics, contrast, and size e) Values, organizational norms, motion, and repetition or novelty Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

46. The stages involved in processing the information that determines a person’s perceptions and reactions include all of the following EXCEPT: a) attention and selection.

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b) organization. c) interpretation. d) sending. e) retrieval.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

47. Which of the following statements reflects the correct order of the stages of the perceptual process? a) Organization, attention and selection, retrieval, and interpretation b) Attention and selection, interpretation, organization, and retrieval c) Attention and selection, organization, interpretation, and retrieval d) Interpretation, retrieval, organization, and attention and selection e) Interpretation, attention and selection, retrieval, and organization Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

48. Which of the following statements best describes selective screening? a) It lets in only a tiny proportion of all the information available. b) It should only be used sparingly because it is rarely effective. c) It is typically used in the “information retrieval” step of information processing. d) It is typically used in the “information interpretation” step of information processing. e) It is typically used in the “information organization” step of information processing.

Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

49. Tonya works at Makers Marketing Inc. Her office tends to be very busy and noisy. As a result, Tonya frequently has to consciously decide what information to pay attention to and what information to ignore.

Tonya is using __________ as a mechanism for paying attention to and selecting information. a) the self-fulfilling prophecy b) the self-serving bias c) controlled processing d) perspective-taking e) instinctual processing

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Answer: c Bloom’s: Application Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

50. A(n) __________ contains information about a person’s own appearance, behavior, and personality. a) script schema b) self-schema c) domestic schema d) person-in-situation schema e) indigenous schema Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

51. __________ sort others into categories—that is, types or groups that are similar in terms of perceived features. a) Ordered schemas b) Person schemas c) Self-schemas d) Person-in-situation schemas e) Indigenous schemas Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

52. As an experienced team leader, Nancy uses a __________ to think about the appropriate steps involved in running a meeting. a) person-in-situation schema b) script schema c) person schema d) self-schema e) prototype Answer: b Bloom’s: Application Level: Medium

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Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

53. All of the following can cause perceptual distortion EXCEPT: a) stereotypes. b) the organizational system. c) selective perception. d) projection. e) halo effects.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

54. Mason, the director of engineering at Frost Inc., was very impressed with the fact that Blake, a production engineer, had not missed a single day of work in the past year. Mason rated Blake very high on all dimensions of his performance appraisal based on this one aspect of Blake’s performance, disregarding the fact that Blake’s performance was poor in two quarters of the year. This error in the performance appraisal process is known as __________. a) a halo effect b) projection c) a contrast error d) a leniency error e) selective perception Answer: a Bloom’s: Application Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

55. Which of the following statements regarding selective perception is most accurate? a) Selective perception is the assignment of personal attributes to other individuals. b) Selective perception occurs when an individual’s characteristics are contrasted with those of others who have been recently encountered and who rank higher or lower on the same characteristics. c) Selective perception is the tendency to make something a person thinks will happen come true. d) Selective perception occurs when one attribute of a person or situation is used to develop an overall impression of the person or situation. e) Selective perception is the tendency to single out those aspects of a situation, person, or object that are consistent with one’s needs, values, or attitudes.

Answer: e Bloom’s: Knowledge

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Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

56. Emily is considered to be an excellent production manager. However, she tends to give attention only to those aspects of the organization that affect her own production operation and tends to ignore the concerns of other departments. This scenario exemplifies __________. a) halo effects b) statutory effects c) selective perception d) projection e) contrast errors Answer: c Bloom’s: Application Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

57. A mentally challenged candidate is overlooked by a recruiter even though he possesses skills that are perfect for the job. In this scenario, which perceptual error does the recruiter make? a) A halo effect b) Selective perception c) A stereotype d) Projection e) The self-fulfilling prophecy Answer: c Bloom’s: Application Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

58. Which perceptual distortion occurs when the meaning or interpretation of something is arrived at by comparing it with another event or situation? a) A halo effect b) Selective perception c) A stereotype d) A contrast effect e) The self-fulfilling prophecy Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

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Section Reference: Perception and Attribution

59. You are a manager at ABC Manufacturing, and you enjoy responsibility and success in your work.

You have been newly appointed as the leader of a team with jobs that seem dull and routine. You decide to move quickly to expand these jobs so that members get increased satisfaction from more challenging tasks. Basically, you want them to experience things that you value in work. Instead of designing the team members’ jobs to best fit their needs, you plan to design their jobs to best fit yours. This scenario exemplifies __________. a) a halo effect b) projection c) a stereotype d) a contrast effect e) the self-fulfilling prophecy Answer: b Bloom’s: Application Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

60. Which perceptual distortion is also known as the Pygmalion effect? a) A halo effect b) Selective perception c) Projection d) A contrast effect e) The self-fulfilling prophecy Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

61. If you are a manager and have one extremely exceptional employee, you need to guard against __________ when evaluating the work of your other employees, because you may have the tendency to compare the characteristics of your other employees with those of the exceptional employee. a) contrast effects b) halo effects c) selective perception d) the self-fulfilling prophecy e) projection Answer: a Bloom’s: Comprehension Level: Difficult

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Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

62. Which of the following statements best describes the self-fulfilling prophecy? a) It occurs when an individual’s characteristics are compared with those of others who have been recently encountered and who rank higher or lower on the same characteristics. b) It is the assignment of one’s personal attributes to other individuals. c) It occurs when one attribute of a person or situation is used to develop an overall impression of the person or situation. d) It is the tendency to make something that one thinks will happen come true. e) It is the tendency to single out for attention those aspects of a situation or person that are consistent with one’s needs, values, or attitudes.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

63. Which of the following statements is NOT accurate about the self-fulfilling prophecy? a) The self-fulfilling prophecy can cause a person to make something that he or she thought will happen come true. b) The self-fulfilling prophecy can have negative results. c) The self-fulfilling prophecy can have positive results. d) The effects of the self-fulfilling prophecy argue strongly for managers to adopt positive and optimistic approaches toward people at work. e) The effects of the self-fulfilling prophecy argue strongly for managers to adopt negative and pessimistic approaches toward people at work.

Answer: e Bloom’s: Knowledge Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

64. What percentage of workers surveyed for Deloitte & Touche USA said that the behavior of their managers was a major influence on an ethical workplace? a) 12% b) 22% c) 42% d) 62% e) 72% Answer: c Bloom’s: Knowledge

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Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution Learning Objective 2: What are common perceptual distortions?

Section Reference: Ethics in OB

65. The application of attribution theory is particularly concerned with whether one’s behavior has been __________. a) voluntary or coerced b) internally or externally caused c) proactive or reactive in nature d) positive or negative e) restrained or forward Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

66. In the context of attribution theory, people make attributions based on information, or cues, they receive from the environment. These cues include __________. a) distinctiveness, consensus, and consistency b) individuality, consent, and harmony c) disposition, concurrence, and cohesion d) distinctiveness, accord, and congruity e) individuality, accord, and cohesion Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

67. In the context of attribution theory, if all the people who use the same technology as Raj perform poorly, we are likely to assign his poor performance to an external factor. This attribution is based on the attribution cue of __________. a) consistency b) consensus c) distinctiveness d) the self-serving bias e) projection Answer: b Bloom’s: Application

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Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

68. If everyone who use the same equipment performs poorly, the tendency is to attribute any one person’s poor performance to __________ causes; however, if other people who use the same equipment perform well while one person performs poorly, the tendency is to attribute that individual’s poor performance to __________ causes. a) external; internal b) internal; external c) external; external d) internal; internal e) inside; outside Answer: a Bloom’s: Comprehension Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

69. If a person performs poorly in many different situations, the tendency is to attribute the person’s poor performance to __________ causes; however, if the person performs poorly only occasionally, the tendency is to attribute the person’s poor performance to __________ causes. a) external; internal b) internal; external c) external; external d) outside; inside e) internal; internal Answer: b Bloom’s: Comprehension Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

70. The tendency to blame external factors for failure and take credit for success is known as: a) fundamental attribution error. b) central attribution error. c) the bystander effect. d) inward attribution error. e) the self-serving bias.

Answer: e Bloom’s: Knowledge Level: Easy

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Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

71. Unlike moods, emotions are __________. a) more cerebral b) always associated with a source c) long-lasting d) less action oriented e) usually less intense Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

72. Emotional intelligence includes all of the following aspects EXCEPT: a) the appraisal and expression of emotions in oneself. b) the appraisal and recognition of emotions in others. c) the assessment of management attitudes. d) the regulation of emotions in oneself. e) the use of emotions to facilitate performance.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

73. In the context of emotional intelligence, the ability to think before acting and to be in control of otherwise disruptive impulses is __________. a) social awareness b) self-awareness c) emotional contagion d) self-management e) relationship management Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

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74. Which of the following is NOT an aspect of emotional intelligence? a) One’s ability to understand the IQ of managers b) One’s ability to understand one’s own emotions and to express them effectively c) One’s ability to perceive and understand the emotions of others d) One’s ability to regulate one’s emotions e) One’s ability to use emotions by directing them toward constructive activities and improved performance Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

75. Maya did not want to get out of bed all day. She told her roommate, “Oh, I just don’t have the energy to do much today; I’ve been feeling low all week.” Maya’s situation is an example of a(n): a) emotion. b) mood. c) person schema. d) display rule. e) citizenship behavior.

Answer: b Bloom’s: Application Level: Difficult Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

76. Andy, a business student at Frost University, told his friends, “I was really angry when my professor criticized my presentation in class.” This is an example of a(n) __________. a) emotion b) mood c) person schema d) display rule e) citizenship behavior Answer: a Bloom’s: Application Level: Difficult Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

77. Which of the following statements regarding emotions is INCORRECT? a) Emotions can change into a mood. b) Emotions tend to be action oriented.

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c) Emotions are arguably more fleeting than moods. d) Emotions are likely to last for hours or even days. e) Emotions are more intense than moods.

Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

78. Which statement about moods is accurate? a) A positive or negative mood is likely to influence a wide range of behaviors. b) Moods are more intense than emotions. c) Moods are always associated with a source. d) Moods are more fleeting than emotions. e) A mood is likely to be directed at a specific person or event.

Answer: a Bloom’s: Knowledge Level: Difficult Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

79. Emotional labor is especially prevalent in the work of __________. a) construction workers b) day laborers c) flight attendants d) bricklayers e) landscapers Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

80. Which of the following statements about emotions is true? a) Negative emotions are required for success on the job in most cultures. b) The display rules of German and U.S. cultures are the same. c) Norms for emotional expression are consistent across cultures. d) The frequency and intensity of emotions are known to vary across cultures. e) The frequency and intensity of emotions are consistent across cultures.

Answer: d Bloom’s: Knowledge

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Level: Difficult Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

81. _________ are informal cultural standards that govern the degree to which it is appropriate to show emotions. a) Emotional intelligence competencies b) Affective rules c) Cognitive principles d) Display rules e) Self-schemas Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

82. Which of the following is an INCORRECT statement regarding attitudes? a) Attitudes are influenced by values. b) Attitudes are acquired from the same sources as values. c) Attitudes focus on specific people or objects. d) Attitudes always predict behavior. e) Attitudes are hypothetical constructs.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

83. The __________ component of an attitude reflects underlying beliefs, opinions, knowledge, or information a person possesses. a) sociological b) affective c) behavioral d) physical e) cognitive Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

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Section Reference: Attitudes

84. The __________ component of an attitude is a specific feeling regarding the personal impact of the antecedent conditions evidenced in the cognitive component. a) informative b) sociological c) behavioral d) affective e) physical Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

85. Attitudes are acquired from all of these sources EXCEPT: a) friends. b) teachers. c) business models. d) role models. e) culture.

Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

86. A state of inconsistency between an individual’s attitudes and behavior is known as __________. a) emotional labor b) emotional contagion c) cognitive dissonance d) emotional intelligence e) the spillover effect Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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87. Which of the following is an example of cognitive dissonance? a) A manager gives a high performer a good raise in salary. b) A manager fires a person who steals from the firm. c) A manager hires a person with terrific relevant work and educational experience. d) A manager believes that all employees should be evaluated on the same performance criteria but evaluates each employee using different standards. e) A manager believes that good performance should be rewarded and promotes an employee with a stellar work record.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

88. According to Leon Festinger, individuals reduce cognitive dissonance in all of the following ways EXCEPT by: a) developing new ways of explaining the inconsistency. b) changing future behavior. c) persisting with the current attitude and behavior. d) changing the underlying attitude. e) developing new ways of rationalizing the inconsistency.

Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

89. __________ is the degree of loyalty an individual feels toward the organization. a) Job satisfaction b) Organizational commitment c) Job involvement d) Employee engagement e) Organizational transparency Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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90. The extent to which an individual feels dedicated to a job is known as __________. a) job satisfaction b) organizational commitment c) job involvement d) employee engagement e) organizational citizenship Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

91. Two types of organizational commitment are __________. a) employee engagement and rational commitment b) rational commitment and emotional commitment c) employee engagement and job satisfaction d) job satisfaction and job involvement e) emotional commitment and employee engagement Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

92. Matt has high job involvement. Which of the following is most likely to be true of Matt? a) Matt is likely to show willingness to work beyond expectations to complete a special project. b) Matt is not dedicated to his job. c) Matt is highly likely to engage in ethnocentrism. d) Matt is likely to psychologically withdraw from work by reducing his work efforts. e) Matt is unlikely to ever leave his company to pursue another position.

Answer: a Bloom’s: Application Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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93. Which work attitude reflects feelings that the job serves one’s financial and career development interests? a) Rational commitment b) Emotional commitment c) Job involvement d) The spillover effect e) Employee engagement Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

94. Which of the following beliefs is NOT a driver of high employee engagement? a) Believing one has the opportunity to do one’s best every day b) Believing one’s opinions count c) Believing fellow workers are committed to quality d) Believing there is a direct connection between one’s work and the company’s mission e) Believing fellow workers have ethnocentric attitudes Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

95. The combination of high levels of job involvement, organizational commitment, and organizational identification __________. a) leads to work–home spillovers b) results in counterproductive workplace behaviors c) reduces job satisfaction d) reduces organizational citizenship behaviors e) creates a high sense of employee engagement Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

96. The flip side of organizational citizenship shows up as __________.

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a) work–home spillovers b) counterproductive work behaviors c) job satisfaction behaviors d) job commitment behaviors e) employee engagement behaviors Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

97. Which of the following is an INCORRECT example of counterproductive work behaviors? a) Intimidating colleagues b) Avoiding work c) Speaking positively about the employer in public d) Stealing money e) Lacking civility in workplace relationships Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

98. Silas has been secretly stealing money from his employer for the past year. Silas is engaging in a(n) __________. a) organizational citizenship behavior b) counterproductive work behavior c) cognitively dissonant behavior d) at-home effect behavior e) spillover behavior Answer: b Bloom’s: Application Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

99. The discretionary behaviors people engage in that represent a willingness to “go the extra mile” in their work are referred to as __________. a) organizational citizenship behaviors

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b) counterproductive behaviors c) deviant workplace behaviors d) at-home effect behaviors e) spillover behaviors Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

100. According to Lawler and Porter, which of these is correct? a) Perceived equity of rewards does not impact the performance–satisfaction relationship. b) Performance accomplishment leads to rewards that lead to satisfaction. c) Rewards do not have to be perceived as equitable to lead to satisfaction. d) Individuals who are unfairly rewarded will still be satisfied. e) Job satisfaction leads to performance.

Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

101. Which of the following statements is true with respect to job satisfaction and performance? a) Job satisfaction alone is a consistent predictor of performance. b) Performance does not lead to job satisfaction even if the rewards are fair. c) Rewards generally influence satisfaction, and performance-contingent rewards influence performance. d) Rewards typically do not lead to job satisfaction. e) Performance-based rewards do not lead to increased job performance.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

102. Which of the following statements with respect to the relationship between satisfaction and performance is FALSE? a) The argument that satisfaction causes performance suggests that managers should make employees happy in order to increase work performance.

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b) The argument that performance causes satisfaction suggests that managers should help workers attain high performance to increase the workers’ satisfaction. c) The argument that rewards cause both satisfaction and performance suggests that managers can positively influence both satisfaction and performance by properly allocating rewards. d) The argument that rewards cause both satisfaction and performance suggests that managers should make good use of performance contingency when giving out rewards. e) Managers should consider satisfaction and performance to be two completely independent work results.

Answer: e Bloom’s: Comprehension Level: Difficult Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

103. Which of the following terms refers to the extent to which one personally relates to one’s membership organization to the point that it becomes part of one’s self-concept? a) Rational commitment b) Job satisfaction c) Job involvement d) Organizational identification e) Organizational transparency Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

104. Which of the following statements is true of workplace bullying? a) It seldom manifests from personal dissatisfaction with work. b) It manifests itself as one person engaging in absenteeism. c) It has roots in the power differentials between perpetrator and victim. d) It is a special type of withdrawal behavior. e) It is a one-off or occasional mean incident.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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105. The term “__________” refers to the idea or opinion one has of oneself especially as it relates to one’s intelligence and importance as a person. a) ego b) projection c) attribution d) social script e) cognitive dissonance Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

106. The first step in overcoming attribution biases is to: a) engage in perspective-taking. b) engage in automatic information processing. c) make external attributions about the causes of events. d) use one’s emotions and feelings to assess information subjectively. e) process emotions arising from defense mechanisms that work to protect one’s ego.

Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

107. In the context of attribution cues, __________ is how consistent a person’s behavior is across different situations. a) consensus b) projection c) cognitive dissonance d) distinctiveness e) consistency Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

Fill in the blank

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108. __________ is the process through which people gather, organize, and interpret information around them.

Answer: Perception Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

109. __________ allows only a portion of the information available to enter into cognitive processing.

Answer: Selective screening Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

110. __________ are cognitive frameworks that represent organized knowledge about a given concept or stimulus that is developed through experience.

Answer: Schemas Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

111. __________ are groups or categories used to describe individuals.

Answer: Stereotypes Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

112. A(n) __________ occurs when an employee with good attendance is viewed as a responsible worker and consequently receives a positive evaluation in his or her performance appraisal.

Answer: halo effect Bloom’s: Application Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

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113. __________ is the tendency to single out those aspects of a situation, person, or object that are consistent with one’s needs, values, or attitudes.

Answer: Selective perception Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

114. __________ occurs when a new manager designs a subordinate’s job based on his own likes and dislikes instead of the employee’s.

Answer: Projection Bloom’s: Application Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

115. A(n) __________ occurs when the meaning or interpretation of something is arrived at by comparing it with another event or situation.

Answer: contrast effect Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

116. Samantha, a teacher, is told that some students in her class are intellectually gifted, while others are only average. She pays more attention and gives more praise to these intellectually gifted students. As a result, these students perform better than the others. This exemplifies the perceptual error of the __________.

Answer: self-fulfilling prophecy Bloom’s: Application Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

117. If a person’s performance is poor regardless of the equipment he or she is using, the tendency is to attribute the person’s poor performance to __________ causes; however, if the person performs poorly

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only when using specific equipment, the tendency is to attribute the person’s poor performance to __________ causes.

Answer: internal; external Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

118. In the context of attribution cues, __________ takes into account how others respond in the same situation.

Answer: consensus Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

119. __________ is the assignment of meaning to others’ behaviors or events.

Answer: Attribution Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

120. __________ is the tendency to attribute others’ poor performance to internal causes.

Answer: Fundamental attribution error Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

121. Alice blamed unfriendly coworkers and a difficult job assignment for her performance problems during the first quarter of the year. Then, during the second quarter, Alice’s performance improved drastically. Alice claimed that the improved performance was due to her extraordinary effort and hard work. In the context of attribution errors, it may be argued that Alice is prone to the __________.

Answer: self-serving bias Bloom’s: Application Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

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Section Reference: Perception and Attribution

122. __________ is the range of feelings in the form of emotions and moods that people experience.

Answer: Affect Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

123. A(n) __________ is an intense positive or negative feeling that is directed toward someone or something.

Answer: emotion Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

124. One’s ability to understand and interpret emotions and to use this understanding to effectively manage social interactions is called __________.

Answer: emotional intelligence Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

125. In the context of emotional intelligence, __________ is the ability to understand our emotions and their impact on our work and on others.

Answer: self-awareness Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

126. The ability to establish rapport with others in ways that build good relationships and influence their emotions in positive ways is called __________.

Answer: relationship management

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Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

127. __________ are generalized positive and negative feelings or states of mind that may persist for some time.

Answer: Moods Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

128. __________ refers to the spillover effect of one’s emotions and mood onto others.

Answer: Emotion and mood contagion Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

129. __________ is the need to show certain emotions in order to perform a job.

Answer: Emotional labor Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

130. __________ occurs when a person has to change his or her feelings to fit the situation, and __________ occurs when a person has to display certain emotions when he or she might not feel them.

Answer: Deep acting; surface acting Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

131. __________ are informal standards that govern the degree to which it is appropriate for people across cultures to show emotions.

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Answer: Display rules Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

132. When you say you like chocolate ice cream, you are expressing a(n) __________.

Answer: attitude Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

133. __________ are inferred from the things people say or through their behavior.

Answer: Attitudes Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

134. A(n) __________ is a predisposition to respond in a positive or negative way to someone or something in one’s environment.

Answer: attitude Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

135. The __________ component of an attitude reflects underlying beliefs, opinions, knowledge, or information a person possesses.

Answer: cognitive Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

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Section Reference: Attitudes

136. The __________ component of an attitude is a specific feeling regarding the personal impact of the antecedent conditions evidenced in the cognitive component.

Answer: affective Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

137. The __________ component of an attitude is an intention to behave in a certain way based on one’s attitudes.

Answer: behavioral Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

138. __________ is a state of inconsistency between an individual’s attitudes and behavior.

Answer: Cognitive dissonance Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

139. __________ is known for using the term “cognitive dissonance” to describe a state of inconsistency between an individual’s attitudes and his or her behavior.

Answer: Leon Festinger Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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140. __________ is an attitude reflecting a person’s positive and negative feelings toward a job, coworkers, and the work environment.

Answer: Job satisfaction Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

141. __________ is the degree of loyalty an individual feels toward the organization.

Answer: Organizational commitment Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

142. Work avoidance and physical and verbal aggression are examples of __________.

Answer: counterproductive workplace behaviors Bloom’s: Knowledge Level: Easy Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

143. In the Lawler and Porter model of the relationship between performance and satisfaction, the intervening variables linking performance with later satisfaction are __________.

Answer: rewards Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

144. A key issue with respect to the allocation of rewards is __________, or varying the size of the reward in proportion to the level of performance.

Answer: performance contingency Bloom’s: Knowledge

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Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

Essay

145. What is perception? Why is it important?

Suggested Answer: Perception is the process by which people gather, organize, and interpret information from the world around them. It occurs because information is constantly coming at us from the environment. To be able to function, our brains must be able to process information quickly to make decisions and guide actions. The perceptual process occurs when we see or hear things and try to make sense of them. It also explains why two people can experience exactly the same thing and yet perceive it differently—cognitive categories that come from people’s experiences lead to different interpretations.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

146. Identify and briefly describe each of the stages in the perceptual process.

Suggested Answer: There are four stages in the perceptual process: attention and selection, organization, interpretation, and retrieval. The attention and selection stage involves the screening of the vast amount of information bombarding a person to determine the information on which he or she will actually focus.

The organization stage involves the use of schemas––a person schema, script schema, or self-schema––to efficiently organize the information that is perceived. Information interpretation involves giving meaning to the information that is perceived. Information retrieval involves accessing information that is stored in memory.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

147. Briefly describe the common types of distortions that occur within the perceptual process.

Suggested Answer: The common distortions found in the perceptual process are as follows: • Stereotypes: They refer to the tendency to assign abstract features of a category to individual members of that category.

• Halo effects: They refer to the tendency to use one attribute of a person or situation to develop an overall impression of the individual or situation.

• Selective perception: It is the tendency to single out those aspects of a situation, person, or object that are consistent with one’s needs, values, or attitudes.

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• •

Projection: It refers to the unconscious assignment of one’s personal attributes to other individuals.

Contrast effects: They occur when the meaning or interpretation of something is arrived at by contrasting it with another event or situation.

• The self-fulfilling prophecy: It is the tendency to make something that we think will happen come true.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

148. Using an attribution theory perspective, explain the nature of internal and external attributions. What is fundamental attribution error? What is the self-serving bias? Why is knowledge of these attribution errors important to managers?

Suggested Answer: An internal attribution assigns the cause of a behavior to the person. An external attribution assigns the cause of the behavior to factors outside the person’s control. Fundamental attribution error refers to the tendency to attribute others’ poor performance to internal causes. The selfserving bias is the tendency to blame external factors for performance problems but to take credit for performance success. Managers should be sensitive to these attribution errors because the errors could contribute to significantly biased performance evaluations of subordinates.

Bloom’s: Analysis Level: Difficult Learning Objective 1: Describe how perception and attributions affect behavior at work.

Section Reference: Perception and Attribution

149. Define emotional intelligence and identify four essential competencies of emotional intelligence.

Suggested Answer: Emotional intelligence is the ability to understand and interpret emotions and to use this understanding to effectively manage social interactions. Four essential emotional intelligence competencies are self-awareness, social awareness, self-management, and relationship management. Selfawareness is the ability to understand our emotions and their impact on our work and on others. Social awareness is the ability to understand the emotions of others and to use this understanding to interrelate more effectively. Self-management is the ability to think before acting and to be in control of disruptive impulses. Relationship management is the ability to establish rapport with others in ways that build good relationships and influence their emotions in positive ways.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

150. Define emotional labor. Give two examples of jobs where positive reactions on the job are required for job success, regardless of job circumstances.

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Suggested Answer: Emotional labor is the need to show certain emotions in order to perform a job. The jobs of salespeople and flight attendants continuously require positive reactions on the job. For both jobs, it is very important that job incumbents put on a “happy face,” regardless of how they feel.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

151. Define display rules. Give several examples of how display rules impact work cultures in different countries.

Suggested Answer: Display rules are the degree to which it is appropriate to show emotions. The display rules of British culture, for example, encourage downplaying emotions. Those of Mexican culture tend to allow emotions to be more publicly demonstrated. Also, Walmart’s emphasis on friendliness embedded in its U.S. roots has been shown not to work in Germany. Serious German shoppers have been shown not to like Walmart’s friendly greeters and helpful personnel.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe the role of emotion and moods in influencing behavior.

Section Reference: Emotions and Moods

152. What is an attitude? Discuss the three basic components of an attitude.

Suggested Answer: An attitude is a predisposition to respond in a positive or negative way to someone or something in one’s environment. The three components of an attitude are cognitive, affective, and behavioral. The cognitive component of an attitude reflects underlying beliefs, opinions, knowledge, or information a person possesses. It represents a person’s ideas about someone or something and the conclusions drawn about them. The affective component of an attitude is a specific feeling regarding the personal impact of the antecedent conditions evidenced in the cognitive component. The behavioral component is an intention to behave in a certain way based on one’s attitude. It is a predisposition to act, though action may or may not be taken.

Bloom’s: Knowledge Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

153. Explain the alternative views about causality in the relationship between job satisfaction and performance, and discuss the managerial implications of each view.

Suggested Answer: Three possible alternative views exist regarding causality in the relationship between job satisfaction and performance. One view is that satisfaction causes performance. A second view is that performance causes satisfaction. A third view is that rewards cause both satisfaction and performance.

The view that satisfaction causes performance suggests that managers should focus on increasing employees’ job satisfaction in order to increase their performance. The view that performance causes

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satisfaction suggests that managers should focus on increasing employees’ job performance as a pathway to higher job satisfaction. The view that rewards cause both satisfaction and performance suggests that the proper allocation of the right rewards can positively influence both performance and satisfaction.

Research finds that rewards, in general, influence satisfaction, while performance-contingent rewards influence a person’s work performance. This means that the size of the reward should vary in proportion to the level of performance.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Explain what attitudes are and why they are important for understanding work behavior.

Section Reference: Attitudes

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File: ch05, Chapter 5: Motivation

True/False

1. Intrinsic rewards are positively valued work outcomes that are given to an individual or group by some other person or source in a work setting.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

2. Extrinsic rewards are positively valued work outcomes that an individual receives from within as a result of task performance.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

3. To work well, a merit pay plan should create a belief among employees that the way to achieve high pay is to perform at high levels.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

4. In order to work well, a merit pay plan should clearly differentiate between high and low performers in the amount of pay increases received.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

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5. Profit sharing links pay and performance by giving workers the opportunity to share in productivity gains through enhanced earnings.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

6. The incentive value of employee stock ownership plans (ESOP) stock awards or purchases is based on the idea that employee owners will be motivated to work hard so that the organization will perform well and its stock price will rise.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

7. Bonuses compensate people for the mix and depth of skills they possess.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

8. Potential motivational advantages of skill-based pay include employee willingness to engage in crosstraining and to take on more self-management responsibilities.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

9. Comparative methods of performance appraisal identify one employee’s standing relative to others.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

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10. Forced distribution is a performance appraisal method whereby each person is directly compared with every other person being rated.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

11. Ranking is a method of performance appraisal that uses a small number of performance categories, such as “very good,” “good,” “adequate,” and “very poor,” and slots a certain proportion of people into each category.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

12. The forced distribution method of performance appraisal can be problematic if most of the employees are truly superior performers or if most of them perform at about the same level.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

13. A graphic rating scale lists a variety of performance dimensions that an individual is expected to exhibit.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

14. The behaviorally anchored rating scale is a method of performance appraisal that records incidents of each subordinate’s behavior that led to either unusual success or failure in a given performance dimension.

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Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

15. An advantage of the behaviorally anchored rating scale approach is that it is straightforward and simpler than the ranking method.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

16. Strictness error is the tendency to give relatively high ratings to virtually everyone.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

17. Central tendency occurs when managers lump everyone together around the average or the middle category.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

18. Valence refers to the individual forces that account for the direction, level, and persistence of a person’s efforts expended at work.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

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19. Needs theories of motivation mainly focus on the physiological and psychological needs that people feel a compulsion to reduce or eliminate.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

20. Probably the best example of a process theory is Maslow’s hierarchy of needs theory.

Answer: False Bloom’s: Comprehension Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

21. Equity theory suggests that motivation results from an individual’s attempts to satisfy needs.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

22. In Maslow’s needs hierarchy, the self-actualization need refers to the need to fulfill oneself as well as to grow and use abilities to the fullest and most creative extent.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

23. A person who likes praise and recognition from his or her supervisor is seeking the satisfaction of the social needs in Maslow’s hierarchy.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

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24. Maslow’s hierarchy of needs theory holds that a need at one level does not become activated until the next higher level need is fully satisfied.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

25. According to Maslow’s needs hierarchy, the lower order needs are esteem and self-actualization.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

26. According to Maslow’s needs hierarchy, the lower order needs are esteem and social needs.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

27. Research evidence suggests that the needs in Maslow’s hierarchy are more likely to operate in a rigid rather than a flexible order.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

28. The five need levels in Maslow’s hierarchy may vary according to a person’s career stage, the size of the organization, or geographic location.

Answer: True Bloom’s: Knowledge Level: Medium

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Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

29. Maslow’s social needs tend to be more important in more collectivist societies like Mexico, thereby challenging the structured approach to the pyramid across cultures.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

30. Alderfer’s ERG theory focuses on the need for achievement, the need for affiliation, and the need for power.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

31. According to Alderfer’s theory, growth needs refer to the desire for continued business growth and development.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

32. In ERG theory, frustration–regression refers to the idea that an already satisfied lower level need can be activated when a higher level need cannot be satisfied.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

33. ERG theory contends that more than one need may be activated at a particular point in time, whereas Maslow’s theory does not.

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Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

34. In McClelland’s motivation theory, the needs for achievement, affiliation, and power are developed over time as a result of life experiences.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

35. The Thematic Apperception Test is a projective technique that asks people to view pictures and write stories about what they see.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

36. McClelland’s research suggested that a moderate-to-high need for power that is stronger than a need for affiliation is linked with success as a senior executive.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

37. Acquired needs theory suggests that people with a high need for power are drawn to interpersonal relationships and opportunities for communication.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

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38. According to McClelland, it is not possible to teach people to develop need profiles required for success in various types of jobs.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

39. According to equity theory, when perceived inequity exists, people will be motivated to act in ways that remove the cognitive discomfort and restore a sense of perceived equity.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

40. Felt positive equity exists when an individual feels that she or he has received relatively less than others in proportion to work inputs.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

41. Equity theory predicts that people who perceive inequity, as compared to others, may change work inputs by putting less effort into their jobs, change the rewards received by asking for better treatment, change the comparison points by finding ways to make things appear better, change the situation by leaving the job, or take actions to change the inputs or outputs of the comparison person.

Answer: True Bloom’s: Comprehension Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

42. An example of procedural justice occurs when a sexual harassment complaint filed against a man by a woman receives the same consideration as one filed against a woman by a man.

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Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

43. Vroom’s expectancy theory argues that work motivation is determined by an individual’s beliefs regarding the linkage between effort and performance, the linkage between performance and work outcomes, and the value placed on those work outcomes.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

44. In expectancy theory, instrumentality is the probability that work effort will be followed by a given level of performance accomplishment.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

45. According to expectancy theory, expectancy is the probability that work effort will be followed by a given level of performance accomplishment.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

46. In expectancy theory, instrumentality is the probability assigned by the individual that a given level of performance will lead to various work outcomes.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

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47. Motivation refers to the value attached by the individual to various work outcomes.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

48. According to expectancy theory, work motivation will be high when expectancy and instrumentality are high and valence is highly positive.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

49. According to expectancy theory, motivation is low when any one of the three components— expectancy, instrumentality, or valence—approaches zero.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

50. According to expectancy theory, managers can influence workers’ instrumentalities by selecting capable workers, training them, supporting them, and setting clear goals.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

51. According to expectancy theory, managers can influence workers’ expectancies by identifying the needs that are important to each individual and then trying to adjust available rewards to match those needs.

Answer: False Bloom’s: Comprehension

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Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

52. Even with a great deal of support for the research on expectancy theory, there are still questions remaining on the multiplier effect.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

53. Unfortunately, expectancy theory has not received any research follow-up, and hence, it is not practical.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

54. Goal setting is the process of developing, negotiating, and formalizing the targets or objectives that an individual is responsible for achieving.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

55. Interestingly, Locke and Latham’s research confirmed that “easy” and “do your best” goals result in the highest performance levels.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

56. Research indicates that general goals are much more motivational than specific goals.

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Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

57. Task feedback, or knowledge of results, overwhelms employees with information and reduces employee motivation toward higher performance.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

58. Goals are better motivators when employees accept them and show commitment to their goals.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

59. Participation in goal-setting process helps create goal acceptance and commitment by employees.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

Multiple Choice

60. The typical reward systems of organizations emphasize __________. a) a mix of intrinsic and extrinsic rewards b) only intrinsic rewards c) only extrinsic rewards d) only intrinsic rewards for high-level positions e) only extrinsic rewards for high-level positions

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Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

61. Intrinsic motivation __________. a) is the basis of performance-contingent pay b) is exemplified by symbolic tokens of accomplishment such as posted award certificates c) refers to positively valued work outcomes that are given to an individual or group d) do not require the participation of another person or source in the work setting e) refers to tangible inducements that are provided by some other person or source in the work setting Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

62. __________ refers to the tangible and external inducements that drive someone to do a task. a) Expectancy b) Implied reward c) Valence d) Extrinsic motivation e) Intrinsic reward Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

63. Jason works as a social worker at a local hospital. He loves his job and derives great satisfaction from feeling as though he has helped others and made a difference in the community. Jason is driven by __________. a) unexpected rewards b) performance-contingent pay c) gain sharing rewards d) extrinsic motivation e) intrinsic motivation Answer: e Bloom’s: Application Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

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Section Reference: Motivation and Performance Management

64. Bill is an employee at Burgers-Are-Us. He works hard each and every day so that his picture may be displayed in the restaurant lobby and that he might earn the title “Employee-of-the-Month.” Bill is motivated by __________ rewards. a) expected b) implied c) valence d) extrinsic e) intrinsic Answer: d Bloom’s: Application Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

65. The research of Lawler generally concludes that __________. a) Americans believe that they are paid more fairly than workers in other countries b) pay must be combined with fringe benefits to create a significant total compensation package for employees c) pay serves as a motivator when high levels of job performance are viewed as the path through which high pay can be achieved d) managers do not believe that they pay their workers enough money e) workers do not feel that they are paid fairly Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

66. Although research supports the logic and theoretical benefits of merit pay, it also indicates that __________. a) human resource specialists are necessary to administer merit pay plans b) employees are overpaid for the jobs they perform c) merit system cannot discriminate between high and low performers d) the implementation of merit pay plans is not easy e) managers believe that merit pay plans properly reflect employee productivity Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

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67. Merit pay is an attempt to make pay contingent upon __________. a) tenure in the organization b) specific competencies c) a willingness to acquire and develop job-related skills d) performance e) years of experience in the industry Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

68. Which of the following statements does NOT accurately describe what is needed to make a merit pay plan work well? a) Merit pay should be based on realistic and accurate measures of individual work performance. b) Merit pay should create a belief among employees that they must perform at high levels to achieve high pay. c) Merit pay should be higher for those employees whom the manager personally favors. d) Merit pay should clearly differentiate between high and low performers in the amount of pay received. e) The “merit” aspects of a pay increase must be clearly and contingently linked with the desired performance.

Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

69. __________ is a pay system that links pay and performance by giving workers the opportunity to share in productivity gains through increased earnings. a) Skill-based pay b) Sanctioned pay c) Performance pay d) Gain sharing e) Statutory pay Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

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70. All of the following statements about gain sharing are true EXCEPT that: a) gain-sharing plans decrease personal responsibility. b) gain-sharing plans offer workers a share of any increase in total organizational productivity. c) gain sharing increases work motivation because of pay-for-performance incentives. d) with gain sharing, employees have a greater sense of personal responsibility for making performance contributions to the organization. e) gain sharing encourages workplace cooperation and teamwork.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

71. __________ rewards employees in some proportion to changes in organizational profits. a) A merit pay plan b) A skill-based pay c) A gain-sharing plan d) A profit-sharing plan e) A profit plan Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

72. The awarding of cash bonuses is especially common in the __________ of organizations. a) lower ranks b) nonexempt levels c) union members d) senior executive ranks e) contingency workforce Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

73. All of the following statements about profit sharing are true EXCEPT that: a) profit sharing is somewhat similar to gain sharing. b) profit sharing rewards individuals according to some measure of organizational performance. c) profit-sharing plans do not reward employees for specific productivity gains.

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d) profit-sharing plans reward employees based on overall organizational profits. e) profit-sharing plans adversely impact cooperation and teamwork.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

74. In a(n) __________, employees are rewarded by being given company stock or by being allowed to purchase it at a price below market value. a) single payoff b) employee stock ownership plan c) gain-sharing plan d) individualized payoff e) lump sum increase Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

75. Since stock prices can fall as well as rise, there is a risk associated with respect to __________ and that risk must be considered when evaluating the motivational value of such pay systems. a) merit pay systems b) employee stock ownership plans c) lump sum increases d) lump sum payments e) fringe benefit systems Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

76. __________ is a system that rewards people for acquiring and developing expertise in job-relevant abilities. a) Entitlement pay b) Gain-sharing pay c) Merit pay d) Skill-based pay e) Expert pay

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Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

77. Which of the following statements is NOT correct with regard to skill-based pay? a) Although it has popular appeal, it is a fairly slow-growing pay innovation. b) Skill-based pay compensates people for the mix and depth of skills they possess. c) A potential advantage of skill-based pay is flexibility. d) A potential disadvantage of skill-based pay is higher training costs. e) A potential advantage of skill-based pay is employee cross-training.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

78. Skill-based pay plans reward people __________. a) based on their knowledge and education b) based on their experience c) for the mix and depth of skills they possess d) for the particular job assignment they hold e) for maximizing the utilization of their skills Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

79. Which of the following are considered advantages of skill-based pay? a) Flexibility b) Employee cross-training c) Fewer supervisors d) Willingness to take on self-management responsibilities e) A reduction in compensation costs Answer: e Bloom’s: Knowledge Level: Difficult Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

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80. All of the following are steps in a typical sequence of performance management EXCEPT: a) identifying and setting clear and measurable performance goals. b) assigning people into the roles required to perform job responsibilities. c) taking performance measurements to assess progress. d) providing feedback and coaching on performance results. e) using performance assessment for human resource management decisions.

Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

81. How does performance management serve a developmental purpose? a) By facilitating decisions about the allocations of rewards b) By providing insights into individual strengths and weaknesses c) By facilitating the identification of measurable performance goals d) By helping managers avoid the folly of rewarding A while hoping for B e) By providing insight into the value employees attach to various work outcomes Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

82. When measuring employee performance, managers should make sure that measurements are all of these EXCEPT: a) based on clear job performance criteria. b) accurate in assessing performance. c) providing a defensible basis for differentiating between high and low performance. d) useful as feedback that can help future performance. e) always positive so as to not discourage employees.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

83. Which statement regarding comparative methods of performance appraisal is INCORRECT? a) It is a method that seeks to identify one’s relative standing among those being rated. b) Forced distribution is a method of comparative performance appraisal.

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c) This method explains how much better one person is on a given dimension when compared to another person. d) Ranking is one method of comparative performance appraisal. e) Critical incident diaries are probably the most utilized comparative method of performance appraisal.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

84. Rankings, paired comparisons, and forced distributions are types of which performance appraisal method? a) Absolute b) Definitive c) Comparative d) Discretionary e) Conclusive Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

85. A performance appraisal that involves ordering each individual from best to worst on each performance dimension being considered is referred to as __________. a) paired comparison b) critical incident diary c) forced distribution d) ranking e) management by objectives Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

86. A method of performance appraisal whereby each person is directly compared with every other person being rated is known as __________. a) paired comparison b) behaviorally anchored rating scale method c) forced distribution d) ranking

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e) graphic rating scale method Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

87. __________ is a method of performance appraisal that uses a small number of performance categories, such as “very good,” “good,” “adequate,” and “very poor,” and slots a certain proportion of people into each category. a) Paired comparison b) Critical incident diary c) Forced distribution d) Ranking e) Management by objectives Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

88. All of the following are correct statements regarding the behaviorally anchored rating scales EXCEPT that: a) it is known by the acronym BARS. b) the procedure for developing a behaviorally anchored rating scale approach starts with the employee documenting job requirements. c) behavioral descriptions include both superior and inferior performance. d) it adds more sophistication by linking ratings to specific and observable job-relevant behaviors. e) the final step of the process is to develop rating scales in which the anchors are specific critical behaviors, each reflecting a different degree of performance effectiveness.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

89. A comprehensive approach to performance appraisal that uses the evaluations of bosses, peers, and subordinates as well as self-ratings, customer ratings, and ratings of others outside the work unit is known as a(n): a) total evaluation. b) 360-degree assessment. c) worldwide evaluation.

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d) inside and outside evaluation. e) bottom-up/top-down evaluation.

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

90. When Jason rates Jamie on several different dimensions and gives a similar rating for each dimension, which of these errors has occurred? a) Personal bias error b) Recency error c) Halo error d) Leniency error e) Central tendency error Answer: c Bloom’s: Application Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

91. When Cynthia lumps everyone together around the average or middle category, this gives the impression that there are no very good or very poor performers on the dimensions being rated. Which of these errors has occurred? a) Personal bias error b) Recency error c) Halo error d) Leniency error e) Central tendency error Answer: e Bloom’s: Application Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

92. In the context of motivation, which of the following best defines direction? a) The length of time a person sticks with a given action b) The amount of effort a person puts forth c) An individual’s choice when presented with a number of possible alternatives d) The different needs that an individual is trying to satisfy e) The consequences of an individual’s behavior

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Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

93. In the context of motivation, level refers to __________. a) the length of time a person sticks with a given action b) the amount of effort a person puts forth c) an individual’s choice when presented with a number of possible alternatives d) the different needs that an individual is trying to satisfy e) the consequences of an individual’s behavior Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

94. In the context of motivation, persistence refers to __________. a) the length of time a person sticks with a path of action b) the amount of effort a person puts forth c) an individual’s choice when presented with a number of possible alternatives d) the different needs that an individual is trying to satisfy e) the consequences of an individual’s behavior Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

95. Needs theories include all of the following theories EXCEPT: a) Maslow’s hierarchy of needs theory. b) Alderfer’s ERG theory. c) McClelland’s acquired needs theory. d) Lawrence and Nohria’s model of emotional drives. e) Locke and Latham’s goal-setting theory.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

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96. __________ is classified as a needs theory. a) ERG theory b) Expectancy theory c) Goal-setting theory d) Equity theory e) Probability theory Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

97. Which of the following is the main focus of process theories of motivation? a) How will a person respond to types of leadership direction? b) How do thought processes affect decisions people make about the direction, level, and persistence of their efforts? c) When will a person react to specific management styles? d) Who will be a more appropriate manager for an employee? e) What work environment will suit an employee’s personality better?

Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

98. __________ is classified as a process theory. a) Acquired needs theory b) Equity theory c) Herzberg’s two-factor theory d) Hierarchy of needs theory e) ERG theory Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

99. Since needs theories suggest that motivation results from individual needs, managers should __________. a) apply motivation techniques that apply to most employees

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b) c) d) e)

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use the same motivation techniques for every situation change their motivational techniques annually to stay abreast of employee needs understand each employee’s needs and create work environments that respond to them test motivation techniques in a few work situations for general use

Answer: d Bloom’s: Comprehension Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

100.

In Maslow’s needs hierarchy, __________ needs must be satisfied before __________ needs are activated and __________ needs must be satisfied before __________ needs are activated. a) physiological; esteem; social; safety b) physiological; social; esteem; safety c) physiological; safety; social; esteem d) esteem; safety; esteem; social e) self-actualization; esteem; safety; social Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

101.

Which of the following is the correct order of Maslow’s needs from the lowest (lower order need) to the highest (higher order need)? a) Safety, social, physiological, esteem, and self-actualization b) Esteem, safety, social, physiological, and self-actualization c) Social, esteem, self-actualization, physiological, and safety d) Physiological, safety, social, esteem, and self-actualization e) Physiological, social, safety, self-actualization, and esteem Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

102.

Which of the following needs did Maslow describe as higher order needs? a) Esteem, social, and safety needs b) Self-actualization and esteem needs c) Safety needs, self-actualization, and social needs d) Social and esteem needs e) Self-actualization and physiological needs

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Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

103.

According to Maslow, lower order needs are: a) self-actualization and social and esteem needs. b) esteem, social, and safety needs. c) physiological, safety, and social needs. d) esteem and physiological needs. e) self-actualization and safety needs.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

104.

All of the following descriptions of Maslow’s needs hierarchy are correct EXCEPT that: a) research evidence suggests that the needs in Maslow’s hierarchy exist in a flexible rather than a rigid order. b) the five need levels may vary according to a person’s career stage, the size of the organization, or geographic location. c) the satisfaction of a need at one level will always decrease its importance and increase the importance of the next lower need. d) the order of needs in the hierarchy may differ across cultures. e) social needs tend to be dominant in more collectivist societies.

Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

105.

As a manager at Icon International, Nicole is driven by a personal sense of competence, respect from others, and recognition through various awards. According to Maslow, Nicole is driven by which of these needs? a) Safety b) Physiological c) Self-actualization d) Social e) Esteem

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Answer: e Bloom’s: Application Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

106.

Sharon, a member of a book club, a sewing club, and a tennis club strives to maintain strong interpersonal relationships. She enjoys feeling a sense of belonging. According to Maslow, Sharon is driven by which these needs? a) Self-actualization b) Social c) Esteem d) Safety e) Physiological Answer: b Bloom’s: Application Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

107.

Which of the following is true of the use of Maslow’s needs hierarchy? a) It is not pertinent to cultures outside of the United States. b) It should be consistent across different cultures. c) It can vary across cultures. d) It is more effective in non-U.S. cultures. e) It is not commonly used outside of the United States.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

108. __________ needs tend to take on higher importance in collectivist societies. a) Individualistic b) Social c) Esteem d) Higher order e) Self-actualization Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

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Section Reference: Needs Theories of Motivation

109.

Which of the following needs are addressed in Alderfer’s theory? a) Expectations, relationships, and goals b) Equity, reinforcers, and goals c) Existence, relatedness, and growth d) Existence, relatedness, and equity e) Esteem, relationships, and growth Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

110.

Which of the following comparisons of Alderfer’s ERG theory and Maslow’s needs hierarchy is correct? a) ERG theory collapses Maslow’s five need levels into two need categories. b) ERG theory prioritizes physiological needs, whereas Maslow’s theory does not. c) ERG theory contends that more than one need may be activated at a particular point in time, whereas Maslow’s theory does not. d) ERG theory provides a fixed timeline for different needs, but Maslow’s theory does not. e) ERG theory focuses on the consequences of an individual’s behavior, whereas Maslow’s theory does not.

Answer: c Bloom’s: Comprehension Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

111.

According to Alderfer, which of the following needs reflect a desire for satisfying interpersonal relationships? a) Existence b) Esteem c) Relatedness d) Self-actualization e) Growth Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

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112.

According to ERG theory, __________ needs reflect a desire for continued personal development. a) existence b) esteem c) relatedness d) self-actualization e) growth Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

113.

ERG theory contends that __________. a) only one need may be activated at a time b) work motivation is determined by individual beliefs regarding effort–performance relationships c) an already satisfied lower level need can become reactivated when a higher level need cannot be satisfied d) a high need for power creates the willingness to exercise influence and control over others e) thought processes affect decisions people make about the direction, level, and persistence of their efforts Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

114.

Which of the following needs theories of motivation is associated with the needs for achievement, affiliation, and power? a) Acquired needs theory b) Hierarchy of needs theory c) Two-factor theory d) Motivation-hygiene theory e) ERG theory Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

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115.

Manny has always been driven by the need to work more efficiently, solve problems, and master complex tasks. According to David McClelland’s manifest needs theory, Manny is most likely driven by a need for: a) power. b) safety. c) achievement. d) affiliation. e) esteem.

Answer: c Bloom’s: Application Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

116.

Which statement about acquired needs theory is correct? a) People with a high need for achievement prefer individual responsibilities, challenging goals, and performance feedback. b) People with a high need for power are drawn to interpersonal relationships and opportunities for communication. c) People with a high need for affiliation like attention and recognition. d) People with a high need for achievement will also have a high need for affiliation. e) People with a low need for achievement will also have a low need for affiliation.

Answer: a Bloom’s: Comprehension Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

117.

Joanna likes attention and is driven by a desire to have impact on others. According to McClelland, Joanna has a high need for __________. a) achievement b) self-esteem c) affiliation d) power e) relatedness Answer: d Bloom’s: Application Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

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118.

According to McClelland, someone with a high need for __________ is drawn to interpersonal relationships and opportunities for communication. a) achievement b) self-esteem c) affiliation d) power e) relatedness Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

119.

Which of the following statements is true according to McClelland’s manifest needs theory? a) Needs can be categorized as higher order or lower order needs. b) Each of the acquired needs can be linked with a set of work preferences. c) Needs are characterized by a frustration–regression dynamic. d) Needs are a manifestation of physiological requirements of the body. e) It is not possible to create work environments that can satisfy people with different need profiles.

Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

120.

In the context of Lawrence and Nohria’s model of motivation, which of the following emotional drives is satisfied through reward systems that clearly distinguish between high and low performers and that distribute rewards contingently based on performance? a) The drive to bond b) The drive to defend c) The drive to comprehend d) The drive to acquire e) The drive to achieve power Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

121.

Stella, a librarian, likes to plan interactive workshops for the staff in her library. The workshops are aimed at developing team spirit and a sense of belonging among the members. According to Lawrence and Nohria’s model of motivation, which of the following emotional drives most likely motivates Stella?

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a) b) c) d) e)

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The drive to bond The drive to defend The drive to comprehend The drive to acquire The drive to achieve power

Answer: a Bloom’s: Application Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

122.

Somit loves to learn new things. He often signs up for different workshops at his local community center. If he likes one of the activities taught in the workshop, he pursues it with dedication to reach a certain level of expertise in it. According to Lawrence and Nohria’s model of motivation, which of the following emotional drives most likely motivates Somit? a) The drive to bond b) The drive to defend c) The drive to comprehend d) The drive to acquire e) The drive to achieve power Answer: c Bloom’s: Application Level: Difficult Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

123.

Which theory is based on the phenomenon of social comparison and states that people will act to eliminate any perceived unfairness in the rewards they receive for their work in comparison with the rewards that others receive? a) Acquired needs theory b) ERG theory c) Expectancy theory d) Equity theory e) Reinforcement theory Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

124.

All of the following statements about the equity theory of motivation are correct EXCEPT that it: a) is a needs theory of motivation.

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b) c) d) e)

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stems from the act of social comparison. proposes that perceived inequity is a motivating state. holds that people try to resolve the inequities they perceive they are experiencing. holds that people who feel underpaid will reduce their work efforts to compensate for missing rewards.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

125.

Social comparison is the basic foundation of __________. a) reinforcement theory b) equity theory c) expectancy theory d) goal-setting theory e) ERG theory Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

126.

According to equity theory, __________ exists when an individual feels that he or she has received relatively less than others have received in proportion to work inputs. a) felt negative inequity b) perceived positive inequity c) internalized negative inequity d) tacit negative inequity e) assumed positive inequity Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

127.

According to equity theory, which of the following exists when an individual feels that he or she has received relatively more than others have received? a) Distributive justice b) Equity c) Assumed negative inequity d) Felt positive inequity

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e) Interactional justice Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

128.

A person can resolve perceived negative inequity by doing all of the following EXCEPT: a) reducing work inputs. b) changing the outcomes received. c) leaving the situation. d) psychologically distorting the comparisons. e) working longer hours.

Answer: e Bloom’s: Comprehension Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

129.

Which one of the following statements about the application and/or implications of equity theory is INCORRECT? a) What may seem fair and equitable to a team leader might be perceived as unfair and inequitable by a team member after comparisons are made with other team members. b) Feelings of inequity are determined solely by an individual’s interpretation of a situation. c) People who feel they are overpaid tend to decrease the quantity or quality of their work, whereas people who feel they are underpaid tend to increase the quantity or quality of their work. d) People are less comfortable when they are under-rewarded than when they are over-rewarded. e) Perceived inequity creates a state of dissonance that people are motivated to eliminate.

Answer: c Bloom’s: Comprehension Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

130.

The degree to which the rules and procedures specified by policies are properly followed in all cases to which they apply is known as __________. a) distributive justice b) instrumentality c) procedural justice d) interactional justice e) organizational justice

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Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

131. __________ is the perceived fairness of how rewards and outcomes of decisions are shared by all members of a group. a) Distributive justice b) Instrumentality c) Procedural justice d) Interactional justice e) Organizational justice Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

132.

According to expectancy theory, the value an individual attaches to various work outcomes is known as __________. a) expectancy b) valence c) instrumentality d) interactional justice e) equity Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

133.

Which equation correctly reflects Vroom’s expectancy theory of motivation? a. Motivation = Expectancy x Instrumentality x Valence b. Motivation = Expectancy x Equity x Rewards c. Motivation = Expectancy + Equity + Rewards d. Motivation = Expectancy x Rewards x Valence e. Motivation = Expectancy + Rewards + Valence Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

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Section Reference: Process Theories of Motivation

134.

The expectancy theory of motivation predicts that a person will be motivated to work hard when __________. a) expectancy is high and instrumentality and valence are low b) instrumentality is high and expectancy and valence are low c) valence is high and expectancy and instrumentality are low d) expectancy, instrumentality, and valence are all high e) expectancy or instrumentality or valence equals zero Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

135.

According to expectancy theory, managers can influence workers’ __________ by clarifying performance–reward relationships and then living up to them when rewards are actually given for accomplishments. a) expectancies b) instrumentalities c) needs for achievement d) valences e) drive to comprehend Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

136.

According to expectancy theory, managers can influence workers’ __________ by selecting people with proper abilities, training them well, providing them the needed resources, and identifying clear performance goals. a) expectancies b) instrumentalities c) reinforcers d) valences e) inducements Answer: a Bloom’s: Knowledge Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

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137.

Which of the following reflects a problem with expectancy theory? a) The operation of the multiplier effect is subject to some question. b) It fails to help explain any counterintuitive findings in cross-cultural management situations. c) Little research has been conducted on this subject. d) It focuses on individual needs rather than personal goals. e) It is too culture bound.

Answer: a Bloom’s: Knowledge Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

138. __________ is the process of developing, negotiating, and formalizing the targets or objectives that a person is responsible for accomplishing. a) Management by objectives b) Equity c) Expectancy d) Goal setting e) Motivation Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

139.

If the average worker can produce 25 ornaments an hour, which goal is likely to lead to the best performance? a) 23 b) 25 c) Do your best d) 28 e) 40 Answer: d Bloom’s: Analysis Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

140.

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According to Locke and Latham’s goal-setting theory, __________.

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difficult goals lead to higher performance than “do your best” or easy goals difficult goals frustrate workers performance is higher with easy goals specific goals lead to lower performance subconscious goals and conscious goals are not linked

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

141.

Which of the following statements about goal setting is INCORRECT? a) Specific goals are more likely to lead to higher performance than are no goals or vague or very general ones. b) Task feedback, or knowledge of results, is likely to motivate people toward higher performance by encouraging the establishment of higher performance goals. c) Goals are most likely to lead to higher performance when people have the abilities and the feelings of self-efficacy required to accomplish them. d) Goals are most likely to motivate people toward higher performance when goals are accepted and there is commitment to achievement. e) Less difficult goals are more likely to lead to higher performance than are more difficult goals.

Answer: e Bloom’s: Comprehension Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

Fill in the blank 142. __________ motivation is the intangible, positive feelings of satisfaction and contentment after completing a particularly challenging task.

Answer: Intrinsic Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

143. __________ rewards might include things like sincere praise for a job well done or symbolic tokens of accomplishment such as “employee-of-the-month” awards.

Answer: Extrinsic Bloom’s: Comprehension

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Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

144.

A compensation system that bases an individual’s salary or wage increase on a measure of the person’s performance accomplishments during a specified time period is known as __________.

Answer: merit pay Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

145.

In the context of pay for performance, __________ rewards employees in some proportion to changes in organizational profits.

Answer: profit-sharing Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

146.

When workers are paid for the job-relevant skills they have acquired rather than for the job they hold, it is referred to as __________.

Answer: skill-based pay Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

147.

__________ give employees the right to purchase shares at a fixed price in the future.

Answer: Stock options Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

148. __________ methods of performance appraisal seek to identify one’s relative standing among those being rated.

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Answer: Comparative Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

149.

In the context of performance management, a(n) __________ lists a variety of specific performance dimensions that an individual is expected to exhibit.

Answer: graphic rating scale Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

150. __________ is a comparative method of performance assessment in which each person is directly compared with every other one.

Answer: Paired comparison Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

151.

A(n) __________ assessment includes feedback from employees’ bosses, peers, subordinates, customers, and employees themselves.

Answer: 360-degree Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

152.

In the context of common performance measurement errors, __________ error occurs when a rater fails to discriminate between an employee’s strong and weak points and allows the ratings to carry over from one dimension to the next.

Answer: halo Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

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153.

In the context of common performance measurement errors, when an evaluator rates an employee low on punctuality because of a single incident of tardiness the day before the evaluation, the evaluator is making __________ error.

Answer: recency Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management 154.

Forces within an individual that account for the direction, level, and persistence of a person’s effort expended at work are referred to as __________.

Answer: motivation Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

155.

In the context of motivation, the length of time a person sticks with a path of action, even in the face of difficulty, is known as __________.

Answer: persistence Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

156. __________ theories of motivation focus on the physiological or psychological deficiencies that people seek to reduce or eliminate.

Answer: Needs Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

157.

Maslow’s __________ theory identifies five levels of individual needs.

Answer: hierarchy of needs Bloom’s: Knowledge Level: Easy

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Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

158.

In Maslow’s needs hierarchy, __________ refer to the need of a person to accomplish all that one can be and to realize his or her full potential.

Answer: self-actualization Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

159.

In Maslow’s needs hierarchy, __________ needs refer to the needs for respect, prestige, recognition, and a personal sense of competence.

Answer: esteem Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

160.

In Maslow’s needs hierarchy, __________ needs refer to the needs for security in all aspects of life, such as financial security and physical well-being.

Answer: safety Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

161.

In the context of Alderfer’s ERG theory, __________ needs are desires for physiological and material well-being.

Answer: existence Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

162.

The __________ component of Alderfer’s ERG theory holds that an already satisfied, lower level need becomes reactivated and can influence behavior when a higher level need cannot be satisfied.

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Answer: frustration–regression Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

163.

According to McClelland, the desire to set and achieve challenging goals is known as the __________.

Answer: need for achievement Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

164.

According to McClelland, people with high __________ enjoy cooperating with others, seek close interpersonal relationships, and try to avoid conflict and confrontation.

Answer: need for affiliation Bloom’s: Knowledge Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

165.

In the context of process theories of motivation, social comparison is the basic foundation for __________ theory.

Answer: equity Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

166.

Kathy notices that most of her coworkers take extended lunch breaks. Kathy doesn’t do this, but feels she is therefore justified in working a little less hard during the day. Kathy’s decision to work “less hard” is best explained by the __________ theory of motivation.

Answer: equity Bloom’s: Application Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

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167.

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__________ is defined as how fair and equitable people view the practices of their workplace.

Answer: Organizational justice Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

168.

In the context of organizational justice, an example of __________ is when an age discrimination complaint is made, both the accused and the accusing parties are allowed to present their individual views of the situation and both are treated with respect and dignity.

Answer: interactional justice Bloom’s: Comprehension Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

169.

According to Vroom’s __________, a person is motivated to the degree that he or she believes that effort will yield acceptable performance, performance will be rewarded, and the value of the rewards is highly positive.

Answer: expectancy theory Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

170. __________ is the process of developing, negotiating, and formalizing the targets or objectives that a person is responsible for accomplishing.

Answer: Goal setting Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

Essay 171.

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Explain the difference between intrinsic motivation and extrinsic motivation.

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Suggested Answer: Intrinsic motivation is the intangible, positive feelings of satisfaction and contentment that one experiences as a result of good performance on a challenging or interesting task. People who are intrinsically motivated engage in an activity because they want to, not because they have to. Extrinsic motivation is the tangible and external inducements that drive someone to do a task, such as pay, bonuses, punishments, or benefits. People who are motivated by extrinsic rewards do a task because they have to; they do not have a personal desire to do the task itself.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

172.

Identify and define four measurement errors in performance appraisal.

Suggested Answer: Five measurement errors in performance appraisal are (1) halo error, (2) leniency/strictness error, (3) central tendency error, and (4) recency error. Halo error occurs when a person’s rating on one particular dimension of a job affects ratings on other parts of the job, even though the dimensions are not directly related. Leniency errors occur when managers give relatively high ratings to virtually everyone under their supervision. Strictness errors occur when managers give everyone low ratings. Central tendency errors occur when managers lump everyone together around the average or middle performance category. Recency error occurs when a rater allows recent events to influence a performance rating over earlier events.

Bloom’s: Comprehension Level: Difficult Learning Objective 1: Explain what motivation is, where it comes from, and how it links to performance.

Section Reference: Motivation and Performance Management

173.

How do needs theories of motivation and process theories of motivation differ?

Suggested Answer: Needs theories focus primarily on individual needs—the physiological or psychological deficiencies that people seek to reduce or eliminate. Process theories focus on how thought processes affect decisions people make about the direction, level, and persistence of their efforts.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Needs Theories of Motivation, Process Theories of Motivation Section Reference: Process Theories of Motivation

174.

Briefly describe the focus of each of the needs theories of motivation.

Suggested Answer: The needs theories of motivation focus on identifying needs that people seek to satisfy. The four content theories discussed in the chapter and the focus of each are identified as follows: a) Maslow’s hierarchy of needs theory identifies five levels of individual needs. These needs are lower order (physiological, safety, and social) and higher order (esteem and self-actualization).

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b) Alderfer’s ERG theory identifies three need categories: existence, relatedness, and growth. c) McClelland’s acquired needs theory focuses on the needs for achievement, affiliation, and power. d) Lawrence and Nohria’s model of motivation identifies four emotional drives or needs that people seek to satisfy at work and in daily living—the drive to acquire, the drive to bond, the drive to comprehend, and the drive to defend.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Define basic psychological needs and how they affect behavior in the workplace.

Section Reference: Needs Theories of Motivation

175.

What is equity theory? What is the difference between felt negative inequity and felt positive inequity? What are some of the actions that employees can take to restore equity?

Suggested Answer: Equity theory argues that people will act to eliminate any felt inequity in the outcomes received for their work in comparison with others. Felt negative inequity exists when an individual feels that he or she has received relatively less than others have in proportion to work inputs.

Felt positive inequity exists when an individual feels that he or she has received relatively more than others have. When either feeling exists, the individual will likely engage in one or more of the following behaviors to restore a sense of equity: a) Change work inputs (e.g., reduce performance efforts). b) Change the outcome (rewards) received (e.g., ask for a raise). c) Leave the situation (e.g., quit). d) Change the comparison points (e.g., compare oneself to a different coworker). e) Psychologically distort the comparisons (e.g., rationalize that the inequity is only temporary and will be resolved in the future). f) Take actions to change the inputs or outputs of the comparison person (e.g., get a coworker to accept more work).

Bloom’s: Analysis Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

176.

What are the basic components of expectancy theory? How do these components collectively affect motivation levels? What can managers do to influence the expectancy theory components?

Suggested Answer: Expectancy theory argues that work motivation is a multiplicative function of expectancy (i.e., the perception that effort will yield a given level of task performance), instrumentality (i.e., the perception that a given level of achieved task performance will lead to various work outcomes), and valence (i.e., the value attached by the individual to various work outcomes). Motivation will be low when expectancy, instrumentality, or valence approaches zero. Motivation will be high when the expectancy and instrumentality probabilities are high and valence is highly positive.

Managers can influence expectancies by selecting people with proper abilities, training them well, supporting them with needed resources, and identifying clear performance goals. Managers can influence instrumentalities by clarifying performance–reward relationships and then living up to them when rewards are actually given for accomplishments. Managers can affect valences by identifying the needs that are important to each individual and then trying to adjust available rewards to match those needs.

Bloom’s: Comprehension

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Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

177.

Describe the performance implications of goal setting.

Suggested Answer: The performance implications of goal setting are as follows: a) Challenging or difficult goals are more likely to lead to higher performance than are less difficult goals. b) Specific goals are more likely to lead to higher performance than are no goals or vague or very general ones. c) Task feedback, or knowledge of results, is likely to motivate people toward higher performance by encouraging the establishment of higher performance goals. d) Goals are most likely to lead to higher performance when people have the abilities and the feelings of self-efficacy required to accomplish them. e) Goals are most likely to motivate people toward higher performance when goals are accepted and there is commitment to achievement.

Bloom’s: Comprehension Level: Difficult Learning Objective 3: Understand cognitive processes that explain motivated behavior in the workplace.

Section Reference: Process Theories of Motivation

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File: ch06, Chapter 6: Work Well in Teams

True/False

1. It is interesting to note that heart surgeons have higher death rates for similar procedures when performed in hospitals where they do more operations.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

2. Synergy is a small group of people with complementary skills, who work actively together to achieve a common purpose for which they hold themselves collectively accountable.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

3. An effective team is one that achieves high levels of task performance, member satisfaction, and team viability.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

4. The member satisfaction criterion of team effectiveness means that members continue to work well together on an ongoing basis and look forward to working together again in the future.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

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5. In general, the social facilitation effect indicates that working in the presence of others creates an emotional arousal or excitement that stimulates behavior and therefore affects performance.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

6. During the norming stage of team development, coalitions or cliques may form as individuals compete to impose their preferences on the team and to achieve a desired status position.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

7. In the norming stage of team development, holding the team together may become more important to some members than working on the team’s tasks.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

8. During the forming stage of the team development process, members begin to focus on one another’s interpersonal styles.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

9. The willingness of a team to disband when the job is done and to work well together in future responsibilities is an important long-run test of team success.

Answer: True Bloom’s: Knowledge

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Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

10. The social demands of a task involve the degree to which relationships, ego involvement, controversies over goals, and the like come into play.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

11. Tasks that are complex in social demands require unique solutions and more information processing, whereas tasks that are complex in technical demands involve difficulties in reaching agreement on goals or methods for accomplishing them.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

12. CEO and founder of Amazon.com, Jeff Bezos’s simple rule when it comes to the size of a product development team is “No team should be larger than two pizzas can feed.”

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

13. The FIRO-B theory (FIRO = fundamental interpersonal relations orientation) suggests that groups whose members have compatible needs are likely to be more effective than groups whose members have incompatible needs.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

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14. Homogeneous teams have members who are diverse in demography, experiences, lifestyles, and cultures, among other variables.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

15. Social loafing occurs when a person’s position within the group is equivalent in status to positions held outside of the group.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

16. The status congruence dilemma is the tendency for diversity in groups to make working together more difficult, even though diversity itself expands the skills and perspectives available for problem solving.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

17. Even though homogeneous teams may struggle in the short run to resolve issues, they are also likely to develop enhanced performance potential once things are worked out.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

18. An essential criterion of a true team is that the team members feel collectively accountable for what they accomplish.

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Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

19. A general sense of purpose gives general direction to a team, and clearly identified performance objectives make that purpose more attainable.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

20. Members of high-performance teams have the right mix of technical, problem-solving, decisionmaking, and interpersonal skills.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

21. High-performance teams have strong core values that help the team members guide their attitudes and behaviors in directions consistent with the team’s purpose.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

22. Research finds that, in teams, male-dominated individual intelligence, as opposed to collective intelligence, provides a clear focus for solving problems and resolving conflicts.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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23. Collective intelligence is a sequence of planned activities designed to gather and analyze data on the functioning of a group and to initiate changes designed to improve teamwork and increase team effectiveness.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

24. Role negotiation is an effective way to deal with teamwork difficulties when they occur or to help prevent them from occurring in the first place.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

25. The first step in the team-building process is data gathering and analysis.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

26. The second step in the team-building process involves team members working together and planning for team improvements.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

27. The last step in the team-building process involves team members working together to evaluate the results.

Answer: True Bloom’s: Knowledge

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Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a Hight-Performance Team

28. With all the personality issues involved, research finds that the team-building process is not very collaborative.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

29. Problems regarding participation, goals, control, relationships, and processes are likely to occur in a new team or when new members join existing teams.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

30. According to Schein, the tough battler is insecure, suffering uncertainties of intimacy and control.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

31. In coping with the challenge of entering a team, tough battlers are those individuals who are frustrated by a lack of identity in the new group and who may act aggressively or reject authority.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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32. In his studies of how people cope with the challenge of entering a team, Edgar Schein labeled individuals who act in a passive, reflective, and even single-minded manner while struggling with the fit between individual goals and group directions as disruptive entrants.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

33. Research in social psychology suggests that the achievement of sustained high performance by groups requires that members’ task needs and maintenance needs are met.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

34. Maintenance activities directly contribute to the performance of important group tasks.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

35. A norm is a set of expectations associated with a job or position on a team.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

36. Role overload occurs when a person is uncertain about his or her role in a job or on a team.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

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37. Role conflict occurs when someone is unable to meet the expectations of others.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

38. The roles of a group or team represent ideas or beliefs about how members are expected to behave.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

39. The performance norm conveys expectations about how hard team members should work and what the team should accomplish.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

40. The statement “On our team, people always try to work hard” is an example of the positive highachievement norm.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

41. The statement “People on this committee are good listeners and actively seek out the ideas and opinions of others” reinforces the negative support and helpfulness norm.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

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Section Reference: Understanding Team Dynamics

42. Cohesiveness of a group or team is the degree to which the group or team members are attracted to and motivated to remain a part of the group or team.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

43. Team cohesiveness tends to be low when members are similar in age, attitudes, needs, and backgrounds.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

44. Team cohesiveness tends to decrease when different teams are physically isolated from each other.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

45. A key negative aspect of inter-team dynamics is that the members of each team may divert energies toward their mutual animosities rather than on the performance of important tasks.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

46. A positive aspect of intergroup competition is that each group works harder, becomes more cohesive, and develops more loyalty and satisfaction.

Answer: True

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Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

47. Inter-team dynamics are relationships between groups cooperating and competing with one another.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

48. In decision by unanimity, at least one-third of the team members agree totally on the course of action to be taken.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

49. Teams will make decisions by consensus when discussion leads to one alternative being favored by most members and the others agreeing to support it.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

50. To achieve group consensus, dissenting members should get the opportunity to feel that they have been able to speak and that their voices have been heard.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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51. Teams will make decisions by majority rule when all team members agree totally on a course of action.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

52. The potential advantages of group decision making by consensus and unanimity include more knowledge and expertise being applied to the problem, more alternatives being considered, greater understanding and acceptance of the final decision, and more commitment among group members to make the final decision work.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

53. The potential advantages of group decision making include social pressure to conform, minority domination, and time delays.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

54. When groupthink occurs in highly cohesive groups, poor decisions may result from the members’ unwillingness to criticize one another’s ideas and suggestions, overemphasis on agreement, desire to hold the group together, underemphasis on critical discussion, and desire to avoid unpleasantries in the group.

Answer: True Bloom’s: Analysis Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

55. Groupthink can be avoided by having the leader express his or her opinion for a particular course of action.

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Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

Multiple Choice

56. Which of the following is NOT a way team members and leaders help their teams achieve high performance? a) Putting personal talents to work b) Building disagreement so that the team gets multiple opinions c) Persuading others to cooperate d) Accepting suggestions e) Communicating ideas Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

57. Which of these teams achieve high levels of task performance, member satisfaction, and team viability? a) Functional teams b) Serviceable teams c) Operative teams d) Effective teams e) Practical teams Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

58. When a team meets its performance goals regarding quantity, quality, and timeliness of work results, it achieves __________. a) task performance b) member satisfaction

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c) team viability d) team changeability e) team excellence Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

59. A team achieves __________ when its members are content with their team tasks, accomplishments, and interpersonal relationships. a) task performance b) member commitment c) member satisfaction d) team viability e) team changeability Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

60. A team achieves __________ when the members of a team work well together on an ongoing basis, and when a task is finished, they look forward to working together in future. a) member satisfaction b) team endurance c) team excellence d) team viability e) team changeability Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

61. __________ occurs when team members work together and accomplish more than they ever could by acting alone. a) An exchange b) An association c) Synergy d) Harmony

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e) A union Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

62. __________ occurs when people work less hard in teams than they would individually. a) Social inclusion b) Organizational shirking c) Individual loafing d) Organizational evading e) Social loafing Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

63. The performance advantages of teams over individuals are most evident in all of the following cases EXCEPT when: a) a conservative decision is required. b) there is no clear expert for a particular task. c) problems are complex. d) diverse skills are required. e) a sharing of information is required.

Answer: a Bloom’s: Comprehension

Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

64. Which of the following is an example of social facilitation? a) A team achieves more together than they would have individually. b) People work less hard in teams than they would individually. c) An athlete runs faster when running with other athletes than when running alone. d) A lack of preparedness motivates a novice, nervous speaker to perform better. e) People work together via computer networks.

Answer: c Bloom’s: Analysis

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Level: Difficult Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

65. If you are asked to describe the correct sequence of the stages of team development, which of these should you pick? a) Introduction, growth, settling in, maturation, and dismissal b) Start-up, growth, leveling off, settling in, and disbanding c) Forming, storming, norming, performing, and adjourning d) Launch, growth, leveling off, maturing, and decline e) Introduction, orientation, settling in, maturation, and decline Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

66. The five stages of team development include all of the following EXCEPT: a) the forming stage. b) the norming stage. c) the adjourning stage. d) the journeying stage. e) the storming stage.

Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

67. In the __________ stage of team development, the primary concern is the initial entry of members to the team. a) forming b) storming c) norming d) performing e) adjourning Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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68. During which stage of team development does hostility and infighting occur in a team and the team typically experiences many changes? a) The forming stage b) The storming stage c) The norming stage d) The performing stage e) The adjourning stage Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

69. Which of the following statements regarding the storming stage of team development is INCORRECT? a) Hostility and infighting occur if the team is ineffective. b) The team typically experiences many changes, and coalitions or cliques may form. c) Members’ expectations tend to be clarified, and attention shifts toward obstacles standing in the way of team goals. d) Individuals begin to understand one another’s interpersonal styles. e) Efforts are made to find ways to accomplish team goals while satisfying individual needs.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

70. During what stage of team development may a team member ask, “What can the group offer me? Can my needs be met at the same time that I contribute to the group?” a) Storming b) Forming c) Performing d) Adjourning e) Norming Answer: b Bloom’s: Comprehension

Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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71. Which of the following statements regarding the norming state of team development is FALSE? a) The turmoil of the preceding stage gives way to a precarious balancing of forces. b) Holding the team together may become more important to some members than working on the team’s tasks. c) Minority viewpoints, deviations from group directions, and criticism are welcomed as members experience a preliminary sense of closeness. d) Team members experience a new sense of harmony. e) Some team members may mistakenly perceive this stage as one of ultimate maturity.

Answer: c Bloom’s: Comprehension Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

72. Which of the following statements about the performing stage of team development is INCORRECT? a) The team is able to deal with complex tasks and handle internal disagreements in creative ways. b) The team structure is unstable. c) Members are motivated by team goals and are generally satisfied. d) The primary team challenges are continued efforts to improve relationships and performance. e) Team members are able to adapt successfully as opportunities and demands change over time.

Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

73. An immature group will have all of the following characteristics EXCEPT: a) dysfunctional decision-making methods. b) flexible operating procedures. c) unclear communications. d) independent authority relations. e) low acceptance of minority views.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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74. The final stage in the team development process is known as the __________ stage. a) adjourning b) performing c) dismissal d) maturation e) disbanding Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

75. Which of the following is the correct equation to measure team effectiveness according to the inputprocess-output model? a) Team Effectiveness = Quality of Inputs × (Process Gains + Productivity) b) Team Effectiveness = Quality of Outputs + (Process Gains × Team Inputs) c) Team Effectiveness = Quality of Inputs × (Process Gains - Process Losses) d) Team Effectiveness = Quality of Outputs × (Process Gains + Process Losses) e) Team Effectiveness = Quality of Outputs + (Productivity - Process Losses) Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

76. Which of the following is NOT a key team input? a) The nature of the task b) Rewards and resources c) Team composition d) Member satisfaction e) Team size Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

77. The input-process-output model of team effectiveness suggests that team effectiveness is influenced by all of the following EXCEPT: a) inputs. b) processes.

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c) “right players in the right seats.” d) “on the same bus, headed in the same direction.” e) task performance.

Answer: e Bloom’s: Knowledge

Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

78. Team performance is NOT in danger of suffering when: a) goals are unclear. b) rewards are too focused on individual-level accomplishments. c) resources are inefficient to accomplish the task. d) goals are easy to achieve. e) goals are well designed.

Answer: e Bloom’s: Knowledge

Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

79. The __________ demands of a team’s task include the degree to which it is routine or not, the level of difficulty involved, and the nature of the information requirements. a) cognitive b) mechanical c) social d) technical e) psychological Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

80. Which demands of a team’s task involve relationships, ego, controversies over goals, and the like? a) Cognitive demands b) Mechanical demands c) Social demands d) Technical demands e) Psychological demands

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Answer: c Bloom’s: Knowledge

Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

81. Tasks that are complex in __________ require unique solutions and more information processing than other tasks. a) cognitive demands b) mechanical demands c) social demands d) technical demands e) psychological demands Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

82. Which of the following statements accurately describes the impact of team member competencies on team performance? a) Talent alone can guarantee performance results. b) It is relatively easy to overcome the performance limitations imposed by insufficient skills and competencies for the task at hand. c) To achieve success, a team must have the right skills and competencies available for task performance. d) In homogeneous teams, members are very different and bring the needed diversity in skill sets to the team. e) The difficulties of heterogeneity are especially pronounced in the long run.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

83. What is the ideal number of members to have in a team? a) One to two b) Two to four c) Four to five d) Five to seven e) Eight to ten

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Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

84. What is the advantage of an odd-numbered team in decision making? a) They facilitate debate rather than decisions by majority rule. b) They force members to confront disagreements. c) They help teams achieve consensus. d) They help rule out ties when voting is required. e) They facilitate decisions by minority rule.

Answer: d Bloom’s: Knowledge

Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

85. Which type of teams have members who are very similar to one another? a) Homogeneous teams b) Heterogeneous teams c) Variant teams d) Variegated teams e) Conglomerate teams Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

86. The FIRO-B theory (FIRO = fundamental interpersonal relations orientation) examines differences in how people relate to one another based on their needs to express and receive feelings of __________. a) inclusion, control, and affection b) status, control, and affiliation c) power, achievement, and control d) affection, nurturance, and affiliation e) status, achievement, and power Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

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Section Reference: Understanding Team Effectiveness

87. The FIRO-B theory (FIRO = fundamental interpersonal relations orientation) suggests that teams whose members have __________ needs are likely to be more effective than teams whose members have __________ needs. a) compatible; incompatible b) incompatible; compatible c) diverse; similar d) technical; social e) social; technical Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

88. Which of the following statements provides an accurate description of homogeneous teams? a) Members are very similar to one another, and they typically find it quite easy to work together and enjoy the team experience. b) Members of homogeneous teams experience difficulty in building social relations and engaging in the interactions needed for teamwork. c) Homogeneity does not limit the team in terms of ideas, viewpoints, and creativity. d) Team members have diverse cultures and lifestyles. e) Members of homogeneous teams have different backgrounds and experience.

Answer: a Bloom’s: Knowledge Level: Medium

Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

89. As a team gets larger, all of the following things tend to happen EXCEPT: a) communication problems often set in. b) coordination of the team members becomes more difficult. c) satisfaction of the team members dips. d) turnover and absenteeism decrease. e) social loafing increases.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

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90. The tendency for increasing diversity among team members to create difficulties even as it offers improved potential for problem solving is known as the __________. a) positive–negative dilemma b) enhancement–enactment dilemma c) upside–downside dilemma d) good news–bad news dilemma e) diversity–consensus dilemma Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

91. The shared intelligence that emerges when a group of people work together in a collaborative way is called: a) collective intelligence. b) emotional intelligence. c) reliability intelligence. d) generalized ability intelligence. e) diversity intelligence.

Answer: a Bloom’s: Knowledge

Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

92. Which of these is NOT appropriate in creating a high-performing team? a) Communicating high-performance standards b) Having members spend time together c) Recruiting members with diverse skills d) Setting a clear and challenging direction e) Ensuring that new information is kept to a minimum to avoid information overload Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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93. Which of the following statements regarding characteristics of high-performance teams is INCORRECT? a) High-performance teams have strong core values. b) High-performance teams believe in team goals. c) High-performance teams have members who focus on individual effort and excellence. d) Members of high-performance teams have the right mix of skills. e) Members of high-performance teams feel collectively accountable.

Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

94. Which of the following is true of teams with high collective intelligence? a) They are not dominated by one or a few members. b) They are not affected by values of members. c) They require high level of external supervisory attention. d) They have more members with technical skills rather than with interpersonal skills. e) They do not require a lot of individual talent.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

95. Which of the following is a sequence of planned activities designed to gather and analyze data on the functioning of a team and to initiate changes designed to improve teamwork and increase team effectiveness? a) Proxemics b) Team building c) Nominal group technique d) Collective intelligence e) Distributed leadership Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

96. Which of the following is the correct sequence of steps in team building? a) Establishing a team mission statement; team goal setting; data gathering and analysis; implementing team goals; and evaluation of results

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b) Planning for team effectiveness; data gathering and analysis; establishment of team goals and objectives; implementing team goals; and evaluation of results c) Establishing a team mission statement; team cohesiveness training; data gathering and analysis; actions to improve team functioning; and implementing team goals d) Planning for team effectiveness; team goal setting; implementing team goals and evaluation of results; and reassessment of team goals e) Problems or opportunity in team effectiveness; data gathering and analysis; planning for team improvements; actions to improve team functioning; and evaluation of results Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

97. __________ is the third step in the team-building process. a) Data gathering and analysis b) Problem or opportunity in team effectiveness c) Actions to improve team functioning d) Planning for team improvements e) Evaluation of results Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

98. __________ is NOT one of the problems that new group members worry about during the onboarding process. a) Participation b) Goals c) Lack of originality d) Control e) Process Answer: c Bloom’s: Knowledge Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

99. What are the three common behavior profiles of people who try to cope with onboarding problems in self-serving ways? a) Passive, aggressive, and regressive

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b) Focused, unfocused, and mid-focused c) Tough battler, friendly helper, and objective thinker d) Primal, emotional, and rational e) Thoughtful, aggressive, and modal Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

100.

In the context of onboarding new members to a team, __________ are individuals who act in a passive, reflective, and even single-minded manner while struggling with the fit between individual goals and group directions. a) friendly helpers b) tough battlers c) objective thinkers d) amiable entrants e) thoughtful newcomers Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

101.

In the context of effective teams, __________ are activities that directly contribute to the performance of a team. a) task needs b) assignment mandates c) directive activities d) responsibility activities e) maintenance activities Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

102.

A team member contributes __________ leadership by encouraging the participation of others, trying to harmonize differences of opinion, praising the contributions of others, and agreeing to go along with a popular course of action. a) task b) functional

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c) transactional d) maintenance e) directive Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

103.

All of the following statements about maintenance activities are true EXCEPT that: a) maintenance activities support the social and interpersonal relationships among group members. b) when maintenance leadership is poor, members become dissatisfied with one another. c) in an effective group, maintenance activities support the relationships needed for team members to work well together over time. d) when maintenance leadership is weak, the value of group membership may diminish. e) maintenance activities include initiating discussion, sharing information, asking information of others, clarifying something that has been said, and summarizing the status of a deliberation.

Answer: e Bloom’s: Knowledge Level: Difficult Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

104.

Disruptive behaviors that can harm group process include all of the following EXCEPT: a) being overly aggressive toward other members. b) recognizing others and giving them attention. c) withdrawing and refusing to cooperate with others. d) horsing around when there is work to be done. e) talking too much about irrelevant matters.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

105. __________ occurs when a person’s values and needs come into conflict with role expectations. a) Intra-sender role conflict b) Inter-sender role conflict c) Person–role conflict d) Inter-role conflict e) Task conflict

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Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

106.

Which of the following is true of role ambiguity? a) It occurs when too much or too little work is expected of a team member. b) It promotes collective accountability in effective teams. c) It is less likely to be a challenge for people starting new jobs. d) It causes team members to waste their energy on unproductive tasks. e) It results from the conflict between work and family demands.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

107.

What occurs when too much work is expected of an individual and he or she feels overwhelmed? a) Role conflict b) Role indifference c) Role encumberment d) Role overload e) Role frustration Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

108.

All of the following are part of four common forms of role conflict EXCEPT: a) intra-sender role conflict. b) extra-sender role conflict. c) inter-sender role conflict. d) person–role conflict. e) inter-role conflict.

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

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109.

What occurs when different people have conflicting and mutually exclusive expectations from a member? a) Person–role conflict b) Intra-sender role conflict c) Parallel role conflict d) Inter-role role conflict e) Inter-sender role conflict Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

110. __________ occurs when the expectations of two or more roles held by the same individual become incompatible, such as the conflict between work and family demands. a) Inter-role conflict b) Person–role conflict c) Correspondent role conflict d) Divergent role conflict e) Inter-sender role conflict Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

111.

Which of the following statements about norms is INCORRECT? a) Norms help clarify the expectations associated with a person’s membership in a group. b) Although important, norms are not considered to be rules or standards of conduct. c) Norms help members guide their own behavior. d) When someone violates a group norm, other members typically respond in ways that are aimed at enforcing the norm. e) Norms help members predict what others will do.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

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112. __________ is a process for discussing and agreeing upon what team members expect of one another. a) Role negotiation b) Role agreement c) Role overload d) Role expectation e) Role cooperation Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

113.

Positive norms within groups can be established by doing all of the following EXCEPT: a) acting as a positive role model. b) reinforcing and rewarding desired behaviors. c) encouraging principled dissenters to join the group. d) selecting group members who can and will live up to norms. e) providing support and training for group members.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

114.

In the context of effective teams, which of the following is true of norms? a) They are usually established during the adjourning stage of team development. b) They are sets of expectations associated with a job or position on a team.

c) They occur when people work less hard in a group than they would individually. d) They are decided by the management. e) They must be established in the early stages of team development.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

115.

Which of the following statements does the best job of reinforcing positive “ethics” norms? a) “In our department, people are always looking for better ways of doing things.” b) “People on this committee are good listeners and actively seek out the ideas and opinions of others.” c) “We try to make fair and just decisions, and we expect others to do the same.”

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d) “On our team, people always try to work hard.” e) “It is a tradition around here for people to stand up for the company when others criticize it unfairly.”

Answer: c Bloom’s: Analysis Level: Difficult Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

116.

Which of the following statements does the best job of reinforcing positive “organizational and personal pride” norms? a) “In our department, people are always looking for better ways of doing things.” b) “People on this committee are good listeners and actively seek out the ideas and opinions of others.” c) “Our company strives for both efficiency and effectiveness.” d) “On our team, people always try to work hard.” e) “It is a tradition around here for people to stand up for the company when others criticize it.”

Answer: e Bloom’s: Analysis Level: Difficult Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

117. __________ refers to the tendency to reduce effort when working in groups. a) Social mooching b) Social management c) Social loafing d) Social contract e) Social engagement Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

118.

In contrast to less cohesive groups, members of highly cohesive group members are: a) less likely to be energetic when working on group activities. b) less likely to follow groups norms. c) less likely to be absent. d) less likely to value their membership on the team. e) less likely to be sad about performance failures.

Answer: c Bloom’s: Knowledge

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Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

119.

In the context of team cohesiveness and its effect on performance, the best-case situation for a team leader is when performance norms are __________ and team cohesiveness is __________. a) low; low b) positive; high c) negative; high d) negative; low e) positive; low Answer: b Bloom’s: Analysis Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

120.

In the context of team cohesiveness and its effect on performance, the worst-case scenario from a manager’s perspective occurs when performance norms are __________ and team cohesiveness is __________. a) high; high b) high; low c) negative; high d) negative; low e) positive; low Answer: c Bloom’s: Analysis Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

121.

Which of the following techniques does NOT increase group or team cohesiveness? a) Getting agreement b) Increasing team diversity c) Making the team smaller d) Isolating the team from other teams e) Rewarding team results Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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122.

The positive aspects of inter-team competition include all of the following outcomes EXCEPT that the members of each team are likely to: a) work harder. b) become more focused on key tasks. c) develop more internal loyalty and satisfaction. d) achieve a higher level of creativity in problem solving. e) spend time and energy on rivalries.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

123.

Organizations and their managers can discourage the negative aspects and encourage the positive aspects of inter-team dynamics by doing all of the following EXCEPT: a) refocusing the teams on a common enemy or a common goal. b) training members to work more cooperatively. c) promoting direct negotiations between teams. d) using win–lose reward systems. e) focusing reward distribution on how teams help one another.

Answer: d Bloom’s: Knowledge Level: Difficult Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

124.

When workspace architecture is studied as an influence on communication behavior, it is part of: a) cohesiveness. b) proxemics. c) virtual communication networks. d) team building. e) relationships.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

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125.

In decisions made by __________, one idea after another is suggested without any discussion and the team finally accepts an idea without any critical evaluation. a) majority rule b) lack of response c) authority rule d) consensus e) minority rule Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

126.

Decision by __________ is often made by providing a suggestion and then forcing quick agreement by challenging the group with such statements as “Does anyone object? No? Well, let’s go ahead then.” a) majority rule b) lack of response c) authority rule d) consensus e) minority rule Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

127.

All of the following statements about majority rule are true EXCEPT: a) formal voting may take place or members may be polled to find the majority viewpoint. b) all group members will feel successful as a result of the majority rule. c) some people will feel like “winners” and others will feel like “losers” when the final vote is tallied. d) the very process of voting can create coalitions. e) voting can cause members to focus on winning rather than on what is best for the team.

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

128.

In a decision made by consensus, team members: a) reach a unanimous decision. b) change their minds to reach a quick agreement.

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c) use voting, coin tossing, and bargaining to avoid conflict. d) try to involve everyone in the decision process. e) accept the decision without critical evaluation.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

129.

A group decision-making method in which all the team members wholeheartedly agree on a course of action is known as: a) consensus. b) unanimity. c) majority rule. d) minority rule. e) lack of response.

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

130.

Which of the following should the members of a team do to improve team decision making? a) Let the smartest person in the group make most of the decisions. b) Ensure unanimity when making any decision so that everyone is fully committed. c) Take decisions spontaneously, without much discussion. d) Not limit themselves to just one decision-making method for all situations. e) Not encourage exchange of ideas to avoid multiple perspectives.

Answer: d Bloom’s: Comprehension Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

131.

When groupthink occurs in highly cohesive groups, poor decisions may result from the members’ tendencies to do all of the following EXCEPT: a) being unwilling to criticize one another’s ideas and suggestions. b) underemphasizing agreement. c) desiring to hold the group together. d) underemphasizing critical discussion. e) seeking to avoid unpleasant circumstances.

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Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

132.

Groupthink can be avoided by doing all of the following EXCEPT: a) assigning the role of critical evaluator to each group member. b) creating subgroups that each work on the same problem. c) inviting outside experts to observe and react to group processes. d) having the leader express his or her preference for a particular course of action. e) holding second-chance meetings after consensus is apparently achieved.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

133.

According to the text, historical decisions such as flawed U.S. decision making during the Vietnam War and the U.S. forces’ lack of preparedness at Pearl Harbor before the United States entered World War II can be partially attributed to: a) the diversity–consensus dilemma. b) status congruence. c) role ambiguity. d) social loafing. e) groupthink.

Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

Fill in the blank

134.

A(n) __________ is a group of people brought together to use their complementary skill to achieve a common purpose for which they are collectively accountable.

Answer: team Bloom’s: Knowledge

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Level: Easy

Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

135. __________ occurs when group members actively work together in ways such that all their respective skills are well utilized to achieve a common purpose.

Answer: Teamwork Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

136.

In the context of effective teams, a team achieves __________ when the members of the team are sufficiently satisfied to continue working well together on an ongoing basis.

Answer: viability Bloom’s: Knowledge Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

137.

The creation of a whole that is greater than the sum of its parts is known as __________.

Formatted: Indent: First line: 0"

Answer: synergy Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

138.

Max Ringelmann’s findings that people may not work as hard in groups because their individual contributions are less noticeable in the group context are known as __________.

Answer: social loafing or the Ringelmann effect Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

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Section Reference: Understanding Team Dynamics

Formatted: Indent: First line: 0"

139.

In the __________ stage of team development, members are interested in getting to know each other, discovering what is considered acceptable behavior, determining the real task of the group, and defining team rules.

Answer: forming Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

140.

The __________ stage of team development is a period of high emotionality and tension among the team members.

Answer: storming Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

141.

During the __________ stage of team development, coalitions or cliques may form as individuals compete to impose their preferences on the group and to achieve a desired status position.

Answer: storming Bloom’s: Knowledge

Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

142.

The __________ stage of team development is the point at which the team really begins to come together as a coordinated unit.

Answer: norming Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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143.

The __________ stage of team development marks the emergence of a mature, organized, and well-functioning team.

Answer: performing Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

144.

The __________ stage of team development is the stage when a well-integrated team disband after its work is finished.

Answer: adjourning Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

145. __________ teams have members who vary in age, gender, race, ethnicity, experience, and culture.

Answer: Heterogeneous Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

146. __________ occurs when a person’s position within a team is equivalent in status to positions the individual holds outside of the team.

Answer: Status congruence Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

147.

The __________ is the tendency for diversity among team members to make it harder for them to work together, even though the same diversity offers improved potential for problem solving.

Answer: diversity–consensus dilemma Bloom’s: Knowledge

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Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

148.

The shared intelligence that emerges when a group of people work together in a collaborative way is known as __________.

Answer: collective intelligence Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

149.

In his studies on how people cope with the challenge of entering a team, Edgar Schein labeled individuals who show extraordinary support for others, behave in a dependent way, and seek alliances in subgroups or cliques as __________.

Answer: friendly helpers Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

150.

The achievement of sustained high performance by teams requires that both __________ needs and __________ needs be met.

Answer: task; maintenance Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

151. __________ are activities that include initiating discussion, sharing information, asking information of others, clarifying something that has been said, and summarizing the status of a deliberation.

Answer: Task needs Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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152. __________ are activities that support the team’s social and interpersonal relationships among team members.

Answer: Maintenance needs Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

153.

Behaviors that harm the team process such as talking too much about irrelevant matters are called __________.

Answer: disruptive behaviors Bloom’s: Knowledge Level: Easy Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

154.

__________ occurs when a person is uncertain about his or her role in a job or on a team.

Answer: Role ambiguity Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

155. __________ occurs when too little work is expected from a team member and he or she feels underutilized.

Answer: Role underload Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

156.

__________ occurs when the same person sends conflicting expectations.

Answer: Intra-sender role conflict Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

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Section Reference: Understanding Team Dynamics

157.

The __________ of a team represent the rules or standards of team conduct.

Answer: norms Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

158.

The __________ conveys expectations about how hard group members should work and what they should accomplish.

Answer: performance norm Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

159.

The process for discussing and agreeing upon what team members expect of one another is known as __________.

Answer: role negotiation Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

160.

The rule of __________ states that the greater the team cohesiveness, the greater the conformity of members to team norms.

Answer: conformity Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

161. __________ is the degree to which a group or team members are attracted to and motivated to remain a part of the group or team.

Answer: Cohesiveness

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Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

162.

The attention to office design in building spaces conducive to communication needed by teams today is part of __________.

Answer: proxemics Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

163.

__________ is the process of choosing among alternative courses of action.

Answer: Decision making Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

164.

In decision by __________, when a group finally accepts an idea, all others’ ideas have been bypassed and discarded by simple __________ rather than by critical evaluation.

Answer: lack of response; lack of response Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

165.

In decisions made by __________, the chairperson, leader, or manager makes a decision for the team.

Answer: authority rule Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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166.

In decisions made by __________, two or three people dominate or railroad the majority into making a decision with which they agree.

Answer: minority rule Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

167.

In decisions made by __________, discussion among members leads to one alternative being favored by most members and the other members agree to support it.

Answer: consensus Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

168. __________ is the tendency of members in highly cohesive groups to lose their critical evaluative capabilities.

Answer: Groupthink Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

169.

When President Kennedy chose to absent himself from strategy discussions by his cabinet during the Cuban Missile Crisis, he avoided the tendency for his cabinet members to figure out what he wanted and give it to him, thereby avoiding __________.

Answer: groupthink Bloom’s: Comprehension Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

Essay

170.

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What is a team? Briefly discuss the three criteria a team must meet to be an effective team.

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Suggested Answer: A team is defined as a group of people brought together to use complementary skills to achieve a common purpose for which they are collectively accountable. An effective team is one that meets three criteria: achievement of high levels of task performance, member satisfaction, and team viability. Teams achieve task performance by meeting standards of quantity, quality, and timeliness of work results. Teams achieve member satisfaction by having members who are satisfied with their team tasks, accomplishments, and interpersonal relationships. Teams achieve viability when members work well together on an ongoing basis.

Bloom’s: Comprehension

Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

171.

Describe the concept of social loafing. Why does social loafing occur? What can be done to avoid social loafing in the workplace?

Suggested Answer: Social loafing refers to the tendency on the part of people to work less hard in a group than they would individually. Social loafing occurs because people recognize that their individual contributions are less noticeable in the context of a group and it is easy to let others carry the workload.

Ways to prevent social loafing include keeping the group size small and redefining roles so that free riders are more visible and faced with peer pressure to perform. Another is to manage accountability by making individual performance expectations clear and applying consequences to those who fail to perform as agreed.

Bloom’s: Analysis Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

172.

Identify the five stages of team development and explain what happens at each stage.

Suggested Answer: The five stages of team development are as follows: a) Forming stage: Members are interested in getting to know each other and discovering what is considered acceptable behavior, in determining the real task of the group, and in defining group rules. b) Storming stage: Hostility and infighting may occur, coalitions may form as individuals compete to impose their preferences on the group and to achieve a desired status position, and membership expectations begin to be clarified. c) Norming stage: The group begins to come together as a coordinated unit but difficulties may emerge as minority viewpoints, deviations from group directions, and criticism may be discouraged because members are experiencing a preliminary sense of closeness. d) Performing stage: A mature, organized, and well-functioning group emerges; the group is able to deal with complex tasks and handle internal disagreements in creative ways; the group structure is stable; and members are motivated by group goals and are generally satisfied. e) Adjourning stage: The group is able to disband, if required, when its work is accomplished.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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173.

Test Bank

What is the FIRO-B theory? What are its implications for teams?

Suggested Answer: The FIRO-B theory (FIRO = fundamental interpersonal relations orientation) helps to identify the differences in how people relate to one another in groups based on their needs to express and receive feelings of inclusion, control, and affection. The theory suggests that teams with members who have compatible needs are more effective than teams whose members do not have compatible needs.

Teams with members who have incompatible needs include members who are withdrawn, openly hostile, struggling over control, and domineering.

Bloom’s: Comprehension Level: Difficult Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

174.

Discuss the diversity–consensus dilemma.

Suggested Answer: The diversity–consensus dilemma is the tendency for diversity among team members to create process difficulties even as it offers improved potential for problem solving. This occurs especially in the early part of a team’s life, as the team engages in the early stages of team development.

Problems occur as interpersonal stresses and conflicts emerge from the heterogeneity. The challenge to team effectiveness is to take advantage of diversity without suffering process disadvantages. But if and when such difficulties are resolved, diverse teams can achieve effectiveness and outperform less diverse ones.

Bloom’s: Analysis Level: Medium Learning Objective 1: Outline what makes teams more and less effective.

Section Reference: Understanding Team Effectiveness

175.

Describe the characteristics of high-performance teams.

Suggested Answer: The characteristics of high-performance teams are as follows: a) They have members who believe in team goals and are motivated to work hard to accomplish them. b) They have members who feel collectively accountable for moving in a compelling direction. c) They engage in the team-building process. d) They capitalize on collective intelligence e) They have strong core values that help guide team members’ attitudes and behaviors in consistent directions. f) They on-board new members effectively.

Bloom’s: Comprehension Level: Difficult Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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176.

Test Bank

Describe the differences between role ambiguity, role overload, role underload, and role conflict.

Suggested Answer: Role ambiguity occurs when someone is uncertain about what is expected of him or her. Role overload occurs when too much is expected from a member and the member feels overwhelmed with work. In contrast, role underload occurs when too little is expected from a member and the member feels underutilized. Finally, role conflict occurs when someone is unable to respond to role expectations that conflict with one another.

Bloom’s: Analysis Level: Medium Learning Objective 2: Explain how to recognize and manage team dynamics.

Section Reference: Understanding Team Dynamics

177.

What are norms? What is cohesiveness? How are norms and cohesiveness related?

Suggested Answer: Norms are beliefs about how members are expected to behave. They can be considered as rules or standards of team conduct. Cohesiveness refers to the degree to which a group or team members are attracted to a group and motivated to remain a part of it. Cohesiveness and norms can be related through the rule of conformity, which states that the more cohesive the group, the greater the conformity of members to group norms.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

178.

What is groupthink? Why can groupthink be detrimental to effective group functioning?

Suggested Answer: Groupthink refers to the tendency for members of highly cohesive groups to lose their critical evaluative capabilities. When groupthink occurs, group members tend to be unwilling to criticize one another’s ideas and suggestions. Group members also desire to hold the group together and to avoid unpleasant disagreements. This leads to an overemphasis on agreement and an underemphasis on critical discussion. In turn, poor decisions may ultimately result, thereby undermining effective group functioning.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to build a high-performance team.

Section Reference: Building a High-Performance Team

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Test Bank

File: ch07, Chapter 07: Be an Effective Leader and Follower

True/False

1. Formal leadership is exerted by persons who become influential due to special skills or their ability to meet the needs of others.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

2. Informal leadership is exerted by persons who become influential due to special skills or their ability to meet the needs of others.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

3. Leadership identity construction means that leadership is constructed and produced in social and relational interactions among people acting in context.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

4. Identity grants occur when people bestow the identity of a leader or a follower on another person.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

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Test Bank

5. Implicit leadership theories are the attributes we associate with leaders and followers and our beliefs about what makes them effective.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

6. Followership is how individuals choose to engage with leaders in the leadership process. It represents an individual's capacity or willingness to follow a leader.

Answer: True Bloom's: Knowledge Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

7. Follower role orientation refers to the tendency to attribute organizational outcomes (both good and bad) to the acts and doings of leaders.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

8. Constructive follower orientation is the extent to which one accepts that power in institutions and organizations is distributed unequally.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

9. Implicit leadership theories describe the initiation and development of relationships through exchange and reciprocity.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 3: Explain the role and importance of followership to leadership.

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Test Bank

Section Reference: Understanding Followership

10. Co-leadership represents views of leadership not as a property of individuals and their behaviors but as a social phenomenon constructed in interaction.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

11. Shared leadership is a dynamic, interactive influence in which individuals lead together to achieve group and organizational goals.

Answer: True Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

12. There is usually one right solution when it comes to leadership.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

13. The trait approach to leadership assumes that if we can identify particular and socially desirable traits, we can select individuals for leadership positions based on their natural tendencies.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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Test Bank

14. Early findings using the trait approach were very successful because researchers looked for significant correlations between traits and leadership outcomes instead of focusing on mediating variables.

Answer: False Bloom's: Comprehension Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

15. In order to find out if leaders have a certain trait, you should examine their behaviors.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

16. Behavioral approaches to the study of leadership focus on identifying patterns and categories of relevant leadership behavior and examining the effectiveness of these behaviors.

Answer: True Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

17. Task-oriented behavior involves concern for relationships and socioemotional support.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

18. Relations-oriented behavior involves providing direction and enforcing performance standards needed to drive production.

Answer: False Bloom's: Knowledge

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Test Bank

Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

19. Common sense would tell us that not all traits or behaviors of leaders are positively related to effectiveness all the time. Instead, whether a leader behavior is effective or not will depend on the situation.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

20. Contingency views of leadership recognize that the effectiveness of a particular leadership approach depends on the demands of a situation.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

21. Contingency theories try to predict leadership efficiency.

Answer: False Bloom's: Comprehension Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

22. The central argument of behavioral leadership theories is that situational factors moderate the association between a manager's leadership style and his or her effectiveness.

Answer: False Bloom's: Comprehension Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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Test Bank

23. Follower position power describes the amount of formal authority associated with the position of the leader.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

24. Charisma is a special personal quality or attractiveness that enables an individual to influence others.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

25. A socialized charismatic power orientation is a focus on power for collective (e.g., societal) rather than personal benefit.

Answer: True Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

26. Transactional leadership involves inspirational relationships in which both leaders and followers are positively transformed in the process.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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Test Bank

27. Transformational leadership involves a focus on exchanging valued goods in return for something leaders want.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

28. Contingent rewards represent the exchange of rewards for mutually agreed-upon goal accomplishment.

Answer: True Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

29. A passive leadership style involves intervening only if standards are not met.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

30. Laissez-faire leadership involves abdicating responsibilities and avoiding decisions.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

31. In complex adaptive systems, coordination and control is centralized and comes from within the system.

Answer: False Bloom's: Knowledge

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Test Bank

Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

32. Operational leadership occurs in formal, managerial roles and focuses on alignment and control aimed at driving business results.

Answer: True Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

33. Normative theory is the study of ethical problems and challenges distinctive to and inherent in the processes, practices, and outcomes of leading and following.

Answer: False Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

34. Servant leadership is a view in which servant leaders selflessly serve others first.

Answer: True Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

Multiple Choice

35. Which of the following is generated when two or more people who depend on one another work together in an influence relationship to get things done? a) Interest b) Leadership c) Norms of reciprocity

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Test Bank

d) Power distance orientation e) Immediacy Answer: b Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

36. Jason is appointed to a position of official authority in his organization. Which of the following characteristics is Jason likely to exhibit in the new position? a) Informal leadership b) Followership c) Formal leadership d) Equivalence e) Romance of leadership Answer: c Bloom's: Application Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

37. Which type of leadership is exerted by persons who become influential due to special skills or their ability to meet the needs of others? a) Equivalence leadership b) Idiosyncrasy leadership c) Informal leadership d) Constructed leadership e) Formal leadership Answer: c Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

38. Which process involves individuals negotiating identities as leaders and followers? a) Identity granting b) Identity claiming c) Role implementation d) Role-finding e) Co-leading Answer: d

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Test Bank

Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

39. Which of the following refers to actions people take to assert their identity as a leader or follower? a) Identity granting b) Identity claiming c) Balanced processing d) Constructive resistance e) Co-leading Answer: b Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

40. __________ refers to actions people take to bestow the identity of a leader or follower onto another person. a) Identity granting b) Identity claiming c) Trusting d) Following e) Balanced processing Answer: a Bloom's: Knowledge Level: Easy Learning Objective 1: What is leadership?

Section Reference: Leadership as identity construction

41. Which of the following represents our beliefs or understanding about the attributes associated with leaders and leadership? a) Social exchange theories b) Implicit theories c) Relational transparency d) Leadership contingencies e) Intellectual stimulation Answer: b Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

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Test Bank

42. The capacity or willingness to obey a leader is referred to as: a) task-oriented behavior. b) followership. c) relations-oriented behavior. d) equivalence. e) self-regulation.

Answer: b Bloom's: Knowledge Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

43. The beliefs followers hold about the way they should engage and interact with leaders to meet the needs of a work unit represent the __________ orientation. a) follower role b) power distance c) trust d) leadership e) follower identity Answer: a Bloom's: Knowledge Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

44. Which of the following views followership as an active role in which a follower expresses opinions, takes initiative, asks constructive questions, and challenges others, including the leader? a) Follower role orientation b) Leadership orientation c) Power distance orientation d) Proactive follower orientation e) Social construction Answer: d Bloom's: Knowledge Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

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Test Bank

45. Which of the following theories represents preconceived notions about prototypical and antiprototypical followership behaviors and characteristics? a) Leader–member exchange theories b) Implicit followership theories c) Implicit leadership theories d) Informal leadership theories e) Social exchange theories Answer: b Bloom's: Knowledge Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

46. The type of leadership that sees leadership as a group phenomenon that is dispersed among individuals is known as __________ leadership. a) collective b) shared c) distributed d) social e) intellectual Answer: c Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

47. Which type of leadership occurs when leadership is divided so that no one person has the power to lead unilaterally? a) Distributive leadership b) Social leadership c) Formal leadership d) Informal leadership e) Co-leadership Answer: e Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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Test Bank

48. The dynamic, interactive influence process among team members working to achieve group and organizational goals is called __________. a) shared leadership b) distributive leadership c) informal leadership d) co-leadership e) implicit leadership Answer: a Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

49. Followers contribute to the leadership process by assuming a follower role and granting a leader's __________. a) idealized influence b) identity claim c) contingent reward d) relational transparency e) dysfunctional resistance Answer: b Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

50. All of the following are implicit leadership theory prototypes EXCEPT: a) sensitivity. b) intelligence. c) tyranny. d) attractiveness. e) gender.

Answer: e Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

51. Which of the following characteristics is NOT included in the list of prototypical and antiprototypical characteristics of followers? a) Industry

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b) c) d) e)

Test Bank

Enthusiasm Incompetence Insubordination Intelligence

Answer: e Bloom's: Knowledge Level: Medium Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

52. The sharing of responsibility for meeting group task and maintenance needs is known as: a) participative partnering. b) conjunctive leadership. c) authentic leadership. d) empowered leadership. e) distributed leadership.

Answer: e Bloom's: Knowledge Difficulty: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

53. The trait approach focuses on all of the following EXCEPT: a) personality. b) interpersonal behaviors. c) motives. d) values. e) physical characteristics.

Answer: b Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

54. Which approach to leadership focuses on identifying categories of relevant leadership behavior and examining their effects on performance and other outcomes? a) The behavioral approach b) The laissez-faire approach c) The trait approach d) The directive approach e) The contingency approach

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Test Bank

Answer: a Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

55. Which approach to leadership assumes that if we can identify particular and socially desirable characteristics, we can select individuals for leadership positions based on their natural tendencies? a) The behavioral approach b) The laissez-faire approach c) The trait approach d) The directive approach e) The operational approach Answer: c Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

56. The type of behavior that involves concern for interpersonal connections and socioemotional support is known as _________ behavior. a) relations-oriented b) entrepreneurial-oriented c) task-oriented d) power-oriented e) ethical-oriented Answer: a Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

57. Which type of behavior involves providing direction and enforcing performance standards needed to drive production? a) Relations-oriented b) Participation-oriented c) Task-oriented d) Power-oriented e) Ethical-oriented

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Test Bank

Answer: c Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

58. Which of the following is NOT included in task-oriented behaviors? a) Maintaining performance standards b) Assigning tasks c) Identifying standard procedures d) Enforcing deadlines e) Building relations Answer: e Bloom's: Comprehension Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

59. __________ state that the relationship between leader behavior and leadership effectiveness depends on the demands of a situation. a) Transactional leadership approaches b) Contingency approaches c) Trait approaches d) Relational transparency approaches e) Administrative leadership approaches Answer: b Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

60. The type of leadership that involves relations-oriented, employee-centered behavior that promotes a friendly work climate by focusing on subordinate needs and well-being is known as __________. a) achievement-oriented leadership b) directive leadership c) supportive leadership d) participative leadership e) transactional leadership

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Test Bank

Answer: c Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

61. __________ leadership is needed when subordinates want guidance and direction in their jobs. a) Achievement-oriented b) Directive c) Supportive d) Participative e) Transactional Answer: b Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

62. __________ is a special personal quality or attractiveness that enables an individual to influence others. a) Leadership b) Charisma c) Motive d) Physicality e) Power Answer: b Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

63. Although charisma can be considered an individual trait, it is more aptly described as a relational process triggered by leaders and followers acting together in context. Charisma is produced by three elements: a) b) c) d) e)

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a spark, flammable material, and oxygen. power, control, and force. personality, traits, and motivation. traits, behaviors, and power. a situation, personalities, and leaders.

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Test Bank

Answer: a Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

64. Charismatic leaders can be most distinguished by their __________ skills. a) organization b) communication c) critical thinking d) management e) problem-solving Answer: b Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

65. Nicole is a manager at Frost Inc. She is very confident and optimistic, tends to use strong, expressive forms of communication, and uses personal risk and self-sacrifice to attain her visions for the organization. Nicole is said to be a(n) __________ leader. a) participative b) adaptive c) transactional d) charismatic e) emerging Answer: d Bloom's: Application Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

66. A focus on power for collective rather than personal benefit is called: a) emergence. b) ethics. c) power distance. d) a socialized charismatic orientation. e) a normative theory.

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Test Bank

Answer: d Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

67. __________ are leaders who use their allure to dominate followers and keep them weak and dependent on the leader. a) Adaptive leaders b) Personalized charismatics c) Servant leaders d) Supportive leaders e) Socialized charismatics Answer: b Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

68. The type of leadership that involves inspirational relationships in which both leaders and followers are positively changed in the process is known as __________ leadership. a) transactional b) transformational c) participative d) supportive e) traditional Answer: b Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

69. Which type of leadership involves a focus on exchanging valued goods in return for something leaders want? a) Transformational leadership b) Supportive leadership c) Transactional leadership d) Empowering leadership e) Participative leadership

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Test Bank

Answer: c Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

70. Contingent rewards represent: a) a hands-off style of abdicating responsibilities and avoiding decisions. b) the action of intervening only if standards are not met. c) deviations from rules and standards that require corrective action. d) the exchange of valuable resources for mutually agreed-upon goal accomplishment. e) a focus on organizational performance.

Answer: d Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

71. Active management by exception involves: a) abdicating responsibilities and avoiding decisions. b) intervening only if standards are not met. c) watching for deviations from rules and standards and taking corrective action. d) exchanging rewards for mutually agreed-upon goal accomplishment. e) focusing on organizational performance.

Answer: c Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

72. Which of the following does passive leadership involve? a) Abdicating responsibilities and avoiding decisions b) Intervening only if standards are not met c) Watching for deviations from rules and standards and taking corrective action d) Exchanging rewards for mutually agreed-upon goal accomplishment e) Focusing on organizational performance Answer: b Bloom's: Knowledge

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Test Bank

Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

73. Laissez-faire leadership involves: a) abdicating responsibilities and avoiding decisions. b) intervening only if standards are not met. c) watching for deviations from rules and standards and taking corrective action. d) exchanging rewards for mutually agreed-upon goal accomplishment. e) focusing on organizational performance.

Answer: a Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

74. Which style of leadership focuses on leadership as a complex interactive dynamic based on emergence? a) Complexity leadership b) Passive leadership c) Supportive leadership d) Participative leadership e) Transformational leadership Answer: a Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

75. __________ leadership occurs in formal, managerial roles and focuses on alignment and control aimed at driving business results. a) Entrepreneurial b) Adaptive c) Supportive d) Operational e) Transformational Answer: d Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

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Test Bank

Section Reference: Understanding Leadership

76. Which style of leadership fuels innovation, adaptability, and change? a) Entrepreneurial leadership b) Adaptive leadership c) Supportive leadership d) Participative leadership e) Transformational leadership Answer: a Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

77. Which type of leadership operates in the interface between operational and entrepreneurial systems? a) Passive leadership b) Adaptive leadership c) Supportive leadership d) Participative leadership e) Transformational leadership Answer: b Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

78. Which of the following is a view in which leaders selflessly help others first? a) Passive leadership b) Servant leadership c) Entrepreneurial leadership d) Authoritarian leadership e) Participative leadership Answer: b Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

79. The ethical values, norms, attitudes, feelings, and behaviors of employees in an organization are known as:

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a) b) c) d) e)

Test Bank

normative theories. ethics. ethical climates. neutralizers. complex adaptive systems.

Answer: c Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

80. Which of the following is true of the actor-network theory? a) It allows individuals to make the required changes to strengthen beneficial behaviors and weaken ineffective ones. b) It highlights that ethics are not the responsibility of leaders alone. c) It suggests that leaders are in a better position than followers to make decisions and determine direction. d) It suggests that leadership is just about managing people. e) It describes leadership as occurring in the interactions of human and nonhuman agents.

Answer: e Bloom's: Comprehension Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

81. Which of the following is a true statement about transformational leaders? a) They abdicate responsibilities, thus avoiding taking action or making decisions. b) They act only when there are problems or when the required standards are not met. c) They use active management by exception. d) They use idealized influence and inspirational leadership. e) They rely on contingent rewards.

Answer: d Bloom's: Comprehension Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

82. __________ is an individual's ability to engage with others, while maintaining openness and clarity about himself or herself. a) Relational transparency b) Intellectual stimulation

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c) Idealized influence d) Emergence e) Immediacy Answer: a Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

83. Which of the following is a form of co-leadership? a) Passive leadership b) Complementary leadership c) Formal leadership d) Operational leadership e) Servant leadership Answer: b Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

Fill in the Blank

84. __________ occurs when two or more people who depend on one another work together in an influence relationship to get things done.

Answer: Leadership Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

85. __________ is exerted by persons appointed or elected to positions of formal authority in organizations.

Answer: Formal leadership Bloom's: Knowledge Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

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86. __________ is exerted by persons who become influential due to special skills or their ability to meet the needs of others.

Answer: Informal leadership Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

87. The __________ process involves individuals negotiating identities as leaders and followers.

Answer: role-finding Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

88. __________ refer to the actions people take to assert their identity as a leader or follower.

Answer: Identity claims Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

89. __________ occur when people bestow the identity of a leader or a follower on another person.

Answer: Identity grants Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

90. __________ of leadership are the attributes we associate with leaders and our beliefs about what makes them effective.

Answer: Implicit theories Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

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Section Reference: Understanding Leadership

91. __________ is an individual's capacity or willingness to follow a leader.

Answer: Followership Bloom's: Knowledge Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

92. __________ represents the beliefs individuals have about how they should enact a follower role.

Answer: Follower role orientation Bloom's: Knowledge Level: Medium Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

93. __________ is expressing opinions, taking initiative, and constructively questioning and challenging leaders.

Answer: Proactive follower identity Bloom's: Knowledge Level: Medium Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

94. __________ are prototypes of the characteristics and behaviors that are believed to be prototypical of followers.

Answer: Implicit followership theories Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

95. __________ describes leadership as distributed throughout the organization rather than being located solely in the formal hierarchy.

Answer: Distributed leadership Bloom's: Knowledge

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Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

96. __________ occurs when leadership roles are structured in ways such that no single individual is vested with the power to lead unilaterally.

Answer: Co-leadership Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

97. __________ is a dynamic, interactive influence process in which individuals lead together to achieve group and organizational goals.

Answer: Shared leadership Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

98. The __________ approach to leadership study assumes that if we can identify particular and socially desirable attributes, we can select individuals for leadership positions based on their natural tendencies.

Answer: trait Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

99. The __________ approach to leadership study focuses on identifying categories of relevant leadership behavior and examining their effects on performance and other outcomes.

Answer: behavioral leadership Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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100.

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__________ behavior focuses on social, emotional, and interpersonal aspects of management and leadership.

Answer: Relations-oriented Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

101.

__________ behavior involves providing direction and enforcing performance standards needed to drive production.

Answer: Task-oriented Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

102.

__________ approaches state that the relationship between leader behavior and leadership effectiveness depends on the situation.

Answer: Contingency Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

103.

__________ leadership might be useful in driving group performance on a complex task; however, it might be less effective if group members do not have adequate skills or the resources needed.

Answer: Directive Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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104.

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__________ leadership is relations-oriented, employee-centered behavior that promotes a friendly work climate by focusing on subordinate needs and well-being.

Answer: Supportive Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

105.

A special personal quality or attractiveness that enables an individual to influence others is known as __________.

Answer: charisma Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

106.

__________ use their charisma to inspire followers and empower them toward collective interests.

Answer: Socialized charismatics Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

107.

Charismatic leaders with an individualized power orientation are called ________.

Answer: personalized charismatics Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

108.

__________ involves inspirational relationships in which both leaders and followers are positively changed in the process.

Answer: Transformational leadership

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Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

109.

__________ involves a focus on exchanging valued goods in return for something leaders want.

Answer: Transactional leadership Bloom's: Knowledge Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

110.

__________ focuses on leadership as a complex interactive dynamic based on emergence.

Answer: Complexity leadership theory Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

111.

__________ leadership occurs in formal, managerial roles and focuses on alignment and control aimed at driving business results.

Answer: Operational Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

112.

__________ leadership fuels innovation, adaptability, and change.

Answer: Entrepreneurial Bloom's: Knowledge Level: Medium Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

113.

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__________ foster and support ethical climates by being role models for appropriate behavior.

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Answer: Ethical leaders Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

114.

The ethical values, norms, attitudes, feelings, and behaviors of employees in an organization are known as __________.

Answer: ethical climates Bloom's: Knowledge Level: Easy Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

Essay

115.

Explain the concept of leadership as an identity construction process and what it involves.

Suggested Answer: The leadership identity construction process involves individuals negotiating identities as leaders and followers. The process involves individuals "claiming" an identity (e.g., as a leader or follower) and others affirming or "granting" that identity (i.e., by going along with the claim).

Identity claims occur when people assert themselves as a leader or a follower. Identity grants occur when people bestow on someone else a leader or follower role. How individuals make identity claims and grants is influenced by the implicit theories they hold about leadership and followership. These implicit theories are prototypes of the characteristics and behaviors that we believe are prototypical of leaders and followers. They represent the images we have in our heads about common and typical among leaders and followers. In other words, they reflect what we think effective leaders and followers look like, how they communicate, and what they should be doing.

Bloom's: Comprehension Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

116.

What is followership? Discuss the different follower identities that exist.

Suggested Answer: Followership represents an individual's capacity or willingness to follow a leader.

Follower identity represents the belief one holds about the self as a follower. It comes from both how you see yourself and how others see you. Research shows that follower identities vary across individuals.

Some followers hold passive beliefs, viewing their roles in the classic sense of following: passive,

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deferential, and obedient to authority. Others hold proactive beliefs, viewing their role as expressing opinions, taking initiative, and constructively questioning and challenging leaders. Follower role orientation represents the beliefs we have about how we should enact the follower role. Passive follower identities are associated with a passive orientation, the belief that leaders are in a better position than followers to make decisions and determine direction. Followers holding this belief look to leaders for structure and guidance. Proactive follower identities are associated with a co-production orientation, the belief that the follower's role is to partner with the leader to get the job done. Followers holding this belief see followership as being an active co-contributor to the leadership process.

Bloom's: Comprehension Level: Easy Learning Objective 3: Explain the role and importance of followership to leadership.

Section Reference: Understanding Followership

117.

Define shared leadership, and list the five important characteristics that help maintain success in team performance.

Suggested Answer: Shared leadership is a dynamic, interactive influence process among team members working to achieve group and organizational goals. Shared leadership is realized in teams where members spread responsibility for the work among members and no one person dominates. It describes how the most effective groups function. Leadership and followership roles rotate around the group: formal leaders or designated leaders step in when they need to and then step back to let others lead when they are too bogged down or when others have stronger capabilities. The key factor is each member's willingness to both step in (lead) and step back (follow) in their role on the team as the situation demands.

Bloom's: Comprehension Level: Easy Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

118.

Describe the behavioral leadership approach and the two main categories of a manager's leadership behaviors.

Suggested Answer: The behavioral approach to leadership study focuses on identifying categories of relevant leadership behavior and examining their effects on performance and other outcomes. Behavioral approaches show that the most important leader behaviors can be divided into two main categories: relations-oriented behavior and task-oriented behavior. Relations-oriented behavior, also known as consideration, focuses on social, emotional, and interpersonal aspects of management and leadership, such as interest in group harmony, personal support, and kindness. Task-oriented behavior, also known as initiating structure, focuses on the performance or productivity aspects of management and leadership.

Bloom's: Comprehensive Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

119.

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Define contingency approaches, and name the four leadership styles in the contingency model.

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Suggested Answer: Contingency approaches state that the relationship between leader behavior and leadership effectiveness depends on (i.e., "is contingent upon") the situation. These approaches identify boundary conditions that enhance or limit the impact of leaders. For example, although a directive leadership style might, in general, be useful in driving group performance on a complex task, that same style might be less so if group members do not have adequate skills or the resources needed. Contingency theories start with a manager's behavioral style. The most common leadership behaviors used by managers are task-oriented and relations-oriented behavior. In contingency approaches, these are often referred to as directive leadership and supportive leadership styles. Two additional behavioral styles were added later: achievement-oriented leadership and participative leadership.

Bloom's: Comprehensive Level: Difficult Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

120.

What is charisma and what are some of the consequences and dangers of charismatic leadership?

Suggested Answer: Charisma is a special personal quality or attractiveness that enables an individual to influence others. For charisma to achieve positive outcomes, it needs to be used from a socialized power orientation, where power is used for collective (e.g., societal) rather than personal benefit. When used for personal interests, it can have destructive consequences. Personalized charismatics dominate followers and keep them weak and dependent on the leader. Although charisma can be considered an individual trait, it is more aptly described as a relational process triggered by leaders and followers acting together in context. This process can be seen as a fire produced by three elements: (1) a spark—a leader with charismatic qualities, (2) flammable material—followers who are open or susceptible to charismatic appeal, and (3) oxygen—an environment that is conducive to change, such as a crisis or dramatic unrest.

Charismatic leaders arouse strong emotions and loyalty among followers. In general, this style can inspire very positive outcomes as followers willingly demonstrate their commitment to idealistic outcomes.

However, charismatic leadership has a dark side as well. Some especially charismatic leaders can seize on weak and needy followers and use their influence for personal gain.

Bloom's: Comprehensive Level: Difficult Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

121.

Explain the complexity leadership theory and the three styles of leadership in its framework.

Suggested Answer: Complexity leadership theory describes a framework for considering leadership in the context of both bureaucracy and complex adaptive systems. It focuses on leadership as a complex interactive dynamic based on emergence. It requires an ability to read and engage with the dynamics of the situation (i.e., complexity) and its many moving parts. Leaders do this by paying careful attention to context. In organizational settings this involves recognizing three important leadership functions: entrepreneurial leadership, operational leadership, and enabling adaptive space. Entrepreneurial leadership is the source of new ideas, innovation and creativity. It occurs when people (leaders) in organizations experience disruptive forces or see new opportunities and advocate innovative ways of

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addressing them. Operational leadership takes these ideas and helps them get adopted and implemented in organizations. It works to provide alignment and commitment that helps drive business results. This is the role of operational leadership, which focuses on alignment and control to drive business results. In many organizations, however, there are significant roadblocks between entrepreneurial and operational leadership. This requires a third type of activity, enabling leadership which focuses on breaking down procedural and structural barriers to innovation, and channeling emergence by encouraging constructive conflict through negotiation and adaptation.

Bloom's: Comprehensive Level: Difficult Learning Objective 1: Define leadership as an influence relationship between leaders and followers.

Section Reference: Understanding Leadership

122.

Describe servant leadership and list the qualities servant leaders possess.

Suggested Answer: Compared to other leadership styles, such as transformational leadership where the primary allegiance is the organization, servant leaders emphasize how an organization can create opportunities for followers to grow. It is a person-oriented approach focused on building safe and strong relationships in organizations. Servant leaders are attuned to basic spiritual values and in serving these assists others, including colleagues, the organization, and society. Servant leaders see their responsibility as increasing the autonomy of followers and encouraging them to think for themselves. They complement their focus on followers with a leadership style that places primary emphasis on humility and remaining true to themselves and their moral convictions in the face of power. Servant leaders accomplish this by empowering and developing people, having high integrity, accepting people for who they are, and being stewards who work for the good of the whole.

Bloom's: Comprehensive Level: Medium Learning Objective 2: Describe the various styles leaders can use and how they are associated with leadership effectiveness.

Section Reference: Leaders in Action

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Test Bank

File: ch08, Chapter 8: Understand and Manage Power and Politics

True/False

1. A zone of indifference represents the range of directives to which a subordinate is willing to respond without subjecting them to critical evaluations or judgment.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

2. Power and force are interchangeable terms.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

3. A dependency occurs when one person or group relies on another person or group to get what it wants or needs.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

4. We can increase our power by expanding the power of those around us.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

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5. Empowerment involves sharing power, information, decision-making authority, and rewards with others.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

6. The Iron Law of Responsibility describes a situation in which one person’s gain is equal to another person’s loss.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

7. Zero sum refers to the idea that when power imbalances get bad enough, forces are triggered that will rise up to restore balance.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

8. The problem of deferring responsibility and accountability upward in organizations is known as dysfunctional resistance.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

9. Directives falling within the zone of indifference are automatically obeyed, whereas those falling outside of it are questioned.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

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Section Reference: Build Your Power Bases

10. Legitimate power is the formal authority that stems from the extent to which a manager can control subordinates’ behavior because they believe the boss has the right to do so.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

11. Coercive power is the extent to which a manager can use extrinsic and intrinsic rewards to control other people.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

12. Personal power resides in the individual and is independent of that individual’s position within an organization.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

13. Two sources of personal power are reward power and coercive power.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

14. Expert power comes from the possession of knowledge, experience, or judgment that others need but do not possess.

Answer: True Bloom’s: Knowledge

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Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

15. Fortunately, expert power is absolute, not relative.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases 16. Referent power is the ability to alter another’s behavior because of the individual’s desire to identify with the power source.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

17. Information power is based on the ability to administer outcomes that have positive valence and remove or decrease outcomes that have negative valence.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

18. Association power refers to a form of power that arises from alliances with others developed through reciprocity.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

19. Reciprocity and reciprocal alliances are a powerful way to form strong networks in organizations.

Answer: True

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Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

20. Identification occurs when individuals accept another’s influence because of the positive or negative outcomes tied to it.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

21. Because compliance is an extrinsic form of motivation, it generates the maximum effort, proportional to the reward or punishment.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

22. Compliance occurs when individuals accept an influence attempt out of duty or obligation.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

23. Identification occurs when individuals accept an influence attempt because they want to maintain a positive relationship with the person or group making the influence request.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

24. Responses to power include conformity and resistance.

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Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

25. Conscientious employees are more likely to use constructive resistance, whereas less conscientious employees are more likely to use dysfunctional resistance.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

26. Research finds that employees who use constructive resistance are more likely to receive negative performance ratings from managers, while employees who use dysfunctional resistance are more likely to receive positive ratings from managers.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

27. The Iron Law of Responsibility states that men and women of otherwise strong personal integrity and intelligence engage in unethical and selfish behavior in the pinnacle of power because they mistakenly believe they are above the law.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

28. The lesson from the Bathsheba syndrome is that power can have potentially intoxicating and corruptive effects that, if not prepared for, may lead to devastating outcomes.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

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29. Informal systems dictate what is to be done in organizations and how work processes are to be coordinated and structured.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

30. Self-interested politics occur when individuals or groups work to shift outcomes to their personal advantage.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

31. Another term for political savvy is political power, which is the ability to effectively understand others at work and to use such knowledge to influence others to act in ways that enhance one’s personal or organizational objectives.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

Multiple Choice

32. The extent to which one accepts that power in institutions and organizations is distributed unequally is known as: a) powerlessness. b) the zone of acceptance. c) power distance. d) the zone of indifference. e) internalization.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what power is and where it comes from.

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Section Reference: Understanding Power

33. Mary is able to call on her networks both inside and outside the organization for support in getting things done and in meeting her goals. Which of the following powers is exemplified in the given scenario? a) Association power b) Connection power c) Referent power d) Information power e) Coercive power Answer: b Bloom’s: Application Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

34. Which of the following powers is derived from relations with powerful others? a) Expert power b) Referent power c) Association power d) Legitimate power e) Expert power Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

35. Which of the following forms of power arises from alliances that are formed when someone does a favor for someone else, creating an obligation to return the favor? a) Reciprocal power b) Association power c) Internalization d) Constructive resistance e) Social capita Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

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36. Herbert Kelman identified two forms of commitment. They are __________ and __________. a) compliance; influence b) influence; motivation c) control; dependence d) identification; internalization e) internalization; influence Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

37. Which of the following occurs when an individual accepts another’s influence because of the positive or negative outcomes tied to it? a) Internalization b) Compliance c) Empowerment d) Reciprocity e) Identification Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

38. Which of the following occurs when individuals accept an influence attempt out of duty or obligation? a) Nonsubstitutability b) Compliance c) Reciprocity d) Commitment e) Coercion Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

39. __________ occurs when individuals accept an influence attempt because they want to maintain a positive relationship with the person or group making the influence request. a) Compliance b) Reciprocity

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c) Internalization d) Commitment e) Identification Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

40. __________ occurs when an individual accepts influence because the induced behavior is congruent with their value system. a) Reciprocity b) Identification c) Internalization d) Commitment e) Compliance Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

41. __________ involves individuals saying no, making excuses, stalling or even arguing against an initiative. a) Compliance b) Conformity c) Resistance d) Force e) Coercion Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

42. In a department meeting, Jamira engages in thoughtful dissent aimed at constructively challenging her manager, Shivana, to rethink the decision to close two major client accounts. In the given scenario, Jamira is engaging in __________. a) forceful resistance b) constructive resistance c) control d) dysfunctional resistance

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e) conformity Answer: b Bloom’s: Application Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

43. Which of the following involves a more passive form of noncompliance in which individuals ignore or dismiss the request of the influencing agent? a) Internalization b) Constructive resistance c) Control d) Dysfunctional resistance e) Conformity Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

44. Which of the following is true of interpersonal influence? a) It requires one to develop reciprocal alliances with one’s adversaries. b) It can be generated regardless of whether a person is sincere or not. c) It is ineffective if it is subtle. d) It comes from adapting and calibrating one’s behavior to situations. e) It exerts a mild influence at best.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

45. __________ refers to a situation in which men and women of otherwise strong personal integrity and intelligence engage in unethical and selfish behavior because they believe they are above the law. a) The Iron Law of Responsibility b) The Bathsheba syndrome c) Hierarchical thinking d) The zone of indifference e) A structural hole Answer: b Bloom’s: Knowledge

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12-11

UHL Bien 2e

Test Bank

Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

46. Which of the following is a way to avoid the corruptive effects of power? a) Engaging in workarounds b) Exerting primarily legitimate power and connection power c) Discouraging constructive resistance d) Surrounding oneself with others who can keep one grounded e) Increasing power distance Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

47. Which of the following dictate how work processes are coordinated and structured? a) Formal systems b) Informal systems c) Connection powers d) Self-interested politics e) Organizational politics Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

48. Patterns of activity and relationships that arise in everyday activities as individuals and groups engage together in work environments are known as: a) formal systems. b) informal systems. c) legitimate powers. d) self-interested politics. e) organizational politics.

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

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12-12

UHL Bien 2e

Test Bank

49. Which of the following terms refers to the efforts by organizational members to seek resources and achieve desired goals through informal systems and structures? a) Formal systems b) Informal systems c) Legitimate powers d) Self-interested politics e) Organizational politics Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

50. Forms of self-interested politics include all of the following EXCEPT: a) illegitimate political activities such as coalition building. b) favoritism-based pay and promotions. c) scapegoating. d) building reciprocal alliances with others. e) using information as a political tool.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

51. Which of the following terms refer to the extent to which people in organizations work within or around formal policies and procedures to get things done? a) A workaround b) Self-interested politics c) Internalization d) The political climate e) Political savvy Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

52. __________ refers to going around rules to accomplish a task or goal when the normal process or method is not producing the desired result. a) A workaround b) Self-interested politics

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Test Bank

c) Organizational politics d) Political savvy e) Constructive resistance Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

53. Which of the following means that an individual or the work performed by a subunit cannot be easily replaced? a) Workarounds b) Nonsubstitutability c) Powerlessness d) Structural holes e) Legitimate power Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

54. Which type of power comes from formal and informal interactions with others that form relationships and networks? a) Information b) Social c) Coercive d) Legitimate e) Connection Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

55. The ability to understand and influence others to act in ways that enhance personal or organizational objectives is known as: a) political power. b) control. c) information power. d) political skill. e) social capita.

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12-14

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Test Bank

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

56. __________ is defined as the ability to accurately understand social interactions and interpret one’s behavior and that of others, as well as be keenly attuned to diverse social situations. a) Political skill b) Political savvy c) Social astuteness d) Social power e) Organizational politics Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

57. Developing political savvy involves a combination of skills, including all of the following EXCEPT: a) learning to read political situations. b) developing social astuteness. c) building relationships. d) focusing on people’s behaviors rather than motives. e) framing messages appropriately so that others will listen.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

58. __________ is defined as the potential to influence others or the capacity to change the behavior or attitude of another in a desired fashion. a) Control b) Force c) Power d) Commitment e) Skill Answer: c Bloom’s: Knowledge Level: Easy

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12-15

UHL Bien 2e

Test Bank

Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

59. __________ is action that occurs against another’s will. a) Power b) Control c) Force d) Empowerment e) Constructive resistance Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

60. __________ means that one person or group relies on another person or group to get what they want or need. a) Nonsubstitutability b) Dependency c) Independence d) Compliance e) Commitment Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

61. The lack of autonomy and participation is known as: a) dysfunctional resistance. b) internalization. c) powerlessness. d) dependence. e) compliance.

Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

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12-16

UHL Bien 2e

Test Bank

62. Which of the following involves sharing power, information, decision-making authority, and rewards with others? a) Empowerment b) Zero-sum game c) Power d) Control e) Constructive resistance Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

63. Which of the following describes a situation in which one person’s gain is equal to another person’s loss? a) The Iron Law of Responsibility b) Zero sum c) Legitimate power d) The zone of indifference e) Connection power Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

64. Which of the following states that when power imbalances get bad enough, forces are triggered that will rise up to restore balance? a) The Iron Law of Responsibility b) Zero-sum game c) Legitimate power d) The zone of indifference e) Connection power Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

65. Which type of power stems from the formal hierarchy or authority vested in a particular role or position? a) Personal power

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UHL Bien 2e

b) c) d) e)

Test Bank

Position power Referent power Information power Association power

Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

66. The __________ is the range of authoritative requests to which a subordinate is willing to respond without subjecting them to critical evaluation or judgment. a) territory of unconcern b) region of inattention c) region of insensibility d) section of apathy e) zone of acceptance Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

67. Directives falling within the zone of indifference are __________. a) subjected to slight scrutiny b) ignored c) rejected d) obeyed e) subjected to severe scrutiny Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

68. Managers derive power from both organizational and individual sources, which are called __________. a) bureaucratic power and individual power b) authority power and indigenous power c) position power and personal power d) statutory power and individual power e) expert power and personal power

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12-18

UHL Bien 2e

Test Bank

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

69. When Kenyatta, a manager in a department store, tells her staff to do something and states that she is the boss and therefore everyone must do as asked, she is trying to use __________ to influence the staff’s behavior. a) personal power b) reward power c) legitimate power d) coercive power e) process power Answer: c Bloom’s: Application Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

70. Abbey offers pay raises, bonuses, special assignments, and compliments as incentives to her subordinates. Which power does she exert in the given situation? a) Legitimate power b) Expert power c) Coercive power d) Referent power e) Reward power Answer: e Bloom’s: Application Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

71. Which of the following powers does a manager exert by withholding positive outcomes, such as special assignments or bonuses, to control the behavior of employees? a) Legitimate power b) Expert power c) Coercive power d) Process power e) Reward power Answer: c

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12-19

UHL Bien 2e

Test Bank

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

72. Personal power is primarily based in __________ and __________ power. a) expert; information b) coercive; expert c) reward; process d) legitimate; expert e) expert; referent Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

73. Ralph makes it a point to always offer help to his team members in technical areas in which he is skilled and knowledgeable. His team trusts his judgment and forms one of the most productive units in the company. What type of power does Ralph exert? a) Legitimate power b) Coercive power c) Referent power d) Reward power e) Expert power Answer: e Bloom’s: Application Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

74. Stella’s manager Roman is very demanding. He dominates his team members in meetings, wants everything done a certain way, and micromanages everyone. Roman’s behavior annoys Stella, and she responds by openly challenging all of his directives. She also delays work, citing a lack of appropriate resources as the reason. Stella’s behavior in the given scenario can be explained by __________. a) actor-network theory b) Herzberg’s two-factor theory c) psychological reactance theory d) equity theory e) the frustration–regression dynamic Answer: c

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12-20

UHL Bien 2e

Test Bank

Bloom’s: Application Level: Difficult Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

75. Which of the following is most likely to be true in an organization with asymmetrical influence relations? a) Senior managers get accurate and complete information. b) Employees at all levels are empowered to make decisions. c) The power distance is low or nonexistent. d) People tend to defer responsibility to those with more power. e) Senior managers are likely to make high-quality decisions.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

Fill in the blank

76. __________ is the extent to which one accepts that power in institutions and organizations is distributed unequally.

Answer: Power distance orientation Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

77. The ability of a person or group to influence others or the capacity to change the behavior or attitude of another in a desired fashion is known as __________.

Answer: power Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

78. The power that comes from the ability to influence another in a social relation is known as __________.

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12-21

UHL Bien 2e

Test Bank

Answer: social power Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

79. Action that occurs against another’s will is known as __________.

Answer: force Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

80. When one person or group relies on another person or group to get what they want or need, it is known as __________.

Answer: dependency Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

81. __________ is a feeling of lack of control or autonomy over one’s self or one’s work processes.

Answer: Powerlessness Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

82. __________ involves sharing power, information, decision-making authority, and rewards with others.

Answer: Empowerment Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

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12-22

UHL Bien 2e

Test Bank

83. __________ power stems from the formal hierarchy or authority vested in a particular role or position.

Answer: Position Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

84. The __________ refers to the range of orders and instructions in which authoritative directions are obeyed without question.

Answer: zone of indifference Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

85. __________ represents the belief that the person holding a position has a legitimate right to direct the behavior of those reporting to that person.

Answer: Legitimate power Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

86. __________ power comes from the ability to deliver outcomes that have positive value (i.e., positive rewards) and increase outcomes with negative value.

Answer: Reward Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

87. __________ power is the extent to which a manager can deny desired rewards or administer punishments to control other people.

Answer: Coercive Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

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12-23

UHL Bien 2e

Test Bank

Section Reference: Build Your Power Bases

88. __________ power is the possession of information that is valuable to others.

Answer: Information Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

89. __________ power resides in the individual and is independent of that individual’s position.

Answer: Personal Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

90. __________ power is the ability to alter another’s behavior because the person wants to identify with the power source.

Answer: Referent Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

91. __________ is the process by which managers help others to acquire and use the power needed to make decisions affecting themselves and their work.

Answer: Empowerment Bloom’s: Knowledge Level: Easy Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

92. __________ power is the ability to call on connections and networks both inside and outside the organization for support in getting things done and in meeting one’s goals.

Answer: Connection Bloom’s: Knowledge

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12-24

UHL Bien 2e

Test Bank

Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

93. __________ power is attained through relations with powerful people.

Answer: Association Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

94. When individuals accept another’s influence because of the positive or negative outcomes tied to it, it is called __________.

Answer: compliance Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

95. __________ occurs when individuals accept an influence attempt out of duty or obligation.

Answer: Commitment Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

96. __________ occurs when individuals accept an influence attempt because they want to maintain a positive relationship with the person or group making the influence request.

Answer: Identification Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

97. __________ occurs when an individual accepts influence because the induced behavior is congruent with their value system.

Answer: Internalization Bloom’s: Knowledge

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12-25

UHL Bien 2e

Test Bank

Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

98. __________ resistance is characterized by thoughtful dissent aimed at constructively challenging the manager to rethink the issue.

Answer: Constructive Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

99. __________ resistance involves a passive form of noncompliance in which individuals ignore or dismiss the request of the influencing agent.

Answer: Dysfunctional Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

100.

The __________ occurs when men and women of otherwise strong personal integrity and intelligence engage in unethical and selfish behavior because they believe they are above the law.

Answer: Bathsheba syndrome Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

101.

__________ dictate how work processes are to be coordinated and structured.

Answer: Formal systems Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

102. __________ are patterns of activity and relationships that arise in everyday activities as individuals and groups work to get things done.

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12-26

UHL Bien 2e

Test Bank

Answer: Informal systems Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

103. __________ are efforts by organizational members to seek resources and achieve desired goals through informal systems and structures.

Answer: Organizational politics Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

104.

The __________ of an organization is the extent to which people in the organization work within or around formal policies and procedures to get things done.

Answer: political climate Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

105.

Working around the system to accomplish a task or goal when the normal process or method is not producing the desired result is known as __________.

Answer: workarounds Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

106.

__________ means that an individual or a work unit cannot be easily replaced.

Answer: Nonsubstitutability Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

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12-27

UHL Bien 2e

Test Bank

107. __________ power is derived from formal access to information, informal access to information, and the opportunity to distribute or share information with others.

Answer: Information Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

108. __________ power represents the ability to use connections inside and outside the organization to get things done and consists of three basic types: association power, reciprocal alliances, and information power.

Answer: Connection Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

109. __________ is the skill and adroitness at reading political environments and understanding how to effectively influence these environments.

Answer: Political savvy Bloom’s: Knowledge Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

ESSAY

110.

Explain the concept of powerlessness and why it can be harmful for organizations.

Suggested Answer: Powerlessness is defined as a feeling of lack of control or autonomy over one’s self or one’s work processes. Powerlessness is experienced as a lack of autonomy and participation. It is a potent force in power dynamics because when people feel this way, it can cause them to rise up to take the other’s power away. This not only creates unpleasant and demoralizing relational and work environments, it also puts that person’s power at risk. Most often people say that powerlessness makes them feel frustrated, angry, stressed, hopeless, helpless, afraid, and lacking control. In response, when they feel this way they lash out against the person with power or simply give up and withdraw. Powerlessness is associated with higher levels of absenteeism, tardiness, theft, vandalism, grievances, shoddy workmanship, and counterproductive work behavior. When people feel powerless, they shrink in by caving their chests, physically withdrawing, and using less forceful hand gestures.

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12-28

UHL Bien 2e

Test Bank

Bloom’s: Comprehension Level: Medium Learning Objective 1: Explain what power is and where it comes from.

Section Reference: Understanding Power

111.

In the context of the typology of power bases identified by John French and Bertram Raven, briefly discuss the two main categories of power bases and their subcategories.

Suggested Answer: According to John French and Bertram Raven, the typology of power bases has two main categories: position power and personal power. Position power stems from the formal hierarchy or authority vested in a particular role or position. Personal power resides in the individual and is independent of position; it is generated through interpersonal relationships. One can tell if the power an individual holds is position or personal because personal power goes with the individual when he or she leaves a position. When a charismatic leader leaves a position, the personal power goes with them, often creating what feels like a vacuum of power when the new person comes in. There are three main types of position power in organizations, legitimate power, reward power, and coercive power. Legitimate power is the formal hierarchical authority that comes with a position. Reward power is power whose basis is the ability to administer outcomes that have positive valence and remove or decrease outcomes that have negative valence. Coercive power is similar to reward power in that it involves the ability to administer outcomes but differs in that its focus is on punishment rather than reward. Personal power lies with an individual and is generated through interpersonal relationships. It comes from personal qualities distinct from position power, such as a person’s reputation, expertise, capability, and how much respect the person has from others. A major source of personal power is expert power, or the power a person has because of special skills and abilities that others need but do not possess themselves. A second major source of personal power is referent power, the ability to alter another’s behavior because the person wants to identify with the power source.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

112.

Discuss the three common responses to position power. Briefly discuss the subtypes of these responses.

Suggested Answer: The three common responses to position power are compliance, commitment, and resistance.

• Compliance occurs when individuals accept another’s influence because of the positive or negative outcomes tied to it. When individuals comply, they go along not because they want to but because they have to.

• Commitment occurs when individuals accept an influence attempt out of duty or obligation. People respond with commitment because they agree with the desired action, which makes them demonstrate initiative and persistence in completing it. Kelman identified two forms of commitment in response to influence attempts: identification and internalization. o Identification occurs when individuals accept an influence attempt because they want to maintain a positive relationship with the person or group making the influence request. o Internalization occurs when an individual accepts influence because the induced behavior is congruent with their value system.

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Test Bank

•

Resistance involves individuals saying no, making excuses, stalling or even arguing against the initiative. Two main types of resistance strategies are constructive resistance and dysfunctional resistance. o Constructive resistance is characterized by thoughtful dissent aimed at constructively challenging the manager to rethink the issue. o Dysfunctional resistance involves a more passive form of noncompliance in which individuals ignore or dismiss the request of the influencing agent.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

113.

Explain formal and informal systems and the role they play in organizational politics.

Suggested Answer: Organizations are composed of both formal and informal systems. Formal systems dictate how work processes are to be coordinated and structured. Politics occur because of the limited capacity of formal systems to meet the performance needs of the organization. This gives rise to an informal system that represents the way work really gets done. Informal systems are patterns of activity and relationships that arise from everyday activities as individuals and groups work to get things done.

Organizational politics involve efforts by organizational members to seek resources and achieve desired goals through informal systems and structures.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Navigate the political landscape in organizations.

Section Reference: Navigate the Political Landscape

114.

Explain power bases and the two main ways to create power bases in organizations.

Suggested Answer: At the core of managing power and politics is establishing one’s power bases. Power bases are the sources of power (position, personal, information, connection) individuals and groups develop in organizations. There are two main ways to build power bases in organizations: (1) establishing competence and value added to the organization (position and personal power) and (2) building organizational and professional networks (information and connection power).

The first involves establishing bases of personal and position power by proving the ability to perform at superior levels and developing competencies that are hard to replace. The second involves developing information and connection power by building relationships and networking.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe how to build your power bases.

Section Reference: Build Your Power Bases

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12-30

UHL Bien 2e

Test Bank

File: ch09, Chapter 9: Building Strong Relationships and Networks

True/False

1. Relational maintenance involves actions to return a relationship to a positive state.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

2. Leader–member exchange (LMX) theory is the study of manager-subordinate relationship quality.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

3. Social exchange describes how relationships initiate and develop through the processes of exchange and reciprocity.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

4. The norm of reciprocity says that when one party does something for another, that party is indebted to the other until the obligation is repaid.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

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4-1

UHL Bien 2e

Test Bank

5. In the context of the norm of reciprocity, immediacy is the extent to which the amount of what is given back is roughly the same as what was received.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

6. In the context of the norm of reciprocity, equivalence refers to how quickly the repayment is made.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

7. In the context of the norm of reciprocity, interest is the motive behind an exchange.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

8. The term “interest” in social exchange is based on the firm reliance on the intention and ability of the other to repay.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

9. Idiosyncrasy credits refer to our ability to violate norms with others based on whether we have enough “credits” to cover the violation.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

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4-2

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Test Bank

10. High team–member exchange is characterized by a high level of openness, support, and psychological safety.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

11. High-quality leader–member exchange (LMX) relationships operate like contractual exchanges.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

12. Managers and employees in low-quality leader–member exchange (LMX) relationships communicate openly and honestly and support each other to meet individual and organizational goals.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

13. In any network, ties among actors differ in terms of strength, familiarity, or closeness.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

14. Social capital is the knowledge, skills, and intellectual assets employees bring to the workplace.

Answer: False Bloom’s: Knowledge Level: Easy

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4-3

UHL Bien 2e

Test Bank

Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

15. Brokers help bridge structural holes in a network by linking independent clusters together.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

16. Structural holes are the absence of a link between two actors in a social network.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

17. Network centrality indicates the extent to which all actors in a network are directly connected with each other.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

18. Incremental change is change that builds on rather than disrupts existing norms and patterns.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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19. The most significant and tangible value of a social network is its contribution to career development and advancement.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

20. Research shows that energizing ties are associated with an individual’s access to resources and promotions and positively related to wellbeing, performance and retention.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

21. In the context of relational testing, scorekeeping is evaluating every exchange to make sure it is acceptable and appropriately reciprocated.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

22. At the stage of maintenance evaluation, people do not watch every exchange; instead they monitor for relational violations.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

23. In the context of social networks, the individuals in each relationship are called clusters and the connections between them are called nodes.

Answer: False Bloom’s: Knowledge

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Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

24. Socialization is the configuration of interactions and ties among actors in a social network.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

25. A network in which most actors are not directly tied to each other is considered sparsely knit.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

26. In a network, the network maximum is reached if all actors are connected to all other actors.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

Multiple Choice

27. __________ is watching for relational violations that go outside the boundary of expectations in established relationships. a) Relational disclosure b) Maintenance evaluation c) Probing d) Parochialism e) Relational exchange Answer: b Bloom’s: Knowledge

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Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

28. A __________ occurs when a behavior crosses the boundary of acceptable behavior in a relationship. a) relationship exchange b) relational violation c) disclosure d) social exchange e) reflective exchange Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

29. Relational __________ is a testing process with the intention to rebuild or reestablish relationship quality. a) presence b) repair c) rotation d) building e) disclosure Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

30. When relational violations occurs, individuals should use __________ to attempt relational repair. a) ethnocentric behaviors b) supportive communication principles c) chronemics d) proxemics e) passive listening Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

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31. Supportive communication principles help people do all of the following EXCEPT __________. a) engage in active listening b) focus on joint problem solving to improve the state of a relationship c) strengthen the instrumental ties that are inherent in personal relationships d) avoid defensiveness e) avoid disconfirmation Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

32. The study of manager-subordinate relationship quality is known as: a) leader–member exchange theory. b) social constructive theory. c) collective leadership theory. d) role orientation. e) social engineering.

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

33. Which of the following terms describes how relationships develop through the process of reciprocity? a) Hedonism b) Social exchange c) Homophily d) Social engineering e) Network centrality Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

34. When one party does something for another, that party is indebted to the other until the obligation is repaid. This is known as: a) immediacy. b) trust. c) the norm of reciprocity.

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d) the proximity principle. e) the contagion effect.

Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

35. In the context of the components of reciprocity, __________ is the extent to which the amount of what is given back is roughly the same as what was received. a) immediacy b) trust c) valence d) equivalence e) interest Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

36. In the context of the components of reciprocity, which of the following describes how quickly the repayment is made in an exchange relationship? a) Interest b) Trust c) Immediacy d) Equivalence e) Disclosure Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

37. In the context of the components of reciprocity, the motive behind an exchange is: a) interest. b) trust. c) immediacy. d) equivalence. e) disclosure.

Answer: a

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Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

38. Which of the following terms in social exchange refers to the belief in the intention and ability of the other to repay? a) Interest b) Trust c) Immediacy d) Equivalence e) Idiosyncrasy Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

39. Which of the following terms represents our ability to violate norms with others based on whether we have enough credits to cover the violation? a) Idiosyncrasy credits b) Social credits c) Immediacy d) Interest e) Trust Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

40. Which of the following statements is true of expressive ties? a) They are formed for the achievement of some goal or purpose. b) They are characterized by friendship, kinship, and social support. c) They are also known as professional ties. d) They include relationships in the workplace. e) They describe relationships that involve exchange and cooperation.

Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

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41. Which of the following statements is true of Simmelian ties? a) They help people identify the basis of a dyad. b) They are considered weaker than regular strong ties. c) They are also known as professional ties. d) They are concerned with the number of strong ties within a subgroup of a network. e) They are only concerned with the strength of relationships between two actors.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

42. Gina works in the marketing team of an investment company. Her work requires her to collaborate and cooperate with her team members to achieve the marketing goals of the company. Her manager requires her to complete a set of tasks every day; in exchange, Gina looks to her manager for work-related guidance and support. In this scenario, Gina’s relationship with her manager can be described as a(n): a) expressive tie. b) personal tie. c) instrumental tie. d) kinship tie. e) familial tie.

Answer: c Bloom’s: Application Level: Difficult Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

43. Kevin has a tendency to get attracted to and form relationships with those who have similar aspirations and values as him. This tendency of Kevin’s is termed __________. a) homophily b) equivalence c) immediacy d) hedonism e) the contagion effect Answer: a Bloom’s: Application Level: Difficult Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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44. David’s family comprises his parents and his elder brother Adam. The relationships between David and each of his parents and the relationship between him and his brother are interconnected and form a network. In the context of the social network perspective, the connection between David and his brother is a __________. a) dyad b) triad c) clique d) quintet e) quartet Answer: a Bloom’s: Application Level: Difficult Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

45. In the context of the social network perspective, a __________ is composed of three or more actors all connected to each other. a) dyad b) triad c) clique d) quintet e) quartet Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

46. Which of the following statements is true of a cohesive network? a) It is one in which the people you are connected to are connected to one another. b) It is one in which you are connected to people who are not connected to one another. c) It is one connecting disparate groups of people so that access to goods and services is enabled. d) It is beneficial for radical change. e) It is beneficial for unstable environments.

Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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47. Which of the following statements is true of a bridging network? a) It is one in which the people you are connected to are connected to one another. b) It is beneficial for stable environments. c) It is beneficial for incremental change, change that builds on rather than disrupts existing norms and patterns. d) It is beneficial for coordination of routine tasks that require teamwork and flow. e) It is one in which you are connected to people who are not connected to one another.

Answer: e Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

48. A(n) __________ network is one connecting disparate groups of people so that access to goods, services or information is enabled. a) unit b) brokering c) cohesive d) energizing e) de-energizing Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

49. __________ exists when all members have access to information in the network. a) Network maximum b) Network centrality c) Network coherence d) Network density e) Network closure Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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50. __________ are defined as subgroups of actors who are tied together because they have similar traits or characteristics. a) Quintets b) Dyads c) Triads d) Clusters e) Nodes Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

51. The __________ is the tendency to populate a network with those closest to you, such as everyday coworkers or people in one’s small social circle. a) self-serving bias b) proximity principle c) self-similarity principle d) bystander effect e) contagion effect Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

52. Identify a true statement about de-energizing ties. a) They leave people feeling drained, unhappy, and demotivated. b) They increase employee thriving. c) They contribute to personal and organizational success. d) They lead to more boundary spanning when they go across departments. e) They are associated with an individual’s access to resources and promotions.

Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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53. A problem with de-energizing ties is their __________, or the spread of emotion across a group or network. a) homophily b) contagion effect c) bystander effect d) self-serving bias e) hedonism Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

54. In the context of energizing ties, __________ is the joint experience of vitality and learning. a) thriving b) the contagion effect c) the bystander effect d) hedonism e) homophily Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

55. __________ occurs when the same beliefs or perspectives are amplified and reinforced in a social network. a) An echo chamber b) The contagion effect c) The bystander effect d) The self-serving bias e) Network centrality Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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56. The __________ is the idea that we are all linked by short chains of acquaintances. a) self-similarity principle b) proximity principle c) bystander effect d) contagion effect e) small world theory Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

57. __________ is the tendency for actors in a network to form connections with and share the opinions and behaviors of others who are similar in terms of demographics (e.g., gender, ethnicity, educational attainment) or other attributes (e.g., personality, values). a) Homophily b) Hedonism c) Centralization d) Network centrality e) Psychological safety Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

58. In the early stages of relationship development, where individuals are getting to know one another, relational testing can be described as __________. a) homophily b) hedonism c) relational thriving d) maintenance evaluation e) scorekeeping Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

59. __________ is the process of building relationships through reciprocal interactions between people. a) Social engineering

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b) Hedonism c) Centralization d) Social exchange e) Boundary spanning Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

60. In the context of relationship building, __________ is an action contingent upon a rewarding reaction. a) centralization b) an exchange c) a disclosure d) a clique e) homophily Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

61. In the context of relational testing, at the stage of maintenance evaluation, __________. a) relationships settle in at the relationship quality in which they were developed b) people watch every exchange c) people engage in scorekeeping d) reciprocity dimensions destabilize e) people get to know one another and actively manage information that is shared Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

62. __________ is the closeness or emotional intensity of a relationship represented by a tie in a network. a) Tie strength b) Network density c) Centralization d) Network centrality e) Tie content Answer: a

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Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

63. Samantha and Erica are best friends. They share their dreams, goals, aspirations, and feelings with each other. They also rely on each other for emotional support. In this context, the tie between Samantha and Erica is (a)n __________. a) formal tie b) instrumental tie c) Simmelian tie d) professional tie e) expressive tie Answer: e Bloom’s: Application Level: Difficult Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

64. A benefit of cohesive networks is that they are: a) beneficial for environments involving change that diverges from status quo. b) beneficial for environments involving radical change. c) beneficial for coordination of routine tasks that require teamwork and flow. d) beneficial for unstable environments. e) beneficial to disruptive change.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

Fill in the blank

65. A(n) __________ occurs when a behavior or action crosses the boundary of what is acceptable in a relationship.

Answer: relational violation Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

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66. __________ is the study of manager-subordinate relationship quality.

Answer: Leader–member exchange (LMX) theory Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

67. __________ represents the extent to which team members contribute ideas, feedback, and assistance to one another.

Answer: Team–member exchange Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

68. The __________ says that when one party does something for another, an expectation is created that the other will pay them back.

Answer: norm of reciprocity Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

69. __________, in the norm of reciprocity, is the extent to which the amount of what is given back is roughly the same as what was received.

Answer: Equivalence Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

70. __________, in the norm of reciprocity, is how quickly the repayment is made.

Answer: Immediacy

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Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

71. In the context of the characteristics of reciprocity, __________ is the motive behind an exchange.

Answer: interest Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

72. In the context of social exchange, __________ is based on the belief regarding the intention and ability of the other to repay.

Answer: trust Bloom’s: Knowledge Level: Easy Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

73. __________ credits refer to our ability to violate norms with others based on whether we have enough credits to cover the violation.

Answer: Idiosyncrasy Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

74. __________ is the number of people who provide support to a person and the value of the resources they provide.

Answer: Social capital Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

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75. __________ are gaps or a lack of connection among actors in a social structure.

Answer: Structural holes Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

76. __________ is the ability to speak openly and freely with one another without fear of reprimand or negative consequences.

Answer: Psychological safety Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

77. __________ is developing relationships that cross boundaries within or outside the organization.

Answer: Boundary spanning Bloom’s: Knowledge Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

78. __________ is change that diverges from status quo and disrupts existing norms and patterns.

Answer: Radical change Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

79. __________ exists when an actor has ties with many other actors in a network.

Answer: Network centrality Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain what networks are and how they work.

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Section Reference: Building Strong Networks

80. __________ is the network of social connections that exists between people and leads to mutually advantageous cooperation and collaboration.

Answer: Social capital Bloom’s: Knowledge Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

Essay

81. What is leader–member exchange (LMX) theory? Differentiate between high-quality and low-quality LMX relationships.

Suggested Answer: Leader–member exchange (LMX) theory is the study of manager-subordinate relationship quality. Findings from LMX theory indicate that not all relationships are the same. Some employees have high-quality LMX relationships and others have low-quality LMX relationships. Highquality relationships are characterized by higher levels of trust and respect. These are typically referred to as partner relationships in which the manager and employee work together like a partnership. They communicate more openly and honestly and support each other to meet individual and organizational goals.

Low-quality relationships can be described as more traditional supervisory relationships. They operate like contractual exchanges, meaning that managers and employees only do what they have to do based on the work contract. These relationships are based more on compliance rather than commitment, and supervisors use higher levels of performance monitoring. At their worst, low-quality LMX relationships are characterized by disrespect and distrust. These types of relationships should be avoided if at all possible due to their potential to be hostile, toxic, and abusive.

Bloom’s: Analysis Level: Difficult Learning Objective 1: List methods for developing and maintaining strong work relationships. Section Reference: Build Strong Relationships

82. Describe the concept of tie strength. Differentiate between strong and weak ties.

Suggested Answer: Tie strength is the closeness or emotional intensity of the relationship represented by a tie. You have the strongest ties with your best friends and closest family members. The more time, emotional energy, and effort you put into a relationship, the stronger the tie is likely to be. Strong ties emerge from frequent contact and tend to be long lasting, filled with emotion and energy, and a great source of support. Weak ties, on the other hand, are distant and less friendly.

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Bloom’s: Analysis Level: Difficult Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

83. Describe the concept of Simmelian ties.

Suggested Answer: Ties between two people (i.e., dyads) can be described as either strong or weak depending on the closeness and trust among those two actors. Simmelian ties (named after sociologist Georg Simmel) are concerned not only with the strength of relationships between two actors, but with the number of strong ties within a subgroup of the network. A Simmelian tie is considered even stronger than a regular strong tie. According to research by David Krackhart, for a Simmelian tie to exist, there must be three (a triad) or more reciprocal strong ties in a group. A Simmelian tie is similar to a clique, in which each pair of actors has a Simmelian tie between them. Thus, a Simmelian tie helps us to identify the basis of a clique.

Bloom’s: Analysis Level: Difficult Learning Objective 2: Explain what networks are and how they work.

Section Reference: Building Strong Networks

84. What is social capital? How is it generated in personal and professional networks?

Suggested Answer: Social capital is the network of social connections that exists between people and leads to mutually advantageous cooperation and collaboration. It comes from the people we know and their willingness to help us out if needed. Social capital is the number of people who provide support to a person and the value of the resources they provide. For example, people regularly draw on their friends and acquaintances to learn about new job opportunities, changes in local events, or discounts at the local supermarket. A person diagnosed with cancer can draw on his or her social networks to get information about treatment options, insurance plans, medications, support groups, and the most caring physicians. In this way, social capital is realized as people share valuable information with others in the network. In the workplace, social capital is generated in informal networks that serve as a source of power outside the formal hierarchy.

Bloom’s: Analysis Level: Difficult Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

85. Describe the two common network traps that should be avoided to become a broker.

Suggested Answer: To become a broker it is beneficial to avoid common network traps: • The self-similarity principle is the tendency to choose people who are like you. The problem is that your network can become too homophilous and create an echo chamber, a situation where the same beliefs or perspectives get reinforced and amplified in a social group.

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• The proximity principle is the tendency to populate a network with those closest in proximity, such as everyday coworkers or people in one’s small social circle.

Bloom’s: Comprehension Level: Medium Learning Objective 3: Describe how to leverage the power of networks for professional and organizational success.

Section Reference: Leveraging Your Network

86. Describe the three components of reciprocity.

Suggested Answer: The three components of reciprocity are as follows: • Equivalence is the extent to which the amount of what is given back is roughly the same as what was received (e.g., exactly the same or something different).

• Immediacy refers to the time span of reciprocity—how quickly the repayment is made (e.g., immediately or an indeterminate length of time).

• Interest represents the motive the person has in making the exchange. Interest can range from pure selfinterest, to mutual interest, to other interest (pure concern for the other person).

Bloom’s: Comprehension Level: Medium Learning Objective 1: List methods for developing and maintaining strong work relationships.

Section Reference: Build Strong Relationships

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File: ch10, Chapter 10: Develop Communication Skills

True/False

1. When a choice is communicated in terms of potential losses, most people are willing to take more risk.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

2. Effective speakers seldom present and compare different ideas for the future as that may reduce emphasis on the central idea in their speech.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

3. Repetition of words and expressions over and over again undermines a persuasive speech.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

4. One of the reasons charismatic communication is effective is that it articulates ambitious goals for the future.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

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5. Unfortunately, in most workplaces, there is too much feedback rather than too little.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

6. Active communication occurs by facial expressions, body position, eye contact, and other physical gestures.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

7. Communicating with someone through facial expressions, body posture, eye contact, and other physical gestures is referred to as non-audible communication.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

8. Nonverbal communication affects the impressions that people make on others. It also can hold the key to what someone is really thinking or what he or she really means.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

9. Interestingly, nonverbal communication can take place through the physical arrangement of space.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

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10. Furniture placement can provide effective verbal communication with active listening.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

11. Avoidance is a major barrier to openness and honesty in communication.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

12. In difficult conversations, words such as “never” or “always” help avoid arguments.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

13. Listening to another person with the purpose of helping him or her work through a problem is called dynamic listening.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

14. One of the mistakes people make in listening is to jump to advice too early, or deflecting the topic to their own problem.

Answer: True Bloom’s: Comprehension Level: Medium

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Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

15. A supportive communication principle suggests that one must focus on the support structure in the organization instead of the personality of individuals.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

16. When engaging in supportive communication, it is helpful for a person to use absolutes such as “You never listen to me.”

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

17. Reflecting means paraphrasing back what the other said.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

18. Deflecting moves a conversation away from its original starting point.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

19. Feedback-seeking is defined as a person’s overall receptivity to feedback.

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Test Bank

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

Multiple Choice

20. __________ refers to the translation of a word to its literal meaning, more or less as dictionaries define it. a) Connotation b) Framing c) A metaphor d) A rhetoric e) Denotation Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

21. __________ refers to a commonly understood cultural or emotional association that some word or phrase carries in addition to its explicit or literal meaning. a) Connotation b) Framing c) A metaphor d) A rhetoric e) Denotation Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

22. The __________ occurs when the choice between two alternatives reverses depending on whether the scenario focuses on the potential gain or the potential loss associated with each alternative. a) halo effect b) Flynn effect c) framing effect d) Hawthorne effect

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Test Bank

e) spillover effect Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

23. Which of the following is true of metaphors? a) They are used to emphasize critical points in communication. b) They help embed particular words and their underlying meanings into the minds of audience. c) They help people visualize a concept or idea by making it accessible and understandable. d) They are used to emphasize the collective and shared goals. e) They are used to exaggerate the attractiveness of a particular option.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

24. Which of the following is true of rhetorical questions? a) They are asked to start a discussion. b) They help suppress emotional response. c) They are asked to get specific answers. d) They are phrases that are applied to an action to which they are not actually applicable. e) They are used to exaggerate the attractiveness of a particular option.

Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

25. A(n) __________ is one in which there is strong emotion, potential conflict, and a consequence at stake. a) asynchronous communication b) supportive communication c) disruptive communication d) difficult conversation e) crisis communication Answer: d Bloom’s: Knowledge

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Test Bank

Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

26. __________ refer(s) to a set of techniques for navigating difficult conversations. a) Transparency b) Supportive communication principles c) Presence-aware tools d) Proxemics e) Active listening Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

27. Supportive communication principles emphasize the need to avoid __________. a) transparency and disconfirmation b) defensiveness and transparency c) defensiveness and disconfirmation d) selective listening and defensiveness e) disconfirmation and selective listening Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

28. __________ involves listening to another person with the purpose of helping him or her work through a problem. a) Present listening b) Expressive listening c) Reflective listening d) Formal listening e) Active listening Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

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Test Bank

29. __________ occurs when an individual feels his self-worth is being questioned. a) Transparency b) Defensiveness c) Flaming d) Proxemics e) Disconfirmation Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

30. Which of the following occurs when individuals feel they are being attacked and they need to protect themselves? a) Transparency b) Defensiveness c) Flaming d) Proxemics e) Disconfirmation Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

31. All of the following are supportive communication principles EXCEPT: a) Focus on the problem and not the person. b) Be specific, not global or evaluative. c) Own, rather than disown, the communication. d) Seek to be heard and understood. e) Be congruent—match the words with the body language.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

32. All of the following are components of active listening EXCEPT: a) Reflecting

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b) c) d) e)

Test Bank

Probing Minimizing deflecting Filtering Advising

Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

33. Which of the following involves listening to another person with the purpose of helping him or her work through a problem? a) Selective listening b) Advising c) Active listening d) Presence e) Mentoring Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

34. According to the Johari Window, things we do not know about ourselves but others do are referred to as __________. a) open b) closed c) hidden d) blind spot e) attribution bias Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

35. All of the following are effective ways to give developmental feedback EXCEPT: a) Be positive and focus on improvements. b) Provide feedback soon after the issue occurs so it is fresh in mind. c) Be general so as not to hurt the person’s feelings. d) Provide feedback in small chunks. e) Convey a sense of caring, and that you are trying to help.

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Test Bank

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

36. All of the following are reasons people engage in feedback seeking EXCEPT: a) To gather information for improving performance. b) To learn what others think about them. c) To enhance relations. d) To change one’s personality. e) All of these.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

37. Which of the following is an individual’s perceived competence in interpreting and responding to feedback appropriately? a) Feedback self-efficacy b) Feedback orientation c) Feedback seeking d) Feedback perception e) Feedback reflection Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

38. Which of the following is true of moral conviction in language? a) It emphasizes commitment to an individual’s core moral beliefs. b) It helps create common ground between a persuader and those being persuaded. c) It involves repeating words and expressions over and over again. d) Speakers using moral conviction in language are known to invoke low ideals. e) Speakers using moral conviction in language can emphasize their listeners’ core beliefs.

Answer: a Bloom’s: Comprehension Level: Medium

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Test Bank

Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

39. __________ in language emphasizes commitment to higher order ideals concerning right and wrong for which there can be little disagreement. a) Satisficing b) Bounded rationality c) Availability heuristic d) Moral conviction e) Foreshadowing Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

40. __________ emphasizes shared goals between and among all participants and highlights the idea that all those listening are in this together. a) Using metaphors b) Contrasting and comparing c) Use of lists d) Moral conviction e) Invoking the collective Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

41. Emphasizing the collective is a common tactic in persuasive communication because __________. a) it helps people visualize a concept or idea by making it accessible and understandable b) it tries to encourage people to action by showing that others are already acting c) it invokes high ideals d) it emphasizes a key point and stretches that point by introducing synonymous expressions for the same idea e) it elicits emotional responses Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

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Test Bank

42. An especially good story makes its characters interesting by __________. a) reducing their depth b) showing them in different settings, reacting to different circumstances c) setting an expectation for their likely interactions d) making the story’s purpose independent of them e) eliciting emotional responses from the audience Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

43. In the context of successful storytelling, __________ is used to give a hint of what is to happen later in a story. a) a rhetorical question b) resolution c) foreshadowing d) a common ground e) charismatic communication Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

44. In the context of successful storytelling, identify a true statement about conflict in a story. a) Conflict is used to give a hint of what is to happen later in the story. b) All good conflicts in stories need not be resolved in some way. c) Resolution is an effective method to create tension or conflict in a story. d) Stories without tension or conflict are not all that compelling and impactful. e) Especially good stories make their conflicts interesting by setting them in different circumstances.

Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

45. __________ occurs when a story’s fundamental tension or biggest problem has been solved. a) Comparing b) Resolution

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Test Bank

c) Foreshadowing d) Tension e) Contrasting Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

46. In the context of problem solving, identify a true statement about difficult conversations. a) They need not be congruent. b) They need to be global and not specific. c) They need some plan and prep time to be successful. d) They should not include any wiggle room for different scenarios to play out. e) They should not include any opening comments about joint problem solving.

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

47. In the context of supportive communication skills, an individual is __________ when he or she takes responsibility for what he or she says rather than placing it on a third party. a) owning the communication b) being congruent c) foreshadowing d) engaging in attribution bias e) avoiding Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

48. During a conversation with her business partners, Maya’s body language changes from being forthcoming to avoidant and distant when one of her ideas is rejected. However, when asked what is wrong, Maya says she is fine. In this scenario, Maya is being __________. a) specific b) incongruent c) congruent

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Test Bank

d) objective e) global Answer: b Bloom’s: Application Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

49. Being __________ means matching the verbal (words) with the nonverbal (body language). a) defensive b) evaluative c) tactful d) avoidant e) congruent Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

50. In the context of supportive communication skills, which of the following is a consequence of disowning a communication? a) Reduced credibility b) Reduced conflicts c) Enhanced integrity d) Congruency e) Increased empathy Answer: a Bloom’s: Comprehension Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

51. In the context of successful storytelling, a premise is the __________ of a story and can be a particular location, historical context, time or the baseline set of social, cultural, or cognitive conditions that set the story’s context. a) foreshadow b) central conflict c) starting point

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Test Bank

d) end point e) crystallizing feature Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

52. Which of the following is a tactic required to succeed in persuasive and charismatic communication? a) Contrasting and comparing b) Being incongruent c) Owning a communication d) Being evaluative and not objective e) Setting the premise Answer: a Bloom’s: Comprehension Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

53. In the context of developmental feedback, __________ is a tool for helping individuals understand when they need feedback. a) the Ansoff Matrix b) foreshadowing c) attribution bias d) moral conviction e) the Johari Window Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

54. In the context of feedback orientation, __________ is the feeling that an individual is responsible to act on feedback he or she receives. a) objectivity b) avoidance c) utility d) accountability e) congruency

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Test Bank

Answer: d Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

Fill in the blank

55. __________ is compelling attractiveness or charm that can inspire devotion in others.

Answer: Charisma Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

56. When verbal and nonverbal messages do not match, receivers will pay more attention to the __________.

Answer: nonverbal Bloom’s: Knowledge Level: Medium Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

57. __________ communication takes place through facial expressions, body position, eye contact, and other physical gestures.

Answer: Nonverbal Bloom’s: Knowledge Level: Easy Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

58. __________ is the act of speaking without using words.

Answer: Presence Bloom’s: Knowledge Level: Easy

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Test Bank

Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

59. The tendency to attribute causes of problems to others rather than ourselves is referred to as __________.

Answer: attribution bias Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

60. __________ in communication occurs when individuals feel they are being attacked and they need to protect themselves.

Answer: Defensiveness Bloom’s: Knowledge Level: Easy Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

61. According to supportive communication principles, we must focus on the problem and not the __________.

Answer: person Bloom’s: Knowledge Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

62. __________ in communication occurs when an individual feels his or her self-worth is being questioned.

Answer: Disconfirmation Bloom’s: Knowledge Level: Easy

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Test Bank

Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

63. In the context of active listening, __________ means asking for additional information.

Answer: probing Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

64. Feedback __________ is an individual’s perceived competence in interpreting and responding to feedback appropriately.

Answer: self-efficacy Bloom’s: Knowledge Level: Easy Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

Essay

65. Why is storytelling an effective communication tactic? Briefly discuss the components that underlie the foundations for successful storytelling.

Suggested Answer: Stories are effective ways to explain critical topics in part because people are more likely to remember interesting characters, tense moments, and pleasant endings. Effective communicators are adept at telling stories that convey important information and make otherwise complex or controversial topics accessible and understandable. The components that underlie the foundations for successful storytelling are as follows: • Premise: Premise (or setting) is the starting point for a story. This could be a particular location, historical context, time (past, present, future), or the baseline set of social, cultural, or cognitive conditions that set the story’s context.

• Character development: All stories have at least one main character and usually several supporting characters. Especially good stories make their characters interesting by giving them depth, showing examples that develop our sense of their experiences, preferences, goals, and weaknesses.

• Foreshadowing: Foreshadowing is used to give a hint of what is to happen later in the story.

Foreshadowing helps the audience develop expectations for things to come and is an effective method to create tension or conflict.

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Test Bank

•

Tension: Tension (or conflict) in a story is realized as a crystallizing feature in the arc of a story’s plot. Every story must have tension or a central conflict, challenge, or problem around which the story is based. The conflict gives a story its essential purpose or trajectory.

• Resolution: Resolution occurs when the story’s fundamental tension has been resolved or the story’s biggest problem has been solved. This is the moment in a story when the main characters have realized their triumph over—or suffering because of—the story’s essential conflict. All good conflicts must be resolved in some way. If not, the audience is left unsatisfied.

Bloom’s: Analysis Level: Difficult Learning Objective 1: Describe tools and techniques we can use to be more effective communicators.

Section Reference: Communicating for Influence

66. What does the term “developmental feedback” refer to in the context of communication? Briefly describe feedback giving and list the five rules one must follow for effective feedback giving.

Suggested Answer: Developmental feedback provides information about what we are doing well and what could use improvement. All of us make mistakes and have things we can do better. Developmental feedback is needed in these situations because we are quite often unaware of these issues.

Feedback giving is providing information to others about outcomes of their performance, behavior, or actions. To give feedback effectively, we need to remember these five rules: • Be developmental.

• Be timely and specific.

• Provide feedback in private and at a good time.

• Provide feedback in small chunks.

• Don’t bring the person down.

Bloom’s: Analysis Level: Difficult Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

67. What are active listening skills and what is the purpose of active listening. Briefly describe the four listening strategies that facilitate active listening.

Suggested Answer: Active listening skills are listening strategies focused on mindfully hearing what another person is saying to assist them in working through a problem or issue. The role of the active listener is to help the other person process the emotions and facts to better understand what he or she is experiencing. The purpose of active listening is to be a good sounding board. To do it well the focus needs to be kept on the other person and their issue. The goal should be to facilitate problem solving through reflection and introspection. Four listening strategies that facilitate active listening are as follows: • Reflecting: Reflecting means paraphrasing back what the other said. This can be summarizing what was stated or asking a question for clarification or elaboration. Effective reflecting shows that on is really listening and giving the other a chance to correct any misunderstanding.

• Probing: Probing means asking for additional information. Its purpose is to help the speaker dig more deeply into understanding the feelings, facts, and meanings of the issue they are trying to explore. When probing one must be careful about the kinds of questions one asks so that one does not come across as judgmental.

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Test Bank

•

Deflecting. Deflecting means shifting to a different topic or countering with a revised version of the issue. What deflecting does is move the conversation away from its original starting point.

Deflecting can make one come across as uninterested or too preoccupied to listen. The best listeners keep deflecting to a minimum.

• Advising. Advising means telling someone what to do. The purpose of advising is to offer suggestions for overcoming a problem in a meaningful or satisfying way. The best listeners regulate their desire to advise unless specifically asked to do so. When they do provide advice, it is done in the context of supportiveness rather than presumptuousness.

Bloom’s: Analysis Level: Difficult Learning Objective 3: Understand the importance of feedback and listening skills.

Section Reference: Develop Your Feedback and Listening Skills

68. What are supportive communication principles? List four supportive communication principles.

Suggested Answer: Supportive communication principles are techniques for navigating difficult conversations. They are designed to reduce emotional defenses that arise in conflict situations by focusing on joint problem solving. Four supportive communication principles are as follows: • Focus on the problem and not the person.

• Be specific not global, and objective not judgmental.

• Own rather than disown the communication.

• Be congruent—match the words with the body language.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

69. Explain how the Johari Window helps in developmental feedback.

Suggested Answer: The Johari Window is a tool developed by psychologists Joseph Luft and Harrington Ingham. It helps us understand when we need feedback. It shows that there are some things that are “Open” that we know about ourselves and that others also know, and there are some things that are “Hidden” that we know about ourselves but others don’t know. Yet there are also things we don’t know about ourselves, but others do. This is called our blind spot, and it is important because it provides a developmental opportunity for us. The only way to reduce blind spots is to get feedback from others.

Feedback helps us address our blind spots by increasing self-awareness. It tells us how others perceive us, what we are doing well, areas we can improve, and changes we can make to better attain our goals. For feedback to work, however, it needs to be done effectively through feedback giving and feedback seeking.

Bloom’s: Comprehension Level: Difficult Learning Objective 2: Explain how to use supportive communication to collaborate more effectively with others.

Section Reference: Handle Difficult Conversations Using Supportive Communication

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Test Bank

File: ch11, Chapter 11: Handle Conflict, Negotiation, and Decision Making

True/False

1. Arbitration occurs whenever disagreements exist in a social situation over issues of substance, or whenever emotional antagonisms create frictions between individuals or groups.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

2. In today’s environment, with so much focus on competition, research shows that managers and team leaders spend relatively little time dealing with conflicts.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

3. Conflict resolution involves a fundamental disagreement over ends or goals to be pursued and the means for their accomplishment.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

4. A dispute with one’s boss over a plan of action to be followed, such as a marketing strategy for a new product, is an example of emotional conflict.

Answer: False Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

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Test Bank

5. Substantive conflict is commonly known as a clash of personalities.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

6. When emotional conflicts creep into work situations, they can be conducive to teamwork because they get people to talk about their feelings.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

7. Conflict in organizations can be upsetting both to the individual directly involved and to others affected by its occurrence.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

8. Unfortunately, functional conflict cannot bring important problems to the surface and as such they cannot be addressed constructively.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

9. Functional conflict can cause decisions to be considered carefully and to be perhaps reconsidered to ensure that the right course of action is being followed.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

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Test Bank

Section Reference: Manage Conflict

10. Functional conflict can offer opportunities for creativity that can improve individual, team, or organizational performance.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

11. Functional conflict is also referred to as constructive conflict.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

12. Dysfunctional conflict works to the individual’s, group’s, or organization’s disadvantage often diverting energies and hurting group cohesion.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

13. Daniel and Carol are unable to work together because of their interpersonal differences. This exemplifies a destructive substantive conflict.

Answer: False Bloom’s: Application Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

14. Conflict resolution occurs when the underlying reasons for conflict are eliminated.

Answer: True Bloom’s: Knowledge

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Test Bank

Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

15. Reducing differences and tolerating differences are two strategies that are generally used to resolve functional conflicts.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

16. Conflict antecedents establish the conditions from which future conflicts are likely to develop.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

17. Compromise is a superficial and often temporary form of conflict resolution.

Answer: False Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

18. Disputes and open disagreements may erupt among units and people when workflow interdependence is high.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

19. An appeal to common goals can focus the attention of potentially conflicting parties on one mutually desirable conclusion.

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Test Bank

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

20. If conflict is severe and recurring, the continual use of upward referral may not result in true conflict resolution.

Answer: True Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

21. Some examples of direct conflict management strategies are managed interdependence, appeals to common goals, upward referral, and altering of scripts and myths.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

22. Avoidance involves pretending a conflict does not really exist.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

23. Lose–lose strategies may result from outright competition or authoritative command where the solution is dictated by an authority figure.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

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Test Bank

24. Accommodation is a conflict management strategy that may be used when an issue is trivial.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

25. Three criteria for effective negotiation are quality, harmony, and efficiency.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

26. Hard bargaining in distributive negotiation may lead to a win–lose outcome.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

27. When negotiating for a pay raise, it is important to do research and find out what others make for a similar position inside and outside the organization.

Answer: True Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

28. The myth of the fixed pie occurs when people become committed to their demands and are reluctant to back down.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

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Test Bank

29. In arbitration, the neutral third party has the power to issue a binding decision.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

30. Heuristics is the process of choosing a course of action for dealing with a problem.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

31. The behavioral decision model is a five-step process that starts with the recognition and definition of the problem or opportunity and ends with the evaluation of results and any needed follow-up.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

32. In decision making, defining a problem involves checking for underlying moral problems that might need ethical analysis.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

33. In the classical decision model, a problem is not clearly defined, knowledge of possible action alternatives and their consequences is limited, and the manager responsible for the decision making chooses a satisfactory solution to the problem.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

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Test Bank

Section Reference: Be a More Effective Decision Maker

34. In the classical decision model, a manager faces a clearly defined problem, knows all possible action alternatives and their consequences, and then chooses the alternative that offers the optimum solution to the problem.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

35. Behavioral decision models view managers as acting in a world of complete certainty.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

36. The behavioral decision model allows for an optimizing decision that gives the absolute best solution to a problem.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

37. Classical decision models accept the notion of bounded rationality and suggest that people act only in terms of what they perceive about a given situation.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

38. Behavioral scientists are cautious about applying the classical decision model to many decision situations because they recognize that human beings have cognitive limitations that restrict their information-processing capabilities.

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Test Bank

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

39. Optimizing refers to the idea that, while individuals reason well and are logical, they have their limits with respect to interpreting and making sense of things within the context of their personal situations.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

40. Bounded rationality is choosing the first alternative that appears to give an acceptable or satisfactory resolution of a problem.

Answer: False Bloom’s: Knowledge Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

41. A key element in decision making under risk and uncertainty is intuition.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

42. Intuition adds elements of flexibility and spontaneity to decision making, thereby offering potential for creativity and innovation.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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10-9

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Test Bank

43. Teams engaged in systematic thinking are expected to plan before acting.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

44. Judgment, or the use of one’s intellect, is important in all aspects of decision making.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

45. Optimizing decisions are simplifying strategies or rules of thumb used to make decisions.

Answer: False Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

46. The availability heuristic involves assessing a current event based on past occurrences that are easily available in one’s memory.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

47. The representativeness heuristic bases a decision on similarities between a situation at hand and stereotypes of similar occurrences.

Answer: True Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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Test Bank

48. An example of the application of the anchoring and adjustment heuristic is when Jason, an HR manager at ABC Manufacturing, selects a new member not because of any special qualities of the person but only because the individual comes from an educational institution known to have produced high performers in the past.

Answer: False Bloom’s: Application Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

Multiple Choice

49. Which of the following statements regarding conflict is INCORRECT? a) Managers and team leaders should always avoid conflict since it creates a negative environment and leads to destructive performance results. b) Managers and team leaders may act as mediators to resolve conflicts between other people. c) Managers and team leaders can spend considerable time dealing with conflicts. d) Managers and team leaders should be able to recognize situations that have the potential for conflict. e) Managers and team leaders should be able to deal with conflict situations in ways that will best serve the needs of both the organization and the people involved.

Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

50. Conflict as it is experienced in the daily workplace involves at least two basic forms: a) rational conflict and irrational conflict. b) sanctioned conflict and ad hoc conflict. c) substantive conflict and emotional conflict. d) bureaucratic conflict and personal conflict. e) institutional conflict and rational conflict.

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

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Test Bank

51. Which of the following involves interpersonal difficulties that arise over feelings of anger, mistrust, dislike, fear, resentment, and the like? a) Substantive conflict b) Emotional conflict c) Indigenous conflict d) Rational conflict e) Impulsive conflict Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

52. Samantha stated that she does not like her coworker, Mary. Samantha said, “Mary always rubs me the wrong way.” Samantha is experiencing __________ conflict with Mary. a) substantive b) emotional c) indigenous d) rational e) manifest Answer: b Bloom’s: Application Level: Difficult Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

53. Two persons debating each other aggressively on the merits of two different proposed advertising campaigns is an example of __________. a) cooking conflict b) felt conflict c) perceived conflict d) substantive conflict e) emotional conflict Answer: d Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

54. Two persons continually in disagreement over each other’s work attire is an example of __________.

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10-12

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a) b) c) d) e)

Test Bank

perceived conflict substantive conflict emotional conflict felt conflict manifest conflict

Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

55. Which of the following is NOT considered a benefit of functional conflict? a) Functional conflict can bring important problems to the surface so they can be addressed. b) Functional conflict can cause decisions to be considered carefully. c) Functional conflict can cause decisions to be reconsidered to ensure that the right course of action is being followed. d) Functional conflict can decrease the amount of information used for decision making. e) Functional conflict can offer opportunities for creativity that can improve individual, team, or organizational performance.

Answer: d Bloom’s: Comprehension Level: Difficult Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

56. Which type of conflict diverts energies, hurts group cohesion, promotes interpersonal hostilities, and overall creates a negative environment for workers? a) Inappropriate conflict b) Inconsistent conflict c) Functional conflict d) Dysfunctional conflict e) Contradictory conflict Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

57. If John and Jose are not able to work together because of interpersonal differences, they may contribute to the emergence of which type of conflict? a) Constructive conflict b) Functional conflict

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Test Bank

c) Dysfunctional conflict d) Cooking conflict e) Process conflict Answer: c Bloom’s: Application Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

58. Reducing differences and tolerating differences are the two approaches used to generate positive outcomes in the process of __________. a) foreshadowing b) individualized consideration c) conflict resolution d) resistance e) escalating commitment Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

59. Which of the following establishes the conditions from which conflicts are likely to develop? a) A conflict antecedent b) A premise c) Invoking the collective d) A functional conflict e) Being congruent Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

60. __________ occurs when win–lose strategies fail to address the root causes of a conflict and end up burying the desires of at least one of the conflicting parties. As a result, future conflicts over the same issues are likely to occur. a) Submission b) Suppression c) Satisficing d) Avoidance e) Foreshadowing

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10-14

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Test Bank

Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

61. In the context of dysfunctional conflicts, __________ involve disagreements over how roles and responsibilities should be assigned. a) process conflicts b) cross-cultural conflicts c) status conflicts d) hierarchical conflicts e) relational conflicts Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

62. Which of the following is NOT a common cause of conflict in organizations? a) Unresolved prior conflicts b) Resource scarcities c) Role ambiguities d) Structural differentiation e) Authoritative command Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

63. Which type of conflict management style involves being cooperative and unassertive? This style is characterized by letting the wishes of others rule and overlooking differences to maintain harmony. a) Avoidance b) Accommodation c) Competition d) Compromise e) Collaboration Answer: b Bloom’s: Knowledge Level: Medium

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10-15

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Test Bank

Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

64. During a conflict situation, Kyle is cooperative but unassertive with his employees. He tries to smooth over their differences, but it only produces a false sense of harmony among them. Which type of conflict management style is Kyle using? a) Avoidance b) Competition c) Accommodation d) Compromise e) Collaboration Answer: c Bloom’s: Application Level: Difficult Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

65. Which conflict management style involves being uncooperative and assertive? This style is characterized by working against the wishes of the other party, engaging in win–lose competition, and forcing things to a favorable conclusion through the exercise of authority. a) Avoidance b) Accommodation c) Competition d) Compromise e) Collaboration Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

66. The __________ conflict management style involves being both cooperative and assertive. This style is characterized by trying to fully satisfy everyone’s concerns by working through differences and finding and solving problems so that everyone gains. a) avoidance b) accommodation c) competition d) compromise e) collaboration Answer: e Bloom’s: Knowledge Level: Medium

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Test Bank

Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

67. When dealing with conflict situations in her department, Morgan emphasizes cooperation and assertiveness. Differences are worked through together so that everybody’s concerns are addressed, and everyone gains something in the end. Which conflict management style does Morgan use? a) Competition b) Avoidance c) Collaboration d) Accommodation e) Compromise Answer: c Bloom’s: Application Level: Difficult Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

68. When issues are more important to others than to yourself or when you want to build credits for use in later disagreements, __________ may be used. a) collaboration and problem solving b) avoidance c) authoritative command d) accommodation e) compromise Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

69. Suppose that a manager responds to a disagreement between subordinates by saying “I do not want to get in the middle of your personal disputes.” Which of the following conflict management styles is the manager using? a) Avoidance b) Authoritative command c) Accommodation d) Collaboration e) Unassertiveness Answer: a Bloom’s: Application Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

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Test Bank

Section Reference: Manage Conflict

70. In __________, a formal authority simply dictates a solution and specifies what is gained and what is lost by whom. a) competition b) avoidance c) collaboration d) authoritative command e) compromise Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

71. Which of these are the two important goals that must be considered in negotiation? a) Substantive goals and emotional goals b) Substance goals and relationship goals c) Statutory goals and discretionary goals d) Interpersonal goals and intrapersonal goals e) Direct goals and indirect goals Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

72. __________ deal with outcomes that relate to the “content” issues under negotiation. a) Relationship goals b) Substance goals c) Object goals d) Discretionary goals e) Material goals Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

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Test Bank

73. The dollar amount of a wage agreement in a collective bargaining situation is an example of a(n) __________. a) emotional goal b) discretionary goal c) relationship goal d) substance goal e) article goal Answer: d Bloom’s: Comprehension Level: Difficult Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

74. __________ deal with outcomes that relate to how well people involved in the negotiation and any constituencies they may represent are able to work with one another once the process is concluded. a) Process goals b) Substance goals c) Relationship goals d) Collaborative goals e) Statutory goals Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

75. The ability of union members and management representatives to work together effectively after a contract dispute has been settled reflects which of these goals? a) Emotional goals b) Discretionary goals c) Relationship goals d) Substance goals e) Article goals Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

76. __________ negotiation occurs when substance issues are resolved and working relationships are maintained or even improved. a) Effective

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b) c) d) e)

Test Bank

Decisive Congruent Conclusive Evaluative

Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

77. __________ negotiation focuses on positions staked out or declared by the parties involved who are each trying to claim certain portions of the available pie. a) Integrative b) Distributive c) Good faith d) Consolidating e) Process Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

78. Which type of negotiation focuses on the merits of the issues, and the parties involved try to enlarge the available pie rather than stake their claim to certain portions of it? a) Integrative b) Distributive c) Good faith d) Consolidating e) Process Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

79. The type of negotiation that takes place when each party holds out to get its own way is called __________ negotiation. a) soft bargaining b) hard bargaining c) direct distributive d) indirect

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Test Bank

e) integrative Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

80. Which type of negotiation takes place when one party is willing to make concessions to the other to get things over with? a) Indirect negotiation b) Hard bargaining distributive negotiation c) Direct distributive negotiation d) Integrative negotiation e) Soft bargaining distributive negotiation Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

81. Gaining truly integrative agreements rests on which set of factors? a) Friendly interpersonal relationships, constructive task roles, and good information b) Supportive attitudes, constructive behaviors, and good information c) Reducing differences and tolerating differences d) Quality of outcomes and harmony in relationships e) Good information, ethical values, and effective maintenance roles Answer: b Bloom’s: Knowledge Level: Difficult Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

82. All of the following are important behavioral foundations for gaining integrative agreements EXCEPT: a) the ability to separate people from the problem in order to prevent emotional considerations from affecting the negotiations. b) the ability to focus on positions rather than interests. c) the ability to avoid making premature judgments. d) the ability to keep the identification of alternatives separate from their evaluation. e) the ability to judge possible agreements by set criteria or standards.

Answer: b

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10-21

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Test Bank

Bloom’s: Knowledge Level: Difficult Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

83. The tendency in negotiations to stake out your position based on the assumption that in order to gain your way something must be subtracted from the other party’s way is known as __________. a) the myth of the fixed pie b) escalating commitment c) invoking the collective d) the telling problem e) the selling problem Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

84. The negotiating pitfall of __________ occurs when people become committed to their demands and are reluctant to back down once the demands have been stated. a) the myth of the fixed pie b) escalating commitment c) invoking the collective d) foreshadowing e) the Johari window Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

85. When negotiators believe that their positions are the only correct ones, the negotiation pitfall of __________ occurs. a) invoking the collective b) escalating commitment c) overconfidence d) foreshadowing e) incongruency Answer: c Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe methods for effective negotiations.

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Test Bank

Section Reference: Learn How to Negotiate

86. Because of a __________ problem, negotiations can break down, wherein the parties do not really talk to one another, at least not in the sense of making themselves truly understood. a) telling b) selling c) perceptual d) hearing e) cognitive Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

87. In __________, a neutral third party tries to engage the parties in a negotiated solution through persuasion and rational argument. a) arbitration b) mediation c) accommodation d) compromise e) foreshadowing Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

88. The process of choosing a course of action for dealing with a problem or opportunity is __________. a) the representativeness heuristic b) information processing c) decision making d) judgment resolution e) opportunity analysis Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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10-23

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Test Bank

89. Which of the following is NOT one of the five basic steps involved in the rational decision model? a) Recognize and define a problem or opportunity. b) Identify and analyze alternative courses of action and estimate their effects on a problem or opportunity. c) Choose a preferred course of action. d) Conduct a stakeholders needs analysis. e) Implement a preferred course of action.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

90. What is the first step in the rational decision model? a) Choosing a preferred course of action b) Recognizing and defining a problem or opportunity c) Identifying alternative courses of action d) Evaluating results e) Implementing a preferred course of action Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

91. __________ is an ideal condition for managerial problem solving and decision making. a) Certainty b) Risk c) Uncertainty d) Turbulence e) Chaos Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

92. Which model views decision makers as acting in a world of complete certainty? a) The behavioral decision model b) The true decision model c) The cognitive decision model d) The classical decision model

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Test Bank

e) The aesthetic decision model Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

93. Which of the following models accepts the notion of bounded rationality and assumes that decision makers act only in terms of what they perceive about a given situation? a) The behavioral decision model b) The perceptive decision model c) The cognitive decision model d) The classical decision model e) The visual decision model Answer: a Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

94. Behavioral scientists are cautious about applying the classical decision model to many decision situations because they recognize that human beings have __________ limitations that restrict their information-processing capabilities. a) sociological b) cognitive c) subjective d) emotional e) psychological Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

95. Which of the following is consistent with the rational model where a decision is approached in a stepby-step and analytical fashion? a) Scientific thinking b) Strategic thinking c) Systematic thinking d) Irrational thinking e) Satisficing

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Test Bank

Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

96. Which of these represents a key element in decision making under risk and uncertainty? a) Discernment b) Unrestrained rationality c) Recognition d) Intuition e) Assimilation Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

97. Which of the following statements pertaining to intuition is INCORRECT? a) A key element in decision making under certainty is intuition. b) Intuition is the ability to know or recognize quickly and readily the possibilities of a given situation. c) Intuition adds elements of flexibility to decision making. d) Intuition adds elements of spontaneity to decision making. e) Intuition offers potential for creativity and innovation.

Answer: a Bloom’s: Knowledge Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

98. __________, or the use of one’s intellect, is important in all aspects of decision making. a) Intuition b) Attitudinal formation c) Judgment d) Perceiving e) Sensing Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

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10-26

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Test Bank

Section Reference: Be a More Effective Decision Maker

99. What are simplifying strategies or rules of thumb used to make decisions? a) Premises b) Disciplines c) Regulations d) Codes e) Heuristics Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

100. Which of the following can lead to systematic errors that affect the quality, and perhaps ethical implications, of any decision that is made? a) Disciplines b) Regulations c) Heuristics d) Rules e) Codes Answer: c Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

101. An example of the __________ is a product development specialist who decides not to launch a new product because of a recent failure of another launch. a) representativeness heuristic b) accessibility heuristic c) hindsight heuristic d) utility heuristic e) availability heuristic Answer: e Bloom’s: Application Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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10-27

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Test Bank

102. An example of the application of the __________ is a team leader who selects a new member not because of any special qualities of the person but only because the individual comes from a department known to have produced high performers in the past. a) productiveness heuristic b) accessibility heuristic c) anchoring and adjustment heuristic d) representativeness heuristic e) suitability heuristic Answer: d Bloom’s: Application Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

103. An example of the application of the __________ is an executive who makes salary increase recommendations for key personnel by simply adjusting their current base salaries by a percentage amount. a) representativeness heuristic b) anchoring and adjustment heuristic c) equivalence heuristic d) incremental change heuristic e) availability heuristic Answer: b Bloom’s: Application Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

104. The __________ is a form of selective perception that involves seeking only those cues in a situation that support a preexisting opinion. a) documentation trap b) confirmation error c) validation pitfall d) authentication trap e) affirmation pitfall Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

105.

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Individual decisions are also called __________ decisions.

10-28

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a) b) c) d) e)

Test Bank

authority consultative foreshadow valid hindsight

Answer: a Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

106. In the context of common decision-making pitfalls, __________ are made when the manager or team leader uses information that he or she possesses and decides what to do without involving others. a) groupthink decisions b) authority decisions c) consultative decisions d) group decisions e) minority decisions Answer: b Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

107. A manager informs her team that they have to go for a team lunch. She asks them where and when they would like to go for the lunch before making a decision. This is an example of a(n) __________ decision. a) groupthink b) authority c) consultative d) strategic e) minority Answer: c Bloom’s: Application Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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10-29

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Test Bank

108. Before a client visit, a manager holds a meeting with his subordinates to get their inputs and consensus on what they should talk about with the clients and how the team can get more business from them. This is an example of a(n) __________ decision method. a) intuitive b) authority c) consultative d) team e) minority Answer: d Bloom’s: Application Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

109. In the context of the different ways identified by Victor Vroom and his colleagues in which individual, consultative, and team decisions are made, __________ involves a manager solving a problem or making a decision alone, using information available at the time. a) variant 1 of authority decisions b) variant 2 of authority decisions c) variant 1 of consultative decisions d) variant 2 of consultative decisions e) variant 3 of authority decisions Answer: a Bloom’s: Comprehension Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

110. In the context of the different ways identified by Victor Vroom and his colleagues in which individual, consultative, and team decisions are made, which of the following involves a manager obtaining the necessary information from subordinate(s) or other group members and then deciding on a problem solution? a) Variant 1 of authority decisions b) Variant 2 of authority decisions c) Variant 1 of consultative decisions d) Variant 2 of consultative decisions e) Variant 3 of authority decisions Answer: b Bloom’s: Comprehension Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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Test Bank

111. In the context of the different ways identified by Victor Vroom and his colleagues in which individual, consultative, and team decisions are made, which of the following involves a manager sharing a problem with relevant subordinates individually, getting their ideas and suggestions without bringing them together as a group, and then making a decision? a) Variant 1 of authority decisions b) Variant 2 of authority decisions c) Variant 1 of consultative decisions d) Variant 2 of consultative decisions e) Variant 3 of authority decisions Answer: c Bloom’s: Comprehension Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

112. In the context of the different ways identified by Victor Vroom and his colleagues in which individual, consultative, and team decisions are made, __________ involves a manager sharing a problem with subordinates, collectively obtaining their ideas and suggestions, and then making a decision. a) variant 1 of authority decisions b) variant 2 of authority decisions c) variant 1 of consultative decisions d) variant 2 of consultative decisions e) variant 3 of authority decisions Answer: d Bloom’s: Comprehension Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

113. What decision-making concept is reflected in the popular adage, “If at first you don’t succeed, try, try again?” a) Intuition b) Escalating commitment c) Bounded rationality d) Nonprogrammed decision making e) Satisficing Answer: b Bloom’s: Comprehension Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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Test Bank

114. Which of the following is a form of decision entrapment that leads people to do things that the facts of a situation do not justify? a) Intuition b) Nonprogrammed decision making c) Satisficing d) Bounded rationality e) Escalating commitment Answer: e Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

115.

All of the following statements relating to escalating commitment are correct EXCEPT: a) the tendency to escalate commitments often outweighs the willingness to disengage from them. b) decision makers may rationalize negative feedback resulting from an escalated commitment as a temporary condition. c) an escalated commitment may result in a decision maker protecting his or her ego by not admitting that the original decision was a mistake. d) once it is determined that a chosen course of action is “not working,” decision makers will regroup and select a different course of action. e) decision makers may characterize any negative results from an escalated commitment as a “learning experience” that can be overcome with added future effort.

Answer: d Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

116.

All of the following are ways to avoid getting trapped in escalating commitments EXCEPT: a) setting limits in advance on your involvement and commitment to a particular course of action. b) making your own decisions. c) carefully determining just why you are continuing a course of action. d) reminding yourself of the costs of a course of action. e) All of the above are ways to avoid getting trapped in escalating commitments.

Answer: e Bloom’s: Knowledge Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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117. __________ is the strength of the position that an individual or a party brings to a negotiation situation. a) Relational transparency b) Charisma c) Constructive resistance d) Incongruency e) Bargaining power Answer: e Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

118.

To which of the following notions is distributive negotiation analogous? a) “How can we do even better?” b) “What are we doing wrong?” c) “My way or the highway.” d) “If at first you don’t succeed, try, try again.” e) “Let’s find a way to make this work for both of us.”

Answer: c Bloom’s: Knowledge Level: Easy Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

119. Realistically speaking, if problems must be resolved immediately, a(n) __________ may be the only option. a) systematic decision b) authority decision c) team decision d) consultative decision e) consensus decision Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

120. In the context of decision bias, which of the following is a risk involved in the hindsight trap?

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a) b) c) d) e)

Test Bank

It may foster feelings of inadequacy or insecurity in dealing with future decision situations.

It may lead people to do things that the facts of a situation do not justify.

It may cause avoidance due to concerns that a conflict may escalate.

It may result in joint problem solving in future scenarios.

It may encourage self-aggrandizing behaviors or withdrawal from a conversation.

Answer: a Bloom’s: Comprehension Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

121. __________ is incomplete information and time and resource constraints that limit the ability to be rational. a) Process conflict b) Bounded rationality c) Escalating commitment d) Congruency e) Relational transparency Answer: b Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

Fill in the blank

122. A fundamental disagreement over ends or goals to be pursued and the means for their accomplishment is known as a(n) __________.

Answer: substantive conflict Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

123.

Emotional conflict is commonly known as a(n) __________.

Answer: clash of personalities Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

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Section Reference: Manage Conflict

124.

__________ conflict results in positive benefits to individuals, the group, or the organization.

Answer: Functional Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

125.

__________ is also known as functional conflict.

Answer: Constructive conflict Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

126.

__________ is also called dysfunctional conflict.

Answer: Destructive conflict Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

127.

__________ occurs when the underlying reasons for conflict are eliminated.

Answer: Conflict resolution Bloom’s: Knowledge Level: Easy Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

128. __________ conflict occurs when no one gets what he or she wants, while the underlying reasons for conflict remain unaffected and a similar conflict is likely to occur in the future.

Answer: Lose–lose Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

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Section Reference: Manage Conflict

129.

__________ are preferred to gain true conflict resolution when time and cost permit.

Answer: Collaboration and problem solving Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

130. __________ may be used when an issue is trivial, when more important issues are pressing, or when people need to cool down temporarily and regain perspective.

Answer: Avoidance Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

131. __________ may be used to arrive at temporary settlements of complex issues or to arrive at expedient solutions when time is limited.

Answer: Compromise Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

132. When conflict management results in one party achieving its desires and the other party not achieving its desires, the conflict is a(n) __________ conflict.

Answer: win–lose Bloom’s: Knowledge Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

133. The process of making joint decisions when the parties involved have different preferences is called __________.

Answer: negotiation

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Test Bank

Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

134.

Principled negotiation is another name for __________.

Answer: integrative negotiation Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

135. The __________ is the range between one party’s minimum reservation point and the other party’s maximum reservation point in a negotiating situation.

Answer: bargaining zone Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

136. In the __________ approach to negotiation, participants would say, “Let’s find a way to make this work for both of us.”

Answer: integrative Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

137. When people state their demands and then become committed to them and are reluctant to back down, they are demonstrating the negotiation pitfall known as __________.

Answer: escalating commitment Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

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Test Bank

138. In __________, a neutral third party works with persons involved in a negotiation to help them resolve impasses and settle disputes.

Answer: alternative dispute resolution Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

139. In __________, a neutral third party tries to engage the parties in a negotiated solution through persuasion and rational argument.

Answer: mediation Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

140. In __________, a neutral third party acts as a judge with the power to issue a decision binding on all parties.

Answer: arbitration Bloom’s: Knowledge Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

141. The process of choosing a course of action for dealing with a problem or opportunity is called __________.

Answer: decision making Bloom’s: Knowledge Level: Easy Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

142. The five-step process of choosing a course of action for dealing with a problem is referred to as __________.

Answer: the rational decision model Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

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Test Bank

Section Reference: Be a More Effective Decision Maker

143. __________ is a short-hand term suggesting that, while humans are capable of exercising reason and logic, they have their limits.

Answer: Bounded rationality Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

144. Choosing the first alternative that appears to give an acceptable or satisfactory resolution of the problem is known as __________.

Answer: satisficing Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

145. __________ is the ability to know or recognize quickly and readily the possibilities of a given situation.

Answer: Intuition Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

146. Many managers use simplifying strategies or rules of thumb as a means of making it easier to deal with uncertainty and limited information in problem situations. These simplifying strategies are called __________.

Answer: heuristics Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

147. The __________ involves assessing a current event based on past occurrences that are easily available in one’s memory.

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Answer: availability heuristic Bloom’s: Knowledge Level: Difficult Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

148. The __________ bases a decision on similarities between the situation at hand and one’s stereotypes of similar occurrences.

Answer: representativeness heuristic Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

149. The __________ involves assessing an event by taking an initial value from historical precedent or an outside source and then incrementally adjusting this value to make a current assessment.

Answer: anchoring and adjustment heuristic Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

150. The __________ is the tendency to seek confirmation for what is already thought to be true and to neglect opportunities to acknowledge or find disconfirming information.

Answer: confirmation error Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

151. The __________ is a tendency for the decision maker to overestimate the degree to which he or she could have predicted an event that has already taken place.

Answer: hindsight trap Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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Test Bank

152. In the context of the different ways identified by Victor Vroom and his colleagues in which individual, consultative, and team decisions are made, __________ decisions are made when a manager or team leader solicits input from other people and then, based on this information and its interpretation, makes a final choice.

Answer: consultative Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

153. In the context of the different ways identified by Victor Vroom and his colleagues in which individual, consultative, and team decisions are made, a(n) __________ involves team leaders making decisions by consulting with others and allowing them to help make the final choice.

Answer: team decision; consensus decision Bloom’s: Knowledge Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

Essay

154.

What is conflict? In what ways are managers involved with conflict?

Suggested Answer: Conflict occurs whenever disagreements exist in a social situation over issues of substance or whenever emotional antagonisms create frictions between individuals or groups. Managers can spend considerable time dealing with conflict, including conflicts in which the manager or leader is directly involved as one of the principal actors.

Bloom’s: Comprehension Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

155.

Differentiate between functional conflict and dysfunctional conflict.

Suggested Answer: Functional conflict results in positive benefits to individuals, the group, or the organization. Functional conflict can bring important problems to the surface so they can be addressed. It can cause decisions to be considered carefully and perhaps reconsidered to ensure that the right course of action is being followed. It can increase the amount of information used for decision making. Functional

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Test Bank

conflict also offers opportunities for creativity that can improve individual, team, or organizational performance. Dysfunctional conflict works to the individual’s, the group’s, or the organization’s disadvantage. It diverts energies, hurts group cohesion, promotes interpersonal hostilities, and creates a negative environment for workers. Destructive conflicts can decrease performance and job satisfaction as well as contribute to absenteeism and job turnover. Managers and team leaders should be alert to destructive conflicts and be quick to take action to prevent or eliminate them—or at least minimize any harm done.

Bloom’s: Analysis Level: Medium Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

156. In the context of direct conflict management approaches, what are assertiveness and cooperativeness? How are assertiveness and cooperativeness related to each of the five basic direct conflict management approaches?

Suggested Answer: The five basic conflict management approaches are a function of different combinations of assertiveness and cooperativeness. Assertiveness involves the attempt to satisfy one’s own concerns; it is typically characterized at two levels: unassertive and assertive. Cooperativeness involves the attempt to satisfy the other party’s concerns and is typically described in terms of uncooperative versus cooperative. The five basic direct conflict management approaches and their relationships with assertiveness and cooperativeness are as follows: (1) avoidance: unassertive and uncooperative; (2) accommodation or smoothing: unassertive and cooperative; (3) compromise: moderate assertiveness and moderate cooperativeness; (4) competition and authoritative command: assertive and uncooperative; and (5) collaboration and problem solving: assertive and cooperative.

Bloom’s: Analysis Level: Difficult Learning Objective 1: Understand what conflict is, why it is occurring, and how to manage it.

Section Reference: Manage Conflict

157. What is negotiation? What are the two primary goals in the negotiation process? Provide an example of each type of goal. In the context of these goals, when is negotiation effective?

Suggested Answer: Negotiation is the process of making joint decisions when the parties involved have different preferences. The two primary goals in the negotiation process are substance goals and relationship goals. Substance goals deal with outcomes that relate to the “content” issues under negotiation. The dollar amount of a wage agreement in a collective bargaining situation is an example of a substance goal. Relationship goals deal with outcomes that relate to how well people involved in the negotiation and any constituencies they may represent are able to work with one another once the process is concluded. An example of a relationship goal is the ability of union members and management representatives to work together effectively after a contract dispute has been settled. Effective negotiation occurs when substance issues are resolved and working relationships are maintained or even improved.

Bloom’s: Comprehension Level: Medium Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

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158.

Test Bank

Explain the basic nature and likely results of distributive and integrative negotiation.

Suggested Answer: In distributive negotiation, the participants are wrestling with the question "Who is going to get this resource?" Distributive negotiation is usually “hard” or “soft”—and neither one yields optimal results. “Hard” bargaining distributive negotiation takes place when each party holds out to get its own way. “Hard” bargaining distributive negotiation leads to competition, thereby resulting in attempts at dominance and the pursuit of self-interests. “Soft” bargaining distributive negotiation takes place when one party is willing to make concessions to the other party in order to conclude the negotiations. The “soft” bargaining approach leads to accommodation or compromise, with the potential for some latent dissatisfaction developing.

In integrative negotiation, participants would ask, “How can the resource best be utilized?” Integrative negotiation is less confrontational than distributive negotiation and seeks to achieve a win–win solution.

At one extreme, integrative negotiation may involve selective avoidance, wherein both participants realize that there are more important things on which to focus their time and attention. Integrative negotiation may also involve compromise with each participant giving up something of perceived lesser value to gain something of greater value. At the opposite extreme, integrative negotiation may involve true collaboration in which the negotiating parties engage in problem solving to arrive at a mutual agreement that maximizes benefits to each.

Bloom’s: Comprehension Level: Difficult Learning Objective 2: Describe methods for effective negotiations.

Section Reference: Learn How to Negotiate

159.

Define decision making. What are the five basic steps involved in the rational decision model?

Suggested Answer: Decision making is the process of choosing a course of action for dealing with a problem or opportunity. The five basic steps involved in the rational decision model are as follows: (1) recognize and define the problem or opportunity; (2) identify and analyze alternative courses of action, and estimate their effects on the problem or opportunity; (3) choose a preferred course of action; (4) implement the preferred course of action; and (5) evaluate the results and follow up as necessary.

Bloom’s: Comprehension Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

160.

Explain the basic differences between the classical decision model and the behavioral decision model.

Suggested Answer: The classical decision model views a manager as operating in a world of complete certainty. In the classical decision model, a problem is clearly defined, knowledge exists regarding all possible alternatives and their consequences, and choices focus on the “optimum” alternative. The behavioral decision model views the world as one of bounded rationality, which suggests that people act only in terms of what they perceive about a given situation. It also recognizes that human beings have cognitive limitations that restrict their information-processing capabilities. In the behavioral decision

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Test Bank

model, a problem is not clearly defined, knowledge is limited regarding alternatives and their consequences, and choices focus on a “satisfactory” alternative.

Bloom’s: Analysis Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

161.

Describe the concept of escalating commitment. Explain why escalating commitment can occur.

Suggested Answer: An organization’s natural desire to continue on a selected course of action reinforces some natural tendencies among decision makers. Once the agonizing process of making a choice is apparently completed, executives make public commitments to implementation, and implementation begins, managers are often reluctant to change their minds and admit a mistake. Instead of backing off, the tendency is to press on to victory. This is called escalating commitment—continuation and renewed efforts on a previously chosen course of action, even though it is not working. Escalating commitment is reflected in the popular adage, “If at first you don’t succeed, try, try again.”

Bloom’s: Analysis Level: Medium Learning Objective 3: List tools that will help you make more effective and less biased decisions.

Section Reference: Be a More Effective Decision Maker

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