1. Organizational Behavior Is the Study of Human Behavior in Organizations

File: ch01

True/False

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

Ans: True Page: 4 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

2. Learning about organizational behavior can help you expand your potential for career success in the dynamic, shifting, and complex workplaces of today.

Ans: True Page: 4 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

3. The early focus of the systematic study of management was on physical working conditions, principles of administration, and principles of industrial engineering.

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

Ans: False Page: 4-5 Level: Medium ch06, Chapter 6: Motivation and Job Design

Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

5. Financial capital is the building block of organizational success.

Ans: False Page: 4 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

6. Organizational behavior is an academic discipline devoted only to understanding group behavior.

Ans: False Page: 4 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Response: See page 4 Reference: Introducing Organizational Behavior

7. Organizational behavior seldom uses scientific methods to develop generalizations about behavior in organizations.

8. Research in organizational behavior is based on scientific thinking, which means the proposed explanations are carefully tested and the explanations that can be scientifically verified are the only ones that are accepted.

Ans: True Page: 5 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior 9. As job satisfaction increases, absenteeism tends to go down; as job satisfaction decreases, absenteeism often goes up.

10. Scientific methods models in OB are not able to link causes with outcomes due to the human element.

Ans: False Page: 5 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

11. Commonly used organizational behavior research methods include case studies, survey studies, meta analyses, field studies, and laboratory studies.

12. When organizational behavior researchers collect data in real-life organizational settings, the research method of case studies is being used.

Ans: False Page: 6 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior ch06, Chapter 6: Motivation and Job Design

13. Laboratory studies are being used when organizational behavior researchers collect data in simulated and controlled settings.

14. When organizational behavior researchers collect data by using questionnaires and interviews in sample populations, the research method of meta analysis is being used.

Ans: False Page: 6 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

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

16. An essential responsibility of the science of organizational behavior is to create and test models that offer evidence-based foundations for decision making and action.

17. Evidence-based management uses hard facts and empirical evidence to make decisions. Ans: True Page: 6 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

18. Organizational behavior research is now rich with empirically based insights into cross- cultural issues.

19. Progressive workplaces today look and act very similar to those of the past.

20. Eagley and colleagues conclude that followers are more accepting of a transformational style of leadership when the leader is male.

Ans: False Page: 7 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

21. Important trends in the contemporary business world include the demise of “command-and- control” of organizational structures and a commitment to ethical behavior.

Ans: True Page: 7-8 ch06, Chapter 6: Motivation and Job Design

Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

22. An organization is defined as a collection of people working together in a division of labor to achieve a common purpose.

Ans: True Page: 8 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

23. Organizations that obtain resource inputs from the environment and transform them into outputs that are returned to the environment in the form of finished goods or services are viewed as open systems.

Ans: True Page: 9 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

24. In organizational cultures that are more authoritarian and hierarchical, people are hesitant to make decisions and take action on their own, so they tend to show little initiative and wait for approval.

25. Customers, owners, employees, suppliers, regulators, and local communities are among the key stakeholders of most business organizations. Ans: True Page: 10 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

26. Fortunately, organizational stakeholders typically have the same business interests and objectives.

Ans: False Page: 10 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

27. Some organizational climates are relaxed and informal, while others are more structured.

28. The value chain begins when customers and clients are well served.

Ans: False Page: 10 Level: Hard Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

29. Workforce diversity involves differences based on gender, race and ethnicity, age, able- bodiedness, and sexual orientation. ch06, Chapter 6: Motivation and Job Design

Ans: True Page: 11 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

30. Today’s labor force is composed of fewer women than in prior years.

Ans: False Page: 11 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

31. The proportion of African-Americans, Hispanics, and Asians in the labor force is increasing.

32. Demographic trends indicate that, in the future, people of color will constitute the majority of the U.S. population.

Ans: True Page: 11 Level: Hard Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

33. A key element in any organization that embraces multiculturalism is inclusion. Ans: True Page: 11 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

34. An effective manager is one whose organizational unit, group, or team consistently achieves its goals despite the fact that its members are uncommitted and unenthusiastic.

Ans: False Page: 11 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

35. Task performance is defined as the quality and quantity of the work produced or the services provided by a work unit as a whole.

Ans: True Page: 11 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership.

Reference: Management and Leadership

36. Organizational behavior clearly indicates that managers should be held accountable for task performance results, but not job satisfaction results.

Ans: False Page: 11 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership ch06, Chapter 6: Motivation and Job Design

37. In the new workplace, management is most effectively accomplished through “directing” and “controlling” rather than “supporting.”

Ans: False Page: 11 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

38. The word “manager” is increasingly being replaced in conversations by such terms as “coordinator,” “coach,” or “team leader.”

Ans: True Page: 11 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

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

Ans: False Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership 41. When managers are instilling enthusiasm by communicating with others, motivating them to work hard, and maintaining good interpersonal skills, they are engaged in the managerial function of leading.

42. Henry Mintzberg identified a set of roles that managers perform. These roles are: interpersonal, informational, and decisional.

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

44. According to Henry Mintzberg, managerial roles that involve working directly with other people are called human roles.

Ans: False Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. ch06, Chapter 6: Motivation and Job Design

Reference: Management and Leadership

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

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

Ans: False Page: 12-13 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

47. According to Henry Mintzberg, managerial roles involving decision-making that affects other people are called technical roles.

48. 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 Page: 12-13 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

49. According to Robert Katz, the essential skills of management can be grouped into three categories. These categories are: interpersonal, informational, and decisional.

Ans: False Page: 13 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: True Page: 13 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

51. According to Katz, proficiency in database management is considered a technical skill in today’s workplace.

52. Emotional intelligence, the ability to understand and deal with emotions, falls into the category of conceptual skills according to Robert Katz.

Ans: False ch06, Chapter 6: Motivation and Job Design

Page: 13 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

54. Leaders succeed when people follow them not because they have to, but because they want to.

55. According to Archie Carroll, an immoral manager does not subscribe to ethical principles, but instead makes decisions and acts to take best personal advantage of a situation.

56. According to Archie Carroll, the manager who unintentionally acts unethically is considered amoral. Ans: True Page: 17 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

57. Ethics mindfulness is an “enriched awareness” that causes a manager to behave with an ethical consciousness from one decision or behavioral event to another.

58. Learning is an enduring change of behavior that results from experience.

Ans: True Page: 18 Level: Medium Learning Objective 4: Recognize how we learn about organizational behavior. Reference: Learning about Organizational Behavior

59. Life-long learning refers to the need to learn from day-to-day work experiences, conversations with colleagues and friends, counseling and advice from mentors, success models, training seminars and workshops, and other daily opportunities.

60. The learning sequence begins with initial experience and subsequent reflection. ch06, Chapter 6: Motivation and Job Design

Multiple Choice

61. ______is a multidisciplinary field devoted to understanding individual and group behavior, interpersonal processes, and organizational dynamics. a) Organizational behavior b) Motivation c) Performance management d) Workgroup analysis e) Accounting

Ans: a Page: 4 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

62. The following statements are accurate descriptions of the evolution of the scientific study of organizations EXCEPT: a) the early focus of the systematic study of management was on physical working conditions, principles of administration, and principles of industrial engineering. b) as management research progressed, emphasis was placed on the human factor with respect to individual attitudes, group dynamics, and relationships between managers and workers. c) organization behavior continues to evolve as a discipline devoted to understanding individuals and groups in organizations. d) organization behavior continues to evolve as a discipline devoted to understanding the performance implications of organizational processes, systems, and structures. e) the primary focus on the human factor began in the 18th century.

Ans: e Page: 4 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior 63. From its scientific heritage, organizational behavior has developed all of the following EXCEPT: a) an emphasis on finding the “one best way” to complete a task. b) an interdisciplinary body of knowledge. c) use of scientific methods. d) a focus on application. e) contingency thinking.

Ans: a Page: 4-6 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

64. 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 Page: 4-5 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

65. Which of the following statements about organizational behavior is NOT accurate? 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. ch06, Chapter 6: Motivation and Job Design

Ans: c Page: 4-5 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

66. 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) level of organizational profits.

Ans: e Page: 5 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

67. Scientific methods models link ______with ______. a) independent variables; dependent variables b) specific variables; contingency variables c) proven variables; non-proven variables d) discovered variables; undisclosed variables e) highly publicized variables; undisclosed variables

Ans: a Page: 5 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

68. Scientific thinking is important to organizational behavior researchers and scholars for all of the following reasons EXCEPT: a) the process of data collection is controlled. b) the process of data collection is systematic. c) proposed explanations are carefully tested. d) only explanations that can be scientifically verified are accepted. e) the process of data collection is discretionary. Ans: e Page: 5 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

69. Which of the following is NOT an important research question addressing applications within the field of organizational behavior? a) What creates job satisfaction for people at work? b) How can ethical and socially responsible behavior in and by organizations be assured? c) Should decisions be made by individual, consultative, or group methods? d) What are the ingredients for marketing promotions within organizations? e) How can organizational cultures be changed?

Ans: d Page: 5 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

70. ______are simplified views of reality that attempt to explain real-world phenomena. a.a.Models a.b.Incubators a.c.Theories a.d.Scientific methods a.e.Reproductions

Ans: a Page: 5 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

71. When OB researchers use statistics to pool the results of different studies, which research method are they using? a) Survey studies b) Case studies c) Meta-analysis d) Field studies e) Laboratory studies ch06, Chapter 6: Motivation and Job Design

Ans: c Page: 6 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

72. Which of the following was NOT cited as a possible leadership strength of women in the research by Eagley? a) Good at mentoring b) More transformational c) Encourage creativity d) Very inspiring e) Fairness in punishing

Ans: e Page: 7 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

73. Rather than assuming that there is one “best” or universal way to manage people in organizations, which approach do researchers use to try to identify how different situations can be best understood and handled? a) Scientific b) Industrial engineering c) Contingency d) Emotional intelligence e) Laboratory study

Ans: c Page: 5-6 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

74. When OB researchers look in depth at single situations, which research method are they using? a) Survey studies b) Case studies c) Meta-analysis d) Field studies e) Laboratory studies

Ans: b Page: 6 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

75. 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 Page: 8 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

76. Which of the following is NOT a trend in the contemporary business world? a) Pervasive influence of information technology. b) Respect for new workforce expectations. c) Emphasis on teamwork. d) Increase in “command-and-control” leadership. e) Changing careers

Ans: d Page: 8 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

77. All of the following are characteristic of Generation F at work EXCEPT: a) no one kills an idea. b) credentials overrule contributions. c) people choose tasks that interest them. d) wisdom lies within the crowd. ch06, Chapter 6: Motivation and Job Design

e) resources flow toward good ideas and projects.

Ans: b Page: 8 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

78. Which of the following reflects the expectations of the new generation of workers? a) Less tolerant of hierarchy b) Less high tech c) More concerned about status d) Less focus on work/life balance e) More focus on structure

Ans: a Page: 8 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

79. The increase in teamwork today is a function of all of the following EXCEPT: a) management’s dislike for individual contributors. b) organizations can no longer rely on just managers for leadership. c) leadership is valued by all members. d) people are valuable human assets. e) work is increasingly focused on peer contributions.

Page: 8 Ans: a Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

80. Data show that women earn only ______cents per dollar earned by men. a) 50 b) 68 c) 75 d) 90 e) 95

Ans: c Page: 11 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

81. A collection of people working together in a division of labor to achieve a common purpose refers to a(n): a) club. b) labor union. c) organization. d) mission. e) team.

Ans: c Page: 8 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

82. All of the following are examples of organizations EXCEPT: a) small and large businesses. b) religious bodies. c) voluntary organizations. d) a government representative. e) hospitals.

Ans: d Page: 9 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

83. The match of organizational culture and individual characteristics is called a(n): a) fit. b) agreement. c) union. d) harmony. e) accord. ch06, Chapter 6: Motivation and Job Design

Ans: a Page: 9 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

84. Since organizations obtain resource inputs from the environment and transform them into outputs that are returned to the environment in the form of finished goods or services, they may be viewed as: a) stakeholders. b) suppliers. c) open systems. d) transformational systems. e) resource allocators.

Ans: c Page: 9 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

85. Which of the following is a sequence of activities that creates valued goods and services for customers? a) Assembly line b) Value chain c) Output process d) Evidence-based management e) None of the above

Ans: b Page: 10 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

86. Among the following, who are considered to be stakeholders? a) Customers b) Owners c) Employees d) Local communities e) All of the above

Ans: e Page: 10 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

87. The shared beliefs and values that influence the behavior of organizational members refers to organizational: a) mission. b) purpose. c) strategy. d) culture. e) stakeholders.

Ans: d Page: 9 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

88. As used in OB, the term multiculturalism refers to: a) hiring people from different cultures to work in one company. b) pluralism, and respect for diversity and individual differences. c) developing employees to better understand people from non-United States cultures. d) a job rotation system whereby employees move from country to country. e) a job design system whereby managers are required to oversee people from different countries.

Ans: b Page: 11 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings ch06, Chapter 6: Motivation and Job Design

89. Demographic trends driving workforce diversity in American society today include: a) fewer number of women in the labor force. b) fewer African-Americans in the labor force. c) fewer Hispanics in the labor force. d) an increasing percentage of people of color in the labor force. e) more white males in the labor force.

Ans: d Page: 11 Level: Hard Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

90. The degree to which the culture respects and values diversity and is open to anyone who can perform a job, regardless of their diversity attributes, is known as: a) workforce diversity. b) inclusion. c) multiculturalism. d) cultural sensitivity. e) constructive culture.

Ans: b Page: 11 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

91. An individual who helps others achieve high levels of both performance and satisfaction is a(n): a) executive. b) effective manager. c) director. d) supervisor. e) team follower.

Ans: b Page: 11 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

92. Which of the following is NOT one of the four basic functions of management? a) Planning b) Organizing c) Leading d) Directing e) Controlling

Ans: d Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

93. When managers define goals, set performance objectives, and identify action steps for accomplishing them, they are engaged in which management function? a) Planning b) Organizing c) Leading d) Directing e) Controlling

Ans: a Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

94. Suppose that the 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 ch06, Chapter 6: Motivation and Job Design

e) Controlling

Ans: a Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

95. Suppose that a manager sets up a committee to develop procedures for dealing with companywide training needs and then assigns people to conduct specific training programs. This manager is engaged in which management function? a) Planning b) Organizing c) Motivating d) Leading e) Controlling

Ans: b Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

96. 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. This manager is engaged in which management function? a) Planning b) Organizing c) Leading d) Motivating e) Controlling

Ans: c Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership 97. When a manager monitors the progress of an affirmative action program to advance minorities within the corporation, reviews progress on changes in employee attitudes, calls a special meeting to discuss problems, and makes appropriate adjustments in the program, the manager is engaged in which management function? a) Planning b) Organizing c) Leading d) Controlling e) Delegating

Ans: d Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

98. 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 Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

99. Which of the following represent informational roles as identified by Henry Mintzberg? 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 ch06, Chapter 6: Motivation and Job Design

Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

100. 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 Page: 12 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

101. According to Robert Katz, the essential skills of management 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

102. According to Robert Katz, all of the following statements are correct EXCEPT that the: 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 Page: 13 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

103. A manager who is using spreadsheet software to prepare a departmental budget is using which managerial skill according to Katz? a) Supervisory b) Conceptual c) Creative d) Technical e) Human

Ans: d Page: 13 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

104. 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 Page: 13 Level: Medium ch06, Chapter 6: Motivation and Job Design

Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

105. 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 Page: 14 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

106. Which managerial skill involves the capacity to analyze and solve complex and interrelated problems? a) Supervisory b) Conceptual c) Creative d) Technical e) Human

107. 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 Page: 14 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

108. Of the following, which refers to a capacity to get things done due to relationships with other people? a) Social capital b) Value chain c) Task performance d) Workforce diversity e) Open systems

Ans: a Page: 14 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

109. According to Archie Carroll, if a manager doesn’t subscribe to any ethical decision- making principles and acts in any situation to simply take personal advantage, he or she would be classified as a(n): a) moral manager. b) amoral manager. c) immoral manager. d) ombudsman manager. e) opportunistic manager.

Ans: c Page: 16 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership ch06, Chapter 6: Motivation and Job Design

110. The ethics center of gravity can be moved positively in a virtuous shift with: a) emotionally intelligent leadership. b) immoral leadership. c) amoral leadership. d) moral leadership. e) philanthropic leadership.

Ans: d Page: 17 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

111. According to Archie B. Carroll, the majority of managers are: a) immoral. b) amoral. c) moral. d) mindful. e) none of the above.

112. Which of the following is an enduring change of behavior that results from experience? a) Learning b) Managerial sense-making c) Organizational tracking d) Lifelong careers e) Managerial scholarship

Ans: a Page: 18 Level: Medium Learning Objective 4: Recognize how we learn about organizational behavior. Reference: Learning about Organizational Behavior 113. Initial experience of the experiential learning cycle in an organizational behavior course, focuses on: 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 Page: 18 Level: Hard Learning Objective 4: Recognize how we learn about organizational behavior. Reference: Learning about Organizational Behavior

Short answer

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

Ans: Organization behavior Page: 4 Level: Easy Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

115. As job satisfaction increases, absenteeism tends to do what?

Ans: Decrease Page: 5 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior ch06, Chapter 6: Motivation and Job Design

116. When organizational behavior researchers collect data in real-life organizational settings, what research method is being used?

Ans: Field studies Page: 6 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

117. When organizational behavior researchers collect data in simulated and controlled settings, what research method is being used?

Ans: Laboratory studies Page: 6 Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

118. 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 be best understood and handled?

Ans: Contingency thinking Page: 5-6 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

119. What is evidence-based management?

Ans: Evidence-based management uses hard facts and empirical evidence to make decisions. Level: Medium Learning Objective 1: Explain what organizational behavior is and why it is important. Page: 6 Reference: Introducing Organizational Behavior

120. Who are the people, groups, and institutions that are affected by and thus have an interest in an organization’s performance? Ans: Stakeholders Page: 10 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

121. What is organizational culture?

Ans: Shared beliefs and values that influence the behavior of organizational members Page: 9 Level: Medium Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

122. What is workforce diversity?

Ans: The presence of differences based on gender, race and ethnicity, age, able-bodiedness, and sexual orientation in a business organization. Page: 11 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

123. By the year 2060, which demographic group will comprise nearly 30% of the US population?

Ans: Hispanic Page: 11 Level: Hard Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

124. What is a key element in any organization that embraces multiculturalism? ch06, Chapter 6: Motivation and Job Design

Ans: Inclusion Page: 11 Level: Hard Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

125. What are the two key outcomes on which an effective manager will focus?

Ans: Task performance and job satisfaction Page: 11 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

126. Who is a manager?

Ans: A person who supports the work efforts of other people Page: 11 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

127. What are the four basic functions of management?

Ans: Planning; organizing; leading; controlling Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

128. Defining goals, setting performance objectives, and identifying action steps for accomplishing them describes which management function? Ans: Planning Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: Organizing Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

130. Describe the managerial function of leading.

Ans: Instilling enthusiasm by communicating with others, motivating them to work hard, and maintaining good interpersonal skills is the managerial activity of leading. Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: Controlling Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership ch06, Chapter 6: Motivation and Job Design

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

Ans: Interpersonal roles Page: 12 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: Informational roles Page: 12 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: Technical; human; conceptual Page: 13 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

135. According to Robert Katz, what is an ability to perform specialized tasks?

Ans: A technical skill Page: 13 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership 136. According to 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 Page: 13 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: Emotional intelligence Page: 13 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

138. 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 Page: 14 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

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

Ans: Empathy Page: 14 Level: Easy Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership ch06, Chapter 6: Motivation and Job Design

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

Suggested Answer: Seven trends are currently affecting organizational behavior. These trends and the reasons why they are occurring are described as follows: (a) commitment to ethical behavior  there is a growing intolerance of breaches of public faith by organizations and those who run them, and a growing concern for ethical behavior in the workplace; (b) broader views of leadership  new pressures and demands mean organizations can no longer rely on just managers for leadership; (c) emphasis on human capital and teamwork success is earned through knowledge, experience, and commitments to people as valuable human assets; (d) demise of “command-and-control” –– traditional hierarchical structures, which are proving incapable of handling new environmental pressures and demands, are being replaced by flexible structures and participatory work settings; (e) influence of information technologies –– as computers increasingly penetrate all aspects of the workplace, implications for workflows, work processes, and organizational systems are far reaching; (f) respect for new workforce expectations –– the new generation of workers is less tolerant of hierarchy, more informal, and less concerned about status; organizations are paying more attention to how members balance the demands and priorities of work and personal affairs; and (g) changing concept of careers  more employers are using offshoring and outsourcing of jobs and more individuals are working as independent contractors rather than as traditional full-time employees (h) concern for sustainability – managers and organization members are thinking more about decision making and goal setting in organizations paying attention to the environment, climate justice and preservation of resources.

Page: 8 Level: Hard Learning Objective 1: Explain what organizational behavior is and why it is important. Reference: Introducing Organizational Behavior

141. Define the term workforce diversity. Why is workforce diversity an important issue for contemporary organizations?

Suggested Answer: Workforce diversity is the presence of differences in a firm’s employees based on gender, race and ethnicity, age, able-bodiedness, and sexual orientation. Workforce diversity is an important issue for contemporary organizations because success in the workplace increasingly requires a set of skills for working successfully with a broad mix of people from different racial and ethnic backgrounds, of different ages and genders, and of different domestic and national cultures. Page: 10-11 Level: Easy Learning Objective 2: Describe organizational behavior in context, organizational environments and shareholders, and diversity and multiculturalism. Reference: Organizations as Work Settings

142. 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 setting objectives and determining what actions should be taken to accomplish them. Organizing is the process of assigning tasks, allocating resources, and arranging and coordinating the activities of individuals and groups to implement plans. Leading is the process of arousing people’s enthusiasm to work hard and directing their efforts to fulfill plans and accomplish objectives. Controlling is the process of measuring work performance, comparing results to objectives, and taking corrective action as needed. Mintzberg’s managerial roles include the following: (a) interpersonal roles (figurehead, leader, and liaison) involve interactions with people inside and outside the work unit; (b) informational roles (monitor, disseminator, and spokesperson) involve giving, receiving, and analyzing information; and (c) decisional roles (entrepreneur, disturbance handler, resource allocator, and negotiator) involve using information to make decisions, solve problems, or address opportunities. 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. Page: 12-13 Level: Hard Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

143. 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 control bad impulses. Motivation is the ability to work hard and persevere. ch06, Chapter 6: Motivation and Job Design

Empathy is the ability to understand the emotions of others. Social skill is the ability to gain rapport with others and build good relationships. Page: 14 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

144. When it comes to ethics and morality, Archie Carroll draws a distinction between managers. Identify and briefly explain the three managerial categories defined by Carroll.

Suggested Answer: The immoral manager does not subscribe to any ethical principles, but instead makes decisions and acts to stake best personal advantage of a situation. The amoral manager, by contracts, fails to consider the ethics of a decision or behavior. This manager acts unethically at time, but unintentionally. The moral manager is one who incorporates ethics principles and goals into his or her personal behavior. For this manager, ethical behavior is a goal, a standard, and even a matter of routine. Page: 16-17 Level: Medium Learning Objective 3: Define managerial activities, leadership in organizations, and ethical leadership. Reference: Management and Leadership

145. Why is learning about organizational behavior important?

Suggested Answer: Learning about organizational behavior is important because it directly benefits you. It helps you to understand how to work more effectively and be more influential in work situations. Today’s knowledge-based world places a great premium on learning. Only the learners, so to speak, will be able to keep the pace and succeed in a high-tech, global, and constantly changing environment. Page: 17 Level: Easy Learning Objective 4: Recognize how we learn about organizational behavior. Reference: Learning about Organizational Behavior File: ch02

True/False

1. In OB, the term individual differences is used to refer to the ways in which people are similar and how they vary in their thinking, feeling, and behavior.

Ans: True Page: 26 Level: Easy Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Individual Differences

2. In studying individual differences, we attempt to identify where behavioral tendencies are similar and where they are different.

Ans: True Page: 26 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Individual Differences

3. Self-esteem has no drawbacks; high self-esteem only boosts performance and satisfaction.

Ans: False Page: 27 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self

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

Ans: False Page: 27 Level: Easy ch06, Chapter 6: Motivation and Job Design

Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self

5. As a determinant of personality, heredity consists of those factors that are determined at conception, including physical characteristics, gender, and personality factors.

Ans: True Page: 27 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self

6. Environment sets the limits on just how much an individual’s personality characteristics can be developed; heredity determines development within these limits.

Ans: False Page: 27 Level: Hard Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Nature versus Nurture

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

Ans: False Page: 28 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Nature versus Nurture

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

Ans: True Page: 29 Level: Easy Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personality

9. The “Big Five” personality traits include extraversion, agreeableness, conscientiousness, emotional stability, and creativity.

Ans: False Page: 29 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Trait

10. Extraversion, a “Big Five” personality dimension, is associated with being imaginative, curious, and broad-minded.

Ans: False Page: 29 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Trait

11. In terms of job performance, research has shown that conscientiousness predicts job performance across five occupational groups of professions—engineers, police, managers, salespersons, and skilled and semiskilled employees.

Ans: True Page: 29 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Trait

12. Problem-solving style is a measure representing social traits.

Ans: True Page: 29 Level: Medium ch06, Chapter 6: Motivation and Job Design

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

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

Ans: False Page: 30 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

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

Ans: True Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

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

16. Problem-solving styles are most frequently measured by the Myers-Briggs Type Indicator (MBTI), which asks individuals how they usually act or feel in specific situations.

Ans: True Page: 31 Level: Easy Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

17. Personal conception traits represent the way individuals tend to think about their social and physical setting as well as their major beliefs and personal orientation concerning a range of issues.

Ans: True Page: 31 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

18. People with an intuitive-thinking style of problem solving tend to be speculative, objective, impersonal, and idealistic.

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

Ans: False Page: 32 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

20. Positive and innovative changes in organizations have a greater degree of positive effects on proactive individuals. ch06, Chapter 6: Motivation and Job Design

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

22. A person high in dogmatism tends to adhere rigidly to conventional values and to obey recognized authority.

Ans: False Page: 33 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

23. Highly authoritarian individuals are so susceptible to authority that in their eagerness to comply they may behave unethically.

Ans: True Page: 33 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits 24. A low-Machiavellian personality approaches situations logically and thoughtfully and is even capable of lying to achieve personal goals.

Ans: False Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

25. High self-monitoring individuals cannot disguise their behaviors  “what you see is what you get.”

Ans: False Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

26. Individuals with a Type A orientation are characterized as being more easy going and less competitive than Type B.

Ans: False Page: 35 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Emotional Adjustment Traits

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

Ans: False Page: 35 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Emotional Adjustment Traits ch06, Chapter 6: Motivation and Job Design

28. Stress is a state of tension experienced by individuals facing extraordinary demands, constraints, or opportunities.

Ans: True Page: 35 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Personality and Stress

29. Eustress has a negative impact on both attitudes and performance.

Ans: False Page: 36 Level: Hard Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Sources of Stress

30. Job burnout manifests itself as a loss of interest in and satisfaction with a job due to stressful working conditions.

Ans: True Page: 36 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Sources of Stress

31. To make a plan of action and follow it is an example of an emotion-focused coping strategy.

Ans: False Page: 37 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress

32. Personal wellness requires attention to such factors as smoking, weight, diet, alcohol use, and physical fitness. Ans: True Page: 38 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress

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

Ans: True Page: 38 Level: Easy Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Values

34. Values rarely influence an individual’s attitudes and behaviors.

Ans: False Page: 38 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Values

35. Both terminal and instrumental values differ across groups, and these differences can encourage conflict or agreement when the groups have to deal with each other.

Ans: True Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values

36. Bruce Meglino’s classification of human values includes the values of achievement, helping and concern for others, honesty, and fairness.

Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values

37. Meglino’s value schema includes theoretical, economic, aesthetic, social, political, and religious values.

Ans: False Page: 39 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values

38. In Meglino’s value schema, the value of honesty refers to being impartial and doing what is fair for all concerned.

Ans: False Page: 39 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values

39. Value congruence occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own.

Ans: True Page: 39 Level: Easy Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values

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

Ans: True Page: 40 Level: Easy Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values 41. When examining value congruence between leaders and followers, researchers using Meglino’s value schema reported greater follower satisfaction with a leader when there was value congruence in terms of achievement, helping, honesty and fairness values.

Ans: True Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Sources of Values

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

Ans: True Page: 40 Level: Easy Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

43. People are born into a society that teaches their members its culture.

Ans: True Page: 40 Level: Easy Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

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

Ans: True Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values ch06, Chapter 6: Motivation and Job Design

45. 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.

Ans: True Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

46. According to Hofstede’s framework of national culture, uncertainty avoidance reflects the degree to which people are likely to respect hierarchy and rank in organizations.

Ans: False Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

47. In Hofstede’s framework of national culture, individualism-collectivism reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

Ans: False Page: 40 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

48. South Korea is low on Hofstede’s long-term orientation and the U.S. is a more long-term oriented country.

Ans: False Page: 41 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values 49. When using the Hofstede framework of national culture, it is important to remember that the five dimensions are independent.

Ans: False Page: 41 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Values

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

Ans: True Page: 41 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

51. Workforce diversity has increased in the U.S. and decreased in the rest of the world.

Ans: False Page: 42 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Importance of Diversity

52. Research shows that companies with a higher percentage of female board directors and corporate officers, on average, financially outperform companies with the lowest percentages by significant margins.

Ans: True Page: 43 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Importance of Diversity ch06, Chapter 6: Motivation and Job Design

53. The leaking pipeline describes how women have not reached the highest levels of organizations.

Ans: True Page: 44 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

54. In the workplace, sexual orientation and ablebodiedness are protected from discrimination by Title VII of the Civil Rights Act of 1964.

Ans: False Page: 43 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

55. In recent years, there has been a shift from a focus on diversity to a focus on inclusion.

Ans: True Page: 47 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Challenges in Managing Diversity

56. The primary generational point of conflict is work ethic.

Ans: True Page: 45 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity 57. Even though recent studies report that there is no significant difference in performance between workers with disabilities and those without, nearly three quarters of people with severe disabilities are reported to be unemployed.

Ans: True Page: 46 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

58. Sexual orientation is protected by the EEOC.

Ans: False Page: 44 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

59. Valuing diversity assumes that groups will retain their own characteristics.

Ans: True Page: 48 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Challenges in Managing Diversity

Multiple Choice

60. ______and ______are two related aspects of the self-concept. a) Self-esteem; self-monitoring b) Self-esteem; self-assessment c) Self-esteem; self-efficacy d) Self-monitoring; self-assessment e) Self-monitoring; self-efficacy ch06, Chapter 6: Motivation and Job Design

Ans: c Pages: 26-27 Level: Hard Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self

61. ______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

Ans: a Page: 26 Level: Easy Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Self Awareness and Awareness of Others

62. ______means being aware of the behaviors, preferences, styles, biases, personalities, and so on of others. a) Self-awareness b) Awareness of others c) Self-concept d) Self-esteem e) Self-efficacy

Ans: b Page: 26 Level: Easy Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Self Awareness and Awareness of Others

63. Which of the following statements provides an inaccurate description of people with high self-esteem? a) They see themselves as capable, worthwhile, and acceptable. b) They tend to have few doubts about themselves. c) They seldom experience a boost in job performance. d) When under pressure, they may become boastful and act egotistically. e) They may be overconfident at times.

Ans: c Pages: 26-27 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self

64. Firstborns in families tend to be ______. a) loners b) quiet c) shy d) impatient e) enterprising

Ans: e Page: 28 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Nature versus Nurture

65. ______combines a set of physical and mental characteristics that reflect how a person looks, thinks, acts, and feels. a) Cognition b) Personality c) Perception d) Aptitude e) Ability

Ans: b Page: 29 Level: Easy Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personality

66. Which traits are associated with the “Big Five” personality dimension of extraversion? a) Outgoing, sociable, and assertive b) Good-natured, trusting, and cooperative c) Responsible, dependable, and persistent ch06, Chapter 6: Motivation and Job Design d) Unworried, secure, and relaxed e) Imaginative, curious, and broad-minded

Ans: a Page: 29 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Traits

67. The “Big Five” personality dimension of agreeableness refers to which of the following sets of personality traits? a) Outgoing, sociable, and assertive b) Good-natured, trusting, and cooperative c) Responsible, dependable, and persistent d) Unworried, secure, and relaxed e) Imaginative, curious, and broad-minded

Ans: b Page: 29 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Traits

68. Conscientiousness is a “Big Five” personality dimension that involves the traits of being ______. a) outgoing, sociable, and assertive b) good-natured, trusting, and cooperative c) responsible, dependable, and persistent d) unworried, secure, and relaxed e) imaginative, curious, and broad-minded

Ans: c Page: 29 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Traits 69. Which of the following personality traits is NOT included in the “Big Five”? a) Extraversion b) Agreeableness c) Conscientiousness d) Self-concept e) Emotional stability

Ans: d Page: 29 Level: Easy Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Big Five Personality Traits

70. ______traits are surface-level traits that reflect the way a person appears to others when interacting in various social settings. a) Standard b) Statutory c) Situational d) Social e) Demographic

Ans: d Page: 29 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

71. Problem-solving style reflects the way a person goes about ______and ______information in solving problems and making decisions. a) interpreting; evaluating b) interpreting; communicating c) gathering; collecting d) evaluating; analyzing e) gathering; evaluating

Ans: e Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. ch06, Chapter 6: Motivation and Job Design

Section Reference: Social Traits

72. ______individuals prefer routine and order, and emphasize well-defined details in gathering information; they would rather work with known facts than look for possibilities. a) Thinking-type b) Feeling-type c) Intuitive-type d) Sensation-type e) Cognitive-type

Ans: d Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

73. ______individuals prefer the “big picture”, like solving new problems, dislike routine, and would rather look for possibilities than work with facts. a) Thinking-type b) Feeling-type c) Intuitive-type d) Cognitive-type e) Sensation-type

Ans: c Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

74. ______individuals are oriented toward conformity and try to accommodate themselves to other people. a) Cognitive-type b) Sensation-type c) Intuitive-type d) Feeling-type e) Thinking-type Ans: d Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

75. ______individuals use reason and intellect to deal with problems and downplay emotions. a) Thinking-type b) Feeling-type c) Intuitive-type d) Cognitive-type e) Sensation-type

Ans: a Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

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

Ans: e Page: 30 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

77. Which of the following statements about locus of control is correct? a) People with an external locus of control tend to be more introverted. ch06, Chapter 6: Motivation and Job Design b) People with an internal locus of control tend to be more extroverted. c) People with an internal locus of control tend to perform better on tasks requiring complex information processing and learning. d) People with an external locus of control are more oriented toward their own feelings. e) Many managerial and professional jobs require behavior that is consistent with an external locus of control.

Ans: c Pages: 31-32 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

78. Individuals with a sensation-feeling style of problem solving tend to be good at which of the following? a) Empathizing b) Observing c) Imagining d) Inquiring e) Filing

Ans: a Page: 31 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

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

Ans: d Page: 32 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

80. A person high in ______is concerned with toughness and power and opposes the use of subjective feelings. a) authoritarianism b) Machiavellianism c) internal locus of control d) dogmatism e) external locus of control

Ans: a Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

81. An individual high in ______sees the world as a threatening place. a) self-monitoring b) Machiavellianism c) authoritarianism d) locus of control e) dogmatism

Ans: e Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

82. A person with a(n) ______personality regards legitimate authority as absolute and accepts or rejects others according to how much they agree with accepted authority. a) dogmatic b) authoritarian c) external locus of control d) Machiavellian e) type A

Ans: a ch06, Chapter 6: Motivation and Job Design

Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal Conception Traits

83. Which of the following is LEAST likely to be observed in a high-Mach personality? a) Capable of lying to achieve personal goals b) Approaches situations logically c) Rarely swayed by loyalty d) Rarely skilled at influencing others e) Rarely swayed by the opinions of others

84. 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 present a very different appearance from their true self. d) High self-monitors ignore the behavior of others. e) High self-monitors are flexible and especially good at responding to situational contingencies.

85. The ______traits measure how much an individual experiences emotional distress or displays unacceptable acts. a) cognitive strength b) statutory adjustment c) emotional adjustment d) social desirability e) personal conception

Ans: c Page: 34 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Emotional Adjustment Traits

86. Which of the following statements does NOT describe the Type A personality? a) Type A people tend to work fast 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

Ans: c Page: 35 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Emotional Adjustment Traits

87. Common work-related stressors include all of the following EXCEPT: a) ethical dilemmas. b) interpersonal problems. c) economic difficulties. d) career development problems. e) task demands.

Ans: c Page: 36 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Sources of Stress

88. Which of the following is NOT a common work-related stressor? a) Being asked to do too much b) Being asked to do too little c) Not knowing what you are expected to do ch06, Chapter 6: Motivation and Job Design d) The birth of a child e) Being bothered by noise and lack of privacy

Ans: d Page: 36 Level: Hard Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Sources of Stress

89. ______stress has a positive impact on both attitudes and performance. a) Efficient b) Statutory c) Natural d) Constructive e) Affluent

Ans: d Page: 36 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Outcomes of Stress

90. ______, also known as distress, is dysfunctional. a) Job burnout b) Eustress c) Constructive stress d) Abnormal stress e) Destructive stress

Ans: e Page: 36 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Outcomes of Stress

91. When people lose interest in and satisfaction with a job due to stressful working conditions, they are likely to experience ______. a) constructive stress b) Type A behavior c) job burnout d) Type B behavior e) eustress

Ans: c Page: 36 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Outcomes of Stress

92. Which of the following is an example of a problem-focused coping strategy? a) Look for the silver lining b) Try to look on the bright side c) Stand your ground and fight for what you want d) Try to forget the whole thing e) Accept sympathy from someone

Ans: c Page: 37 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress

93. Managers should be alert to key symptoms of excessive stress in themselves and their employees. Which of the following is a key stress symptom? a) Changes from punctuality to tardiness b) Changes from diligent work to careless work c) Changes from a positive attitude to a negative attitude d) Changes from cooperation to hostility e) All of the above

Ans: e Page: 37 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Outcomes of Stress

94. ______is the best first-line strategy in the battle against stress. a) Stress prevention b) Stress avoidance c) Personal wellness ch06, Chapter 6: Motivation and Job Design d) EAPs e) Stress management

Ans: a Page: 37 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress

95. When learning to say no, an individual should do which of the following? a) Focus on what matters most b) Weigh the yes-to-stress ratio c) Take guilt out of the equation d) Sleep on it e) All of the above

Ans: e Page: 37 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress

96. ______involves the pursuit of one’s job and career goals with the support of a personal health promotion program. a) Quality of work life programs b) Stress prevention programs c) Eustress management programs d) Employee assistance programs e) Personal wellness

Ans: e Page: 38 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress

97. Peoples’ ______develop as a product of the learning and experience they encounter in the cultural setting in which they live. a) wants b) needs c) perceptions d) cognitions e) values

Ans: e Page: 38 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Values

98. Which of the following is NOT an example of a terminal value? a) Broad-mindedness b) An exciting life c) A world at peace d) Family security e) Pleasure

Ans: a Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

99. All of the following are terminal values EXCEPT: a) a sense of accomplishment. b) a world of beauty. c) mature love. d) forgiving. e) freedom.

Ans: d Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

100. Which of the following is NOT an example of instrumental values? a) Courage b) Love c) Wisdom ch06, Chapter 6: Motivation and Job Design d) Logic e) Independence

Ans: c Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

101. All of the following are instrumental values EXCEPT: a) self-control. b) self-respect. c) honesty. d) ambition. e) imagination.

Ans: b Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

102. Which of the following is NOT one of the “work setting” values specifically identified by Meglino and associates? a) Achievement b) Economic values c) Helping and concern for others d) Honesty d) Fairness

Ans: b Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

103. Which of the following is an incorrect description of the workplace values schema developed by Bruce Meglino and his associates? a) Getting things done and working hard to accomplish difficult things in life b) Being concerned for other people and helping others c) Telling the truth and doing what you feel is right d) Discovering truth through reasoning and systematic thinking e) Being impartial and doing what is fair for all concerned

Ans: d Page: 39 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

104. ______occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own. a) Personal consistency b) Theoretical consistency c) Personal congruence d) Value performance e) Value congruence

Ans: e Page: 39 Level: Easy Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

105. Which of the following statements is TRUE concerning dimensions of national culture? a) U.S. is a more long-term oriented country b) Japan’s culture is considered to be feminine c) U.S. 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

Ans: c Page: 40 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

106. ______refers to policies and practices that seek to include people within a workforce who are considered to be, in a way, different from those in the prevailing constituency. a) Workforce diversity ch06, Chapter 6: Motivation and Job Design b) Cultural variance c) Employee divergence d) Inclusiveness e) Employee multiculturalism

Ans: a Page: 42 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Importance of Diversity

107. What phrase was coined to describe how women have not reached the highest levels of organizations? a) Multiculturalism b) Inclusivity c) Leaking pipeline d) Reverse discrimination e) Double bind

Ans: c Page: 44 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

108. Which of the following has been cited as a recommendation for changing structures and perceptions to address the leaking pipeline? a) Provide mentoring for all high potential female managers b) Create organizational cultures more satisfying to women c) Measure performance through results d) Actively monitor satisfaction levels of women e) All of the above

Ans: e Page: 44 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity 109. Title VII covers all of the following issues EXCEPT: a) recruiting. b) promotion. c) job training. d) union membership. e) wages.

Ans: d Page: 43 Level: Difficult Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

110. In recent years, the workplace has experienced a shift from a focus on diversity to a focus on ______. a) multiculturalism b) inclusion c) social identity d) affirmative action e) EEO

Ans: b Page: 47 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Challenges in Managing Diversity

111. Baby Boomers believe that Millenials ______. a) are very hard working b) are too entitled c) are earning their stripes quickly d) value structure e) value professional dress

Ans: b Page: 45 Level: Easy ch06, Chapter 6: Motivation and Job Design

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

112. Estimates indicate that ______Americans have one or more physical or mental disabilities. a) 10 million b) 20 million c) 30 million d) 40 million e) 50 million

Ans: e Page: 46 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

113. Which of the following statements concerning sexual orientation is TRUE? a) Sexual orientation is protected by the EEOC. b) The first U.S. corporation to add sexual orientation to its nondiscrimination policy was Apple Computers. c) A 2010 Harris poll shows that 78 percent of heterosexual adults in the U.S. agree that how an employee performs at his or her job should be the standard for judging an employee, not one’s sexual orientation. d) Few companies are extending rights to gay workers. e) Attitudes towards gays in the workplace are not changing significantly.

Ans: c Page: 44 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

114. ______in organizations emphasizes appreciation of differences in creating a setting where everyone feels valued and accepted. a) Employee appreciation b) Valuing diversity c) Diversity divergence d) Employee valuation e) Employee tolerance

Ans: b Page: 48 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Challenges in Managing Diversity

Fill in the blank

115. ______is the view individuals have of themselves as physical, social, and spiritual or moral beings.

Ans: Self-concept Page: 26 Level: Easy Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self

116. ______means being aware of our own behaviors, preferences, styles, biases, personalities, and so on.

Ans: Self-awareness Page: 26 Level: Easy Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Self Awareness and Awareness of Others

117. What are two related aspects of the self-concept?

Ans: Self-esteem and self-efficacy Page: 26 Level: Easy Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Components of Self ch06, Chapter 6: Motivation and Job Design

118. ______consists of those factors that are determined at conception, including physical characteristics, gender, and personality factors.

Ans: Heredity Page: 27 Level: Medium Learning Objective 1: Discuss individual differences and why they are important. Section Reference: Nature versus Nurture

119. Carl Jung’s work on problem-solving style reflects the way a person ______and ______information.

Ans: gathers; evaluates Page: 30 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social Traits

120. ______represent the way individuals tend to think about their social and physical settings as well as their major beliefs and personal orientation concerning a range of issues.

Ans: Personal conception traits Page: 31 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal conception Traits

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

Ans: internal Page: 32 Level: Easy Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal conception Traits

122. ______refers to the tendency to adhere rigidly to conventional values and to obey recognized authority.

Ans: Authoritarianism Page: 33 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal conception Traits

123. Someone who views and manipulates others purely for personal gain has a(n) ______personality.

Ans: Machiavellian Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal conception Traits

124. ______reflects a person’s ability to adjust his or her behavior to external, situational (environmental) factors.

Ans: Self-monitoring Page: 33 Level: Hard Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Personal conception Traits

125. Individuals with a(n) ______orientation are characterized by impatience, desire for achievement, and perfectionism.

Ans: Type A Page: 35 Level: Medium ch06, Chapter 6: Motivation and Job Design

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Emotional Adustment Traits

126. ______is a tension experienced by individuals facing extraordinary demands, constraints, or opportunities.

Ans: Stress Page: 35 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Personality and Stress

127. ______refer to the wide variety of things that cause stress for individuals.

Ans: Stressors Page: 35 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Sources of Stress

128. A(n) ______results when forces in an individual’s personal life affect them at work.

Ans: spillover effect Page: 36 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Sources of Stress

129. ______involves the pursuit of one’s job and career goals with the support of a personal health promotion program.

Ans: Personal wellness Page: 38 Level: Easy Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Managing Stress 130.______are broad preferences concerning appropriate courses of action or outcomes.

Ans: Values Page: 38 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Values

131. ______reflect a person’s preferences concerning the “ends” to be achieved.

Ans: Terminal values Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

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

Ans: instrumental values Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

133. ______is the learned, shared way of doing things in a particular society.

Ans: Culture Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

134. The five dimensions of national culture identified by Geert Hofstede are ______, ______, ______, ______, and ______. ch06, Chapter 6: Motivation and Job Design

Ans: power distance; uncertainty avoidance; individualism-collectivism; masculinity-femininity; long-term/short-term orientation Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

135. In Hofstede’s national culture framework, ______reflects the degree to which people are likely to prefer structured versus unstructured organizational situations.

Ans: uncertainty avoidance Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

136. According to Hofstede’s national culture framework, ______reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

Ans: masculinity-femininity Page: 40 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

137. ______is a phrase coined to describe how women have not reached the highest levels of organizations.

Ans: Leaking pipeline Page: 44 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity 138. ______prohibits employers from discriminating against any individual with respect to compensation, terms, or conditions of employment because of race, color, religion, sex, or national origin.

Ans: Title VII of the Civil Rights Act of 1964 Page: 43 Level: Hard Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

139. ______diversity is a result of Millenials, Gen Xers, and Baby Boomers in the workplace.

Ans: Generational Page: 45 Level: Medium Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

140. A(n) ______is a phenomenon whereby an individual is rejected as a result of an attribute that is deeply discredited by his or her society.

Ans: stigma Page: 46 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

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

Suggested Answer: Social traits are surface-level traits that reflect the way a person appears to others when interacting in various social settings. Problem-solving style is a prominent example ch06, Chapter 6: Motivation and Job Design of a social trait. Personal conception traits represent the ways individuals tend to think about their physical and social settings as well as their major beliefs and personal orientation concerning a range of issues. Locus of control, proactive personality, authoritarianism/dogmatism, Machiavellianism, and self-monitoring are common personal conception traits. Emotional adjustment traits measure how much an individual experiences emotional distress or displays unacceptable acts. Type A and Type B personality orientations are common examples of emotional adjustment traits. Pages: 29-35 Level: Medium Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits. Section Reference: Social traits; Personal conception traits, and Emotional adjustment traits

142. Differentiate between constructive stress and destructive stress. Discuss coping mechanisms.

Suggested Answer: Stress is a state of tension experienced by individuals facing extraordinary demands, constraints, or opportunities. Constructive stress, or eustress, acts in a positive way for the individual and the organization. Moderate levels of stress are constructive. Destructive stress, or distress is dysfunctional for both the individual and the organization. Too little or too much stress can be destructive, but the emphasis is most commonly placed on the effects of too much stress. The two major coping mechanisms are those which regulate emotions (emotion-focused coping) and those which manage the problem that is causing the distress (problem-focused coping). Page: 36 Level: Medium Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress. Section Reference: Outcomes of Stress

143. Identify and define the five dimensions that Geert Hofstede uses to describe 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: (a) power distance –– the willingness of a culture to accept status and power differences among its members, (b) uncertainty avoidance –– a cultural tendency toward discomfort with risk and ambiguity; (c) individualism-collectivism –– the tendency of a culture to emphasize individual or group interests; (d) masculinity-femininity –– the tendency of a culture to value stereotypical masculine or feminine traits; and (e) long-term/short-term orientation –– 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. The implications of each dimension for organizations and their members are: (a) power distance –– reflects the degree to which people are likely to respect hierarchy and rank in organizations, (b) uncertainty avoidance –– reflects the degree to which people prefer structured versus unstructured organizational situations; (c) individualism-collectivism –– reflects the degree to which people prefer working as individuals or working together in groups; (d) masculinity-femininity –– reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concern for relationships; and (e) long- term/short-term orientation –– reflects the degree to which people and organizations adopt long- term or short-term performance horizons. Examples of countries that are opposites on each dimension are: (a) power distance –– Sweden is a relatively low power distance culture and Indonesia is a high power distance culture ; (b) uncertainty avoidance –– Hong Kong is a low uncertainty avoidance culture and France is a high uncertainty avoidance culture; (c) individualism-collectivism –– the United States is an individualistic culture and Mexico is a more collectivist culture; (d) masculinity-femininity –– Japan is a masculine culture and Thailand is a more feminine culture; and (e) long-term/short-term orientation –– South Korea has a long-term orientation and the United States is oriented more toward the short term. Page: 40 Level: Hard Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Cultural Values

144. Explain Rokeach’s 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. 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 you might go about achieving your important end states, depending on the relative importance you attach to the instrumental values. Examples of instrumental values are ambitious, broad-mindedness, responsible, and self- control. Page: 39 Level: Medium Learning Objective 4: Outline the sources of values, personal values, and cultural values. Section Reference: Personal Values

145. Discuss the types of diversity reflected in the workplace today and how organizations can value and support diversity.

Suggested Answer: Diversity can be considered from many perspectives, including demographic (gender, race/ethnicity, age), disability, economic, religion, sexual orientation, marital status, parental status, etc. Organizations can commit to the creation of environments that welcome and embrace inclusion. This might include a strong commitment to inclusion for the board and top management, providing influential mentors to provide guidance, providing opportunities for ch06, Chapter 6: Motivation and Job Design networking with influential colleagues, providing role models, exposing diverse populations through high visibility assignments, building an inclusive culture that values differences, and working to acknowledge and reduce subtle stereotypes and stigmas. Page: 42 Level: Easy Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity. Section Reference: Types of Diversity

File: ch03

True/False

1. Affect is the range of feelings in the form of emotions and moods that people experience.

Ans: True Page: 54 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Understanding Emotions and Moods

2. The term affect encompasses a range of feelings in the forms of emotions and moods.

Ans: True Page: 54 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference:: Understanding

3. Emotions are intense feelings that are directed at someone or something. Ans: True Page: 54 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Emotions

4. Emotional intelligence is one’s ability to understand emotions and manage relationships effectively.

Ans: True Page: 54 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

5. A person who is good at knowing and managing his or her own emotions and good at reading others’ emotions may perform better in his or her own job.

Ans: True Page: 55 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

6. Self-management in emotional intelligence is the ability to think before acting and to be in control of otherwise disruptive impulses.

Ans: True Page: 55 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence ch06, Chapter 6: Motivation and Job Design

7. Researchers have identified twenty major categories of emotions, each of which generally includes some subcategories.

Ans: False Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

8. Researchers have identified six major categories of emotions: anger, fear, joy, love, sadness, and surprise.

Ans: True Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

9. Self-conscious emotions come from internal sources and social emotions come from external sources.

10. Shame, guilt, embarrassment, and pride are internal emotions.

Ans: True Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions 11. Self-conscious emotions help individuals stay aware of and regulate their relationships with others.

12. Social emotions refer to individuals’ feelings based on their external information.

13. Social emotions include pity, envy, and jealousy.

14. Compared to emotions, moods are more intense.

Ans: False Page: 57 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods ch06, Chapter 6: Motivation and Job Design

15. Moods frequently, though not always, lack a contextual stimulus.

Ans: True Page: 57 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

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

Ans: True Page: 57 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

17. Moods typically last longer than emotions.

Ans: True Page: 57 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

18. Research shows that managers do not need to pay attention to their employees’ affective factors such as moods and emotions.

Ans: False Page: 56-57 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

19. Emotions and moods mutually influence each other.

Ans: True Page: 58 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotion and Mood Contagion

20. Emotions are never contagious.

Ans: False Page: 58 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotion and Mood Contagion

21. Bad moods generally travel person-to-person slower than good moods.

22. Work environments and events cannot influence a person’s feelings at work.

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

Ans: True Page: 58 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor ch06, Chapter 6: Motivation and Job Design

24. Emotional labor is a situation where a person displays organizationally desired emotions during interpersonal transactions at work.

Ans: True Page: 58 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

25. Inconsistencies between the emotions a person feels and the emotions a person projects is called emotional dissonance.

Ans: True Page: 58 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

26. Deep acting and surface acting are two terms reflecting ways of dealing with emotional dissonance.

Ans: True Page: 59 Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

27. Deep acting is hiding one’s inner feelings and forgoing emotional expressions as a response to display rules.

Ans: False Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor 28. Surface acting is trying to modify your true inner feelings based on display rules.

Ans: False Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

29. Mexican culture tends to encourage downplaying emotions, while British culture is much more demonstrative in public.

Ans: False Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

30. The Affective Events Theory ties together and extends people’s emotional reactions on-the- job and how these reactions influence those people.

Ans: True Page: 60 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

31. Personality may influence positive and negative reactions, as can moods.

Ans: True Page: 60 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

32. The frequency and intensity of emotions have been shown to be consistent across cultures.

Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

33. The emotions of happiness, joy, and love are generally valued positively across cultures.

Ans: True Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

34. Norms for expressing emotions are consistent across cultures.

Ans: False Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

35. Display rules, or informal standards, govern the degree to which it is appropriate for people from different cultures to display their emotions similarly.

Ans: True Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

36. Attitudes are influenced by values and are acquired from the same sources as values: friends, teachers, parents, role models, and culture.

Ans: True Page: 61 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior 37. Values focus on specific people or objects, whereas attitudes have a more general focus and are more stable than values.

Ans: False Page: 61 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

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

Ans: True Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

39. Attitudes are hypothetical constructs which means that attitudes are inferred from the things people say, informally, in formal opinion polls, or through their behavior.

Ans: True Page: 61 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

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

Ans: True Page: 61 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes ch06, Chapter 6: Motivation and Job Design

41. The affective component of an attitude is an intention to behave in a certain way based on an individual’s specific feelings or attitudes.

Ans: False Page: 61 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes

42. The behavioral component of an attitude is a specific feeling regarding the personal impact of the antecedents.

Ans: False Page: 61 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes

43. An attitude results in intended behavior which may or may not be carried out in a given circumstance.

Ans: True Page: 62 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Linking Attitudes and Behavior

44. A stronger relationship between attitudes and behaviors exist when both attitudes and behaviors are specific rather than general.

Ans: True Page: 62 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Linking Attitudes and Behavior

45. Even though attitudes do not always predict behavior, the link between attitudes and potential or intended behavior is important for managers to understand. Ans: True Page: 62 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Linking Attitudes and Behavior

46. Cognitive dissonance describes a state of inconsistency between an individual’s attitude and behavior.

Ans: True Page: 62 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

47. Changing the underlying attitude, changing future behavior, or developing new ways of explaining or rationalizing an inconsistency can reduce cognitive dissonance.

Ans: True Page: 62 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

48. Choices regarding cognitive dissonance reduction methods are influenced by the degree of a person’s perceived control over the situation and the magnitude of the rewards involved.

Ans: True Page: 62 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

49. Job satisfaction is the degree to which individuals feel positively or negatively about their jobs. ch06, Chapter 6: Motivation and Job Design

Ans: True Page: 62 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

50. Two primary dimensions of job involvement are rational commitment and emotional commitment.

Ans: False Page: 62 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

50. Rational commitment reflects feelings that the job serves one’s financial, developmental, and professional interests.

Ans: True Page: 63 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

51. A survey of workers by the Gallup Organization suggests that profits for employers rise when workers’ attitudes reflect high job involvement and organizational commitment.

Ans: True Page: 63 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

52. Managers must be able to infer the job satisfaction of others by careful observation and interpretation of what people say and do while going about their jobs.

Ans: True Page: 64 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Components of Job Satisfaction

53. A survey conducted by The Conference Board notes that in 2009 only 45 percent of employees were reporting job satisfaction.

Ans: True Page: 65 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Job Satisfaction Trends

54. Both the Job Descriptive Index and the Minnesota Satisfaction Questionnaire are popular job satisfaction questionnaires.

Ans: True Page: 64 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Components of Job Satisfaction

55. Job satisfaction does not influence employee absenteeism and turnover.

Ans: False Page: 66 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

56. According to a 2011 survey by Accenture, Gen Y workers ranked pay higher as a source of motivation that either Gen Xers or Baby Boomers.

Ans: True Page: 66 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Job Satisfaction Trends ch06, Chapter 6: Motivation and Job Design

57. According to a recent survey by Salary.com, workers in their 40s and early 50s were most likely to engage in “just-in-case” job-seeking activities such as Web surfing and posting resumes.

Ans: False Page: 66 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

58. Physical aggression is an example of a counterproductive workplace behavior.

Ans: True Page: 67 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

59. Wasting resources, avoiding work, and making deliberate work errors are examples of political deviance.

Ans: False Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

60. The spillover effect examines happiness at home spilling over into satisfaction on the job.

Ans: False Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior 61. The causal relationship between job satisfaction and performance has been clearly established.

Ans: False Page: 68 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Linking Job Satisfaction and Job Performance

62. The argument that satisfaction causes performance suggests that managers should help workers attain high performance, and as a consequence workers will be satisfied.

63. Job satisfaction alone is a consistent predictor of individual work performance.

64. The argument that rewards cause both satisfaction and performance suggests that managers can positively influence both satisfaction and performance by properly allocating rewards.

Ans: True Pages: 68-69 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Linking Job Satisfaction and Job Performance

65. Well managed rewards can positively influence both individual satisfaction and performance.

Ans: True ch06, Chapter 6: Motivation and Job Design

Page: 70 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Linking Job Satisfaction and Job Performance

Multiple Choice

66. All of the following are tips that Lisa Druxman, founder of Stroller Strides, believes lead to business success EXCEPT: a) creating a vision and road map on how to attain a goal. b) hiring out everything you can so that there is progress when you are with your family. c) having a like-minded partner. d) working on the most important things. e) keeping your spouse from buying-in with parenting.

Ans: e Page: 52 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Balance through Fitness

67. ______always have an object or something to trigger them. a) Moods b) Attitudes c) Emotions d) Behaviors e) Beliefs

Ans: c Page: 54 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Understanding Emotions and Moods

68. The term EI ______. a) refers to cognitive ability and intelligence b) is used interchangeably with IQ c) is more of a recent concept. d) has been measured for over 100 years e) is measured in the Myers Briggs

Ans: c Page: 54 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Understanding Emotions and Moods

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

Ans: c Pages: 54-55 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Understanding Emotions and Moods

70. According to EI, the ability to think before acting and to control disruptive impulses is ______. a) social awareness b) self-awareness c) emotional contagion d) self-management e) relationship management

Ans: d Page: 55 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Understanding Emotions and Moods ch06, Chapter 6: Motivation and Job Design

71. Emotional intelligence includes all of the following factors EXCEPT: a) one’s ability to understand the IQ of managers. b) one’s ability to understand one’s own emotions and to express them naturally. c) one’s ability to perceive and understand the emotions of others. d) the ability to regulate one’s own emotions. e) one’s ability to use emotions by directing them toward constructive activities and improved performance.

Ans: a Page: 54-55 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

72. Which of the following is NOT one of the six major types of emotions identified by researchers? a) Anger b) Joy c) Love d) Fear e) Interest

Ans: e Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

73. The six major categories of emotions identified by researchers are ______. a) fear, joy, love, sadness, disappointment, and surprise b) happiness, love, disappointment, calm, pleasure, and bliss c) anger, fear, joy, love, sadness, and surprise d) joy, love, calm, pleasure, fear, and disappointment e) bliss, sadness, surprise, joy, anger, and happiness

Ans: c Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

74. Which of the following is one of the six major categories of emotions identified by researchers? a) Interest b) Greed c) Surprise d) Values e) Moods

75. When considering the major categories of emotions identified by researchers, which of the following statements is incorrect? a) The “sadness” category may contain disappointment, neglect, and shame. b) The “anger” category may contain disgust and envy. c) The “fear” category may contain alarm and anxiety. d) The “love” category may contain affection, longing, and lust. e) The “happiness” category may contain pride and self-worth.

Ans: e Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

76. Joseph said to himself, “Oh, I just don’t have the energy to do much today; I’ve felt down all week.” This is an example of a(n) ______. a) emotion b) mood c) cognition d) display rule e) citizenship behavior ch06, Chapter 6: Motivation and Job Design

Ans: b Page: 57 Level: Hard Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

77. “I was really angry when my professor criticized my presentation.” This is an example of a(n) ______. a) emotion b) mood c) cognition d) display rule e) citizenship behavior

Ans: a Page: 54 Level: Hard Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

78. Which of the following statements regarding the six major categories identified by researchers is correct? a) The fear category may contain alarm and anxiety. b) The calm category may contain contentment and relaxation. c) The respect category may contain reverence and integrity. d) The ethics category may contain morals and values. e) The surprise category may contain concern and wonder.

Ans: a Page: 56 Level: Hard Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Foundations of Emotions and Moods

79. ______emotions help individuals stay aware of and regulate their relationships with others, while ______emotions refer to individuals’ feelings based on information external to themselves. a) Awareness; open b) Recognized; acknowledged c) Internal; external d) Self-conscious; social e) Known; found

Ans: d Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

80. Which of the following statements is correct? a) Social emotions come from internal sources. b) Self-conscious emotions come from external sources. c) Self-conscious emotions come from internal sources. d) Social emotions and self-conscious emotions come from internal sources. e) Self-conscious emotions and social emotions come from external sources.

81. All of the following are examples of internal emotions EXCEPT: a) shame. b) guilt. c) embarrassment. d) pride. e) fear.

Ans: e Page: 56 Level: Hard Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions ch06, Chapter 6: Motivation and Job Design

82. Pity, envy, and jealousy are examples of ______. a) moods b) social emotions c) values d) self-conscience emotions e) attitudes

Ans: b Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

83. Social emotions refer to ______. a) an individual’s feelings based on information internal to himself or herself b) an individual’s feelings based on information external to himself or herself c) group feelings based on information internal to themselves d) group feelings based on information external to themselves e) an individual’s feelings based on information internal and external to himself or herself

Ans: b Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

84. Which of the following statements about emotions is false? a) Emotions can change into a mood. b) Emotions tend to be contagious. 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.

Ans: d Page: 57 Level: Hard Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods 85. Which statement about moods is accurate? a) A positive or negative mood can influence emotions. b) Moods are more intense, compared with emotions. c) Moods always lack a contextual stimulus. d) Moods are more fleeting than emotions. e) A mood is likely to be directed at a specific person or event.

Ans: a Page: 56-57 Level: Hard Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

86. Which of the following statements is correct? a) Emotions and moods tend to be more stable than attitudes and values. b) Emotions and attitudes tend to be more stable than moods and values. c) Emotions and values tend to be more stable than moods and attitudes. d) Attitudes and values tend to be more stable than moods and emotions. e) Attitudes and moods tend to be more stable than emotions and values.

Ans: d Page: 58 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotion and Mood Contagion

87. Emotional labor requirements are especially important in the work of ______. a) construction workers b) day laborers c) flight attendants d) brick layers e) landscapers

Ans: c Page: 58 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor ch06, Chapter 6: Motivation and Job Design

88. The advice to managers today is to ______. a) pay lots of attention to affective factors such as moods and emotions b) pay little attention to affective factors such as moods and emotions c) pay lots of attention to affective factors such as ethics and values d) pay little attention to affective factors such as ethics and values e) totally ignore employee attitudes, moods, and emotions

Ans: a Page: 57-59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: How Emotions and Moods Influence Behavior

89. An inconsistency between the emotions we actually feel and the emotions we try to project is knows as ______. a) emotional dissonance b) surface acting c) deep acting d) cognitive dissonance e) emotional intelligence

Ans: a Page: 58 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

90. Which of the following statements is correct? a) Deep acting is hiding your inner feelings and forgoing emotional expressions as a response to display rules. b) Surface acting is trying to modify your true inner feelings based on display rules. c) Deep acting and surface acting are two terms reflecting ways of dealing with emotional dissonance. d) Deep acting and surface acting are two terms reflecting ways of behavior when a person’s ethics is somewhat questionable. e) Deep acting is trying to modify your true inner feelings based on your personal standards for behavior.

Ans: c Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

91. Which of the following statements about emotions is true? a) Negative emotions are required for success on-the-job in most cultures. b) Management in Europe is not concerned about differences in emotions. c) The type and duration of emotions are consistent across cultures. d) The frequency and intensity of emotions has been shown to vary across cultures. e) The frequency and intensity of emotions are consistent across cultures.

Ans: d Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

92. Managers today should be ______. a) ignorant of emotions in foreign cultures b) resistant to emotions in foreign cultures c) insensitive to emotions in foreign cultures d) very sensitive to the display of emotions in foreign cultures e) reporting negative emotions to the corporate office

Ans: d Page: 59 Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

93. The informal standards which govern the degree to which it is appropriate for people from different cultures to show their emotions similarly are known as ______. a) emotional intelligence agencies b) affective rules c) cognitive rules d) display rules e) behavioral rules

Ans: d Page: 59 ch06, Chapter 6: Motivation and Job Design

Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

94. According to the Affective Events Theory, which of the following is true? a) Work events include job demands and daily hassles. b) Emotional reactions include personality and positivity. c) Work environment includes characteristics of the job and personality. d) Personal predispositions include personality and mood. e) Affective Events Theory extends understanding of people’s moods on the job and why job satisfaction is decreasing.

Ans: d Page: 60 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

95. The Affective Events Theory ______. a) is a change management theory that deals with organizational events b) ties together and extends people’s emotional reactions on-the-job and how these reactions influence those people c) relates the needs of the organization with those of its members d) identifies management’s emotional growth as they progress upward on the career paths e) considers how employees will be impacted after an acquisition or merger

Ans: b Page: 60 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

96. Affective Events Theory includes all of the following components EXCEPT: a) work environment. b) work events. c) physical reactions. d) personal predispositions. e) job satisfaction.

Ans: c Page: 60 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods in the Workplace

97. In the Affective Events Theory, the term “work environment” can involve the following subcategories: a) characteristics of the job, job demands, and emotional labor requirements. b) characteristics of the job, job demands, and the supervisor’s directives. c) supervisor’s directives, emotional labor requirements, and co-worker involvement. d) supervisor’s directives, co-worker involvement, and subordinate support. e) co-worker involvement, subordinate support, and emotional labor requirements.

Ans: a Page: 60 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

98. In the Affective Events Theory, the term “personal predispositions” can involve the following subcategories: a) values and attitudes. b) ethics and objectives. c) personality and mood. d) ego and values. e) personality and objectives.

Ans: c Page: 60 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

99. The Affective Events Theory suggests that employees______. a) emphasize emotions, along with more cognitive aspects in performing their jobs b) recognize when their organizations are transforming organizational culture c) do not always understand developmental goals set by management d) process emotions in a strict hierarchal structure e) feel sad when passed over for a promotion

Ans: a ch06, Chapter 6: Motivation and Job Design

Page: 60 Level: Hard Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotions and Moods as Affective Events

100. Which of the following statements about attitudes is false? 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 are more stable than values. e) Attitudes are hypothetical constructs.

Ans: d Page: 61 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

101. The ______component of an attitude reflects the beliefs, opinions, knowledge, or information a person possesses. a) sociological b) values c) perceptual d) physical e) cognitive

Ans: e Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes

102. The ______component of an attitude is a specific feeling regarding the personal impact of the antecedents, while the ______component is an intention to behave in a certain way based on your specific feelings or attitudes. a) emotional; intended b) acknowledged; affective c) cognitive; behavioral d) affective; behavioral e) cognitive; affective Ans: d Page: 61 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes

103. Attitudes are acquired from all of these sources EXCEPT: a) friends. b) teachers. c) business models. d) role models. e) culture.

Ans: c Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

104. Which of the following statements provides an accurate description of the attitude- behavior linkage? a) An attitude results in intended behavior; this intention will always be carried out in a given circumstance. b) The relationship between general attitudes and behavior is stronger than the relationship between specific attitudes and behaviors. c) The attitude-behavior linkage tends to be stronger when a person has had experience with the stated attitude. d) The attitude-behavior linkage is weak when individuals have little emotional intelligence. e) The relationship between general attitudes and behavior is weaker than the relationship between specific values and norms.

Ans: c Page: 62 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Linking Attitudes and Behavior

105. A state of inconsistency between an individual’s attitudes and behavior is known as ______. ch06, Chapter 6: Motivation and Job Design a) emotional labor b) emotional contagion c) cognitive dissonance d) emotional intelligence e) the spillover effect.

Ans: c Page: 62 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

106. Which of the following is an example of cognitive dissonance? a) A manager gives a high performer a good raise in his salary. b) A manager fires a person who steals from a firm. c) A manager hires a person with terrific relevant work and educational experience. d) A manager appraises all the employees using uniform standards, regardless of the individual’s performance on-the-job. e) A manager promotes an employee with a stellar work record.

Ans: d Page: 62 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

107. According to Leon Festinger, individuals reduce cognitive dissonance in all of the following ways EXCEPT: a) developing new ways of explaining the inconsistency. b) changing future behavior. c) re-evaluating values and beliefs. d) changing the underlying attitude. e) developing new ways of rationalizing the inconsistency.

Ans: c Page: 62 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency 108. ______and ______influence the choices a person makes regarding which cognitive dissonance reduction method to use. a) The degree of a person’s emotional adjustment; the magnitude of the rewards involved b) The degree of a person’s perceived control over the situation; the magnitude of the rewards involved c) The degree of a person’s perceived control over the situation; the magnitude of the person’s sociability d) The degree of a person’s authoritarianism; the magnitude of the person’s self-esteem e) The magnitude of the person’s agreeableness; the magnitude of the person’s self-efficacy

Ans: b Page: 62 Level: Hard Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

109. The degree of loyalty an individual feels toward the organization is known as ______. a) job satisfaction b) organizational commitment c) job involvement d) employee engagement e) organizational citizenship

Ans: b Page: 63 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

110. The extent to which an individual is dedicated to a job is known as ______. a) job satisfaction b) organizational commitment c) job involvement d) employee engagement e) organizational citizenship

Ans: c Page: 62 ch06, Chapter 6: Motivation and Job Design

Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

111. The two primary dimensions to 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

Ans: b Page: 63 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

112. If John has high job involvement, which of the following can be expected? a) John will work beyond expectations to complete a special project. b) John is not dedicated to his job. c) John is highly committed to his organization. d) John psychologically identifies with his organization. e) All of the above

Ans: a Page: 63 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

113. Which work attitude reflects feelings that the job serves one’s financial, developmental, and professional interests? a) Rational commitment b) Emotional commitment c) Job involvement d) Spillover effect e) Employee engagement

Ans: a Page: 63 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

114. According to the Gallop Organization, which of the following does not count most toward high 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 there is a direct connection between one’s work and one’s pay.

Ans: e Page: 63 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

115. The combination of high job involvement and organizational commitment creates, what the Gallop Organization has called, ______. a) at home effect b) counterproductive workplace behaviors c) job satisfaction d) organizational citizenship e) employee engagement

Ans: e Page: 63 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

116. Job satisfaction is important for all of the following reasons EXCEPT: a) it influences the decision a person makes to join an organization. b) it influences the decision a person makes to be creative. c) it influences the decision a person makes regarding how hard to work in the pursuit of high performance. d) it influences the decision a person makes to remain as a member of an organization. e) it influences the decision to perform.

Ans: b Page: 63-68 ch06, Chapter 6: Motivation and Job Design

Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Job Satisfaction and its Importance

117. Which of the following statements is NOT true regarding job satisfaction findings? a) About 45 percent of workers reported job satisfaction in 2009. b) Job satisfaction is down. c) Job satisfaction is lower among the youngest workers. d) There are gender differences in job satisfaction and how it is dealt with. e) Job satisfaction is lower in smaller companies.

Ans: e Pages: 65-66 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Job Satisfaction Trends

118. The five facets of job satisfaction measured by the Job Descriptive Index are ______. a) the work itself, quality of supervision, relationships with co-workers, promotion opportunities, and pay b) skill variety, task identity, task significance, autonomy, and feedback c) the work itself, task identity, task significance, autonomy, and opportunities for learning d) quality of supervision, relationships with co-workers, opportunities for learning, pay, and autonomy e) autonomy, relationships with peers, relationships with superiors, feedback, and the work itself

Ans: a Page: 64 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Components of Job Satisfaction

119. The flip side of organizational citizenship are______. a) home effects b) counterproductive workplace behaviors c) job satisfaction behaviors d) job commitment behaviors e) employee engagement behaviors Ans: b Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

120. Which of the following is NOT an example of counterproductive workplace behaviors? a) Intimidation b) Avoiding work c) Positively commenting publicly on the employer d) Stealing money e) Lacking civility in relationships

Ans: c Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

121. Sarah spreads harmful rumors, gossips, uses bad language, and lacks civility in relationships while at work. In which of the following is Sarah engaging in? a) Personal aggression b) Production deviance c) Political deviance d) Property deviance e) Psychological deviance

Ans: b Page: 67 Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

122. If John is stealing money from his employer, he is engaging in ______type of behaviors. a) organizational citizenship b) counterproductive c) cognitively dissonant d) at-home effect e) spillover ch06, Chapter 6: Motivation and Job Design

Ans: b Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

123. The extras people do to go the extra mile in their work are referred to as ______. a) organizational citizenship behaviors b) counterproductive behaviors c) deviant workplace behaviors d) at-home effect behaviors e) spillover behaviors

Ans: a Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

124. Lawler and Porter maintain that ______. a) perceived equity of rewards does not impact the performance/satisfaction relationship b) performance accomplishment lead 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) satisfaction causes performance

Ans: b Pages: 68-69 Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

125. Which of the following statements is true with respect to job satisfaction and performance? a) Job satisfaction does not cause performance. b) Performance does not cause job satisfaction. c) Rewards cause both job satisfaction and performance. d) Rewards do not cause job satisfaction. e) Rewards do not cause performance. Ans: c Page: 68 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

126. Which of the following statements with respect to the relationship between satisfaction and performance is NOT correct? a) The argument that satisfaction causes performance suggests that managers should make employees happy in order to increase work performance. b) The argument that performance causes satisfaction suggests that managers should help workers attain high performance, and as a consequence the workers will be satisfied. 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 is the most compelling argument regarding the performance/satisfaction relationship. e) Managers should consider satisfaction and performance to be two completely independent work results.

Ans: e Page: 68 Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

127. The relationship between job satisfaction and performance is a complex one for all of the following reasons EXCEPT: a) job satisfaction alone is not a consistent predictor of individual work performance. b) individual performance can lead to rewards that, in turn, lead to individual satisfaction (if the rewards are equitable). c) well managed rewards can positively influence individual satisfaction. d) well managed rewards can positively influence individual performance. e) individual job satisfaction standards change frequently.

Ans: e Page: 68 Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior ch06, Chapter 6: Motivation and Job Design

Fill in the blank

128. ______is a generic term that covers a broad range of feelings that individuals express.

Ans: Affect Page: 54 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Understanding Emotions and Moods

129. A(n) ______is an intense feeling that is directed toward someone or something.

Ans: emotion Page: 54 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Emotions

130. ______is one’s ability to understand emotions and manage relationships effectively.

Ans: Emotional Intelligence Page: 54 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

131. ______is the ability to understand our emotions and their impact on us and others.

Ans: Self-awareness Page: 55 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

132. ______is the ability to establish rapport with others in order to build good relationships.

Ans: Relationship management Page: 55 Level: Easy Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

133. When considering the major categories of emotions identified by researchers, ______may contain cheerfulness and contentment.

Ans: joy Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

134. ______help individuals stay aware of and regulate their relationships with others.

Ans: Self-conscious emotions Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

135. ______refer to individuals’ feelings based on information external to themselves such as pity, envy, and jealousy.

Ans: Social emotions Page: 56 Level: Medium ch06, Chapter 6: Motivation and Job Design

Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

136. Shame, guilt, embarrassment, and pride are examples of ______.

Ans: internal emotions Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Types of Emotions

137. ______are generalized positive and negative feelings or states of mind.

Ans: Moods Page: 56 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: The Nature of Moods

138. ______refers to a customer catching the emotions of a salesperson.

Ans: Emotion and mood contagion Page: 58 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotion and Mood Contagion

139. ______is a situation where a person displays organizationally desired emotions in a job.

Ans: Emotional labor Page: 58 Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor 140. ______is defined as inconsistencies between emotions people feel and the emotions they project.

Ans: Emotional dissonance Page: 59 Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

141. ______refers to modifying your true inner feelings based on display rules and ______refers to hiding your inner feeling and forgoing emotional response to display rules.

Ans: Deep acting; surface acting Page: 59 Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

142. ______are informal standards that govern the degree to which it is appropriate for people from different cultures to display their emotions similarly.

Ans: Display rules Page: 59 Level: Easy Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

143. When you say you like chocolate ice cream, you are expressing a(n)______.

Ans: attitude Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior ch06, Chapter 6: Motivation and Job Design

144. ______are inferred from the things people say or from their behavior.

Ans: Attitudes Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

145. A(n) ______is a predisposition to respond in a positive or negative way to someone or something in one’s environment.

Ans: attitude Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior

146. The ______component of an attitude reflects the beliefs, opinions, knowledge, or information a person possesses, while the ______component is a specific feeling regarding the personal impact of the antecedents.

Ans: cognitive; affective Page: 61 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes

147. The ______component of an attitude is a specific feeling regarding the personal impact of the antecedent conditions.

Ans: affective Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes 148. The ______component of an attitude is an intention to behave in a certain way based on your specific feelings or attitudes.

Ans: behavioral Page: 61 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Components of Attitudes

149. ______describes a state of inconsistency between an individual’s attitudes and behavior.

Ans: Cognitive dissonance Page: 62 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

150. ______is known for using the term cognitive dissonance to describe a state of inconsistency between an individual’s attitudes and his or her behavior.

Ans: Leon Festinger Page: 62 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Attitudes and Cognitive Consistency

151. ______is the degree to which individuals feel positively or negatively about their jobs.

Ans: Job satisfaction Page: 62 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

152. ______is the loyalty of an individual to the organization. ch06, Chapter 6: Motivation and Job Design

Ans: Organizational commitment Page: 62 Level: Easy Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: Types of Job Attitudes

153. Personal aggression and property deviance like stealing money are examples of ______.

Ans: counterproductive workplace behaviors Page: 67 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

154. Two popular job satisfaction questionnaires are the ______and the ______.

Ans: Minnesota Satisfaction Questionnaire (MSQ); Job Description Index (JDI) Page: 64 Level: Easy Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Components of Job Satisfaction

155. The spillover of job satisfaction onto family lives is also known as ______.

Ans: the at-home effect Page: 67 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: How Job Satisfaction Influences Work Behavior

156. In the Lawler and Porter model addressing the relationship between performance and satisfaction, the intervening variables linking performance with later satisfaction are ______.

Ans: rewards Page: 68 Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Linking Job Satisfaction and Job Performance

157. The key issue in respect to the allocation of rewards is ______, or varying the size of the reward in proportion to the level of performance.

Ans: performance contingency Page: 70 Level: Hard Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Linking Job Satisfaction and Job Performance

158. Define emotional intelligence and identify the four competencies of emotional intelligence.

Suggested Answer: Emotional intelligence is the ability to understand emotions and to manage relationships effectively. The four competencies are self-awareness, social awareness, self- management, and relationship management. Self-awareness is the ability to understand our emotions and their impact on us and others. Social awareness is the ability to empathize and understand the emotions of others. Self-management is the ability to think before acting and control disruptive impulses. Relationship management is the ability to establish rapport with others to build good relationships. Pages: 54-55 Level: Medium Learning Objective 1: Define the nature of emotions and moods, emotional intelligence, and the types of emotions. Section Reference: Emotional Intelligence

159. Define emotional labor. Give two examples of jobs where positive reactions on-the-job are required for job success, regardless of job circumstances.

Suggested Answer: Emotional labor is a situation where a person displays organizationally desired emotions in a job.. Sales people and flight attendants are two examples of jobs which 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. Page: 58 ch06, Chapter 6: Motivation and Job Design

Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Emotional Labor

160. Define display rules. Give several examples of how display rules impact work cultures in different countries.

Suggested Answer: Display rules, also called informal standards, govern the degree to which it is appropriate for people from different cultures to display their emotions similarly. As an example, Great Britain encourages downplaying emotions, while Mexicans are much more demonstrative in public. Also, Wal-Mart’s emphasis on friendliness has been shown not to work in Germany. There, serious German shoppers have been shown not to like Wal-Mart’s friendly greeters and helpful personnel. In Israel, shoppers equate smiling cashiers with inexperience, so the cashiers are encouraged to look somber. Page: 59 Level: Medium Learning Objective 2: Explain how emotions and moods influence behavior. Section Reference: Cultural Aspects of Emotions and Moods

161. 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 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 the affect in one’s attitude. It is a predisposition to act in a specific way, but one that may or may not be implemented. Page: 61 Level: Medium Learning Objective 3: Discuss the components of attitudes and how they influence behavior. Section Reference: How Attitudes Influence Behavior and Components of Attitudes

162. Explain the alternative views of the relationship between job satisfaction and performance, and discuss the managerial implications of each view.

Suggested Answer: Three possible alternative views exist regarding 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 satisfaction suggests that managers should focus on increasing employees’ job performance and as a result job satisfaction should increase. The view that rewards cause both satisfaction and performance recognizes that: the proper allocation of rewards can positively influence both performance and satisfaction; people who receive high rewards report high job satisfaction and that performance-contingent rewards influence a person’s work performance; and the size and value of the reward should vary in proportion to the level of one’s performance accomplishment. Pages: 67-70 Level: Medium Learning Objective 4: Discuss the components of job satisfaction and why it is important. Section Reference: Linking Job Satisfaction and Job Performance

File: ch04

True/False

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

Ans: True Page: 76 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: The Perception Process

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

Learning Objective 1: Describe perception and why it is important. Section Reference: The Perception Process

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

Ans: False Page: 76 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Factors Influencing Perception

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

Ans: True Page: 77 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Factors Influencing Perception

5. A person’s past experiences, needs or motives, personality, values, and attitudes may all influence the perceptual process.

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

Ans: True Page: 77 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Factors Influencing Perception 7. 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.

8. Intensity of the perceived person, object, or event can vary in terms of brightness, color, depth, sound, etc.

9. When a bright red sports car stands out from a group of gray sedans, this demonstrates figure/ground separation.

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

Ans: True Page: 78 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Factors Influencing Perception ch06, Chapter 6: Motivation and Job Design

11. The information-processing stages of the perceptual process are divided into information attention and selection, organization of information, information interpretation, and information retrieval.

Ans: True Page: 78 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

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

Ans: True Page: 78 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

13. Controlled processing occurs when a person consciously decides what information to pay attention to and what information to ignore.

14. Selective screening occurs only through conscious awareness.

Ans: False Page: 78 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

15. Schemas are cognitive frameworks that represent organized knowledge about a given concept or stimulus developed through experience. Ans: True Pages: 78-79 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

16. Impersonal schemas refer to the way individuals divide others into categories, such as types or groups, in terms of similar perceived features.

17. A stereotype is an abstract set of features commonly associated with members of a particular category.

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

19. Script schemas combine schemas built around persons and events.

Ans: False Page: 79 ch06, Chapter 6: Motivation and Job Design

Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

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

21. Schemas play an important role in the retrieval stage of the perceptual process.

22. Impression management is a person’s systematic attempt to influence how others perceive us and flattering others to favorably impress them.

Ans: True Page: 80 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Perception, Impression Management, and Social Media

23. We practice a lot of impression management as a matter of routine in everyday life.

Ans: True Page: 80 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Perception, Impression Management, and Social Media 24. Impression management is more important in face-to-face meetings than in online interactions.

Ans: False Page: 80 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Perception, Impression Management, and Social Media

25. The right social networks can create the right impression.

Ans: True Page: 80-81 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: The Perception Process

26. The common perceptual distortions include stereotypes or prototypes, halo effects, selective perception, projection, contrast effects, and the self-fulfilling prophecy.

Ans: True Page: 81 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Common Perceptual Distortions

27. Stereotypes obscure individual differences; that is, they can prevent managers from getting to know people as individuals and from accurately assessing their needs, preferences, and abilities.

Ans: True Page: 81 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Stereotypes ch06, Chapter 6: Motivation and Job Design

28. Ability and age stereotypes have almost been eliminated from the workplace today.

Ans: False Page: 81 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Stereotypes

29. Like stereotypes, halo effects are most likely to occur in the interpretation stage of the perceptual process.

Ans: False Page: 83 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Halo Effects

30. Halo effects are particularly important in the performance appraisal process because they can influence a manger’s evaluations of subordinates’ work performance.

Ans: True Page: 83 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Halo Effects

31. Projection is the tendency to single out those aspects of a situation, person, or object that are consistent with one’s own needs, values, or attitudes.

Ans: False Page: 83 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Selective Perception 32. Projection can be controlled through a high degree of self-awareness and empathy.

Ans: True Page: 84 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Projection

33. A contrast effect 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.

Ans: True Page: 84 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Contrast Effects

34. When a manager comparatively ranks all his/her subordinates on their oral communication skills, the contrast effect may creep in as a perceptual bias.

Ans: True Page: 84-85 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Common Perceptual Distortions

35. Impression management is sometimes referred to as the “Pygmalion effect.”

Ans: False Page: 85 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. ch06, Chapter 6: Motivation and Job Design

Section Reference: Self-Fulfilling Prophecies

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

Ans: False Page: 85-86 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Self-Fulfilling Prophecies

37. 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 have work- life balance.

Ans: True Page: 85 Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Ethics in OB

38. Assimilation theory is the attempt to understand the causes of a certain event, assess responsibility for outcomes of the event, and evaluate the personal qualities of the people involved in the event.

Ans: False Page: 86 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

39. Attribution theory aids in the process of perception interpretation by focusing on how people attempt to understand the causes of a certain event, assess responsibility for the outcomes of the event, and evaluate the personal qualities of the people involved in the event.

Ans: True Page: 86 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

40. According to attribution theory, the three factors that influence whether an event is attributed to an internal cause or an external cause are distinctiveness, consensus, and aptitude.

Ans: False Page: 86 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

41. In the context of attribution theory, distinctiveness considers how consistent a person’s behavior is across different situations.

Ans: True Page: 86 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

42. In the context of attribution theory, consistency takes into account how likely all those facing a similar situation are to respond in the same way.

Ans: False Page: 86 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

43. If everyone using the same equipment performs poorly, the tendency is to attribute any one person’s poor performance to internal causes; but if other people using the equipment perform well while one person performs poorly, the tendency is to attribute that individual’s poor performance to external causes.

Page: 86 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

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

Ans: False Page: 86 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

45. The fundamental attribution error is the tendency to underestimate the influence of situational factors and to overestimate the influence of personal factors in evaluating someone else’s behavior.

Ans: True Page: 87 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution Errors

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

Ans: True Page: 87 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution Errors

47. According to the work of Albert Bandura, an individual uses modeling but not the vicarious learning to acquire behavior by observing and imitating others.

Ans: False Page: 87 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution and Social Learning

48. Classical conditioning is a form of learning through association that involves the manipulation of stimuli to influence behavior.

Ans: True Page: 89 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

49. In Pavlov’s classical conditioning research, the food for the dogs was the stimulus.

Ans: True Page: 89 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

50. A conditioned stimulus refers to a once-neutral stimulus that is paired with an original stimulus and becomes capable of affecting behavior in the same way as the initial stimulus.

Ans: True Page: 89 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

51. Operant conditioning is the process of controlling behavior by manipulating its consequences.

Ans: True Page: 90 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect ch06, Chapter 6: Motivation and Job Design

52. Classical and operant conditioning differ in two important ways. First, control in classical conditioning is via manipulation of consequences. Second, classical conditioning calls for examining antecedents, behavior, and consequences.

Ans: False Page: 89-90 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

53. According to the law of effect, a supervisor who wants to increase the incidence of a specific employee behavior should make sure that the behavior results in positive outcomes.

Ans: True Page: 90 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

54. Sometimes rewards provided to employees may not necessarily be positive reinforcers.

Ans: True Page: 91 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

55. The law of contingent reinforcement states that the reward must be given as soon as possible after the occurrence of the desirable behavior.

Ans: False Page: 92 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement 56. Continuous reinforcement and intermittent reinforcement administer a reward each time a desired behavior occurs.

Ans: False Page: 93 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

57. Negative reinforcement (also known as avoidance) is the withdrawal of negative consequences, which tends to increase the likelihood of repeating the behavior in similar settings.

Ans: True Page: 94 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Negative Reinforcement

58. Both punishment and extinction are used to discourage negative behavior.

Ans: True Page: 94 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Punishment

59. OB Mod has been criticized for creating values dilemmas regarding the use of reinforcement to influence human behavior at work.

Ans: True Page: 95 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Reinforcement Pros and Cons

Multiple Choice ch06, Chapter 6: Motivation and Job Design

60. Which of the following statements about perception is NOT accurate? a) Although important, perceptions have only a minor impact on the way people respond to various situations. b) Through perception, people process information inputs into responses involving feelings. c) Perception is a way of forming impressions about oneself, other people, and daily life experiences. d) Perceptions serve as a screen or filter through which information passes before it has an effect on people. e) Through perception, people process information inputs into responses involving action.

Ans: a Pages: 76-78 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: The Perception Process

61. The factors that influence the perceptual process include characteristics regarding the ______. a) inputs, throughputs, and outputs b) information, facts, and data c) perceiver, setting, and perceived d) perceiver, intention, and consequence e) intention, meaning, and result

Ans: c Page: 77 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Factors Influencing Perception

62. Which of the following sets of items relate to the perceiver as a factor influencing of the perceptual process? a) Physical, social, and organizational contexts b) Past experiences, needs or motives, personality, values, and attitudes c) Contrast, intensity, figure-ground separation, size, motion, and repetition/novelty d) Attitudes, physical characteristics, contrast, and size e) Values, organizational norms, motion, and repetition/novelty

Ans: b Page: 77 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Factors Influencing Perception

63. The stages involved in processing the information that determines a person’s perceptions and reactions include all of the following EXCEPT: a) information attention and selection. b) information organization. c) information interpretation. d) information sending. e) information retrieval.

Ans: d Page: 78 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

64. Which of the following statements reflect the correct order of the stages of the perceptual process? a) Organization, attention/selection, retrieval, and interpretation. b) Attention/selection, interpretation, organization, and retrieval. c) Attention/selection, organization, interpretation, and retrieval. d) Interpretation, retrieval, organization, and attention/selection. e) Interpretation, attention/selection, retrieval, and organization.

Ans: c Page: 78-79 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

65. Selective screening ______. a) lets in only a tiny proportion of all of the information available b) should only be used sparingly because it is rarely effective c) is typically used in the “information retrieval” step of information processing d) is typically used in the “information interpretation” step of information processing e) is typically used in the “information organization” step of information processing ch06, Chapter 6: Motivation and Job Design

Ans: a Page: 78 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

66. William Walker works in a very busy and noisy environment. As a result, he frequently has to consciously decide what information to pay attention to and what information to ignore. Walker is using ______as a mechanism for information attention and selection. a) judicious screening b) selective sorting c) controlled processing d) discriminate screening e) discerning processing

Ans: c Page: 78 Level: Hard Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

67. 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

Ans: b Page: 79 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

68. ______schemas refer to the way individuals sort others into categories (or stereotypes) in terms of similar perceived features. a) Ordered b) Person c) Self d) Person-in situation e) Indigenous

Ans: b Page: 79 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

69. A ______schema is used when an experienced manager thinks about the appropriate steps involved in facilitating a meeting. a) person-in-situation b) script c) person d) self e) prototype

Ans: a Page: 79 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

70. Impression management is influenced by all of the following activities EXCEPT: a) associating with the “right people.” b) doing favors to gain approval. c) flattering others to favorably impress them. d) taking credit for a favorable event. e) making new job assignments.

Ans: e Page: 80 Level: Hard Learning Objective 1: Describe perception and why it is important. Section Reference: Perception, Impression Management, and Social Media

71. Which of the following is true regarding impression management in social networks? a) You should ask yourself, “How do I want to be viewed?” b) You should choose a respectable username. c) You should profile yourself only as you really would like to be known to others. ch06, Chapter 6: Motivation and Job Design d) You should post and participate in an online forum only in ways that meet your goals for your personal brand. e) All of the above are true

Ans: e Page: 80 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Perception, Impression Management, and Social Media

72. All of the following can cause distortion throughout the entire perceptual process EXCEPT: a) stereotypes. b) halo effects. c) selective perception. d) projection. e) equity effects.

Ans: e Page: 81 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Common Perceptual Distortions

73. Which of the following statements is NOT true with regard to stereotypes? a) Stereotyping is a useful way of combining information in order to deal with information overload. b) Stereotypes can cause inaccuracies in retrieving information. c) Stereotypes sharpen individual differences between people. d) Stereotypes can prevent managers from getting to know people as individuals. e) Stereotypes can prevent managers from accurately assessing the needs, preferences, and abilities of employees.

Ans: c Page: 82-86 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Common Perceptual Distortions 74. The director of engineering at a local company was very impressed that Jerry, a production engineer, had not missed a single day of work in the past 12-month period. Based on this one item, the director of engineering rated Jerry very high on all dimensions of his performance appraisal. This error in the performance appraisal process is known as a______. a) halo effect b) projection error c) contrast error d) leniency error e) statutory effect

Ans: a Page: 83 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Halo Effects

75. Which of the following statements best defines selective perception? 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 create or find in another situation or individual that which one expects to find. 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 own needs, values, or attitudes.

Ans: e Page: 83 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Selective Perception

76. The strongest impact of selective perception occurs in the ______stage of the perceptual process. a) retrieval b) attention c) organization ch06, Chapter 6: Motivation and Job Design d) sorting e) interpretation

Ans: b Page: 83 Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Selective Perception

77. Adam is considered to be an excellent production manager. However, he tends to give attention only to those aspects of the organization that affect his production operation and to not notice the concerns of other departments. From a perceptual perspective, Adam is guilty of which perceptual distortion? a) Halo effect b) Statutory effect. c) Selective perception d) Discernment error e) Contrast error

Ans: c Page: 83 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Selective Perception

78. When a mentally challenged candidate is overlooked by a recruiter even though he possesses skills that are perfect for the job, which perceptual distortion is likely to be experienced by the recruiter? a) Halo effect b) Selective perception c) Ability stereotypes d) Projection e) Self-fulfilling prophecy

Ans: c Page: 82 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Stereotypes 79. Halo effects are particularly important in which managerial process? a) Recruitment b) Performance appraisals c) Selection d) Orientation e) Training

Ans: b Page: 83 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Halo Effects

80. Which perceptual distortion occurs when an individual’s characteristics are compared with those of others recently encountered who rank higher or lower on the same characteristic? a) Halo effect b) Selective perception c) Stereotypes d) Contrast effects e) Self-fulfilling prophecy

Ans: d Page: 84 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Contrast Effects

81. The label ______Class is often used to describe hi-tech young professionals. They face lots of stress in struggles to balance work, family, and leisure. a) Balance b) Elsewhere c) Generation Y d) Multi-tasking e) 24/7

Ans: b Page: 84 ch06, Chapter 6: Motivation and Job Design

Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Welcome to the Elsewhere Class…and to Stress

82. Which perceptual distortion is also known as the Pygmalion effect? a) Halo effect b) Selective perception c) Stereotypes d) Contrast effects e) Self-fulfilling prophecy

Ans: e Page: 85 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Self-Fulfilling Prophecies

83. The perceptual distortion of projection can be controlled through a high degree of ______. a) emotional discernment b) self-awareness and empathy c) ethical behavior d) cognitive consistency e) communication

Ans: b Page: 84 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Projection

84. 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) self-fulfilling prophecy e) project errors

Ans: a Page: 84 Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Contrast Effects

85. Projection is especially likely to occur in the ______stage of perception. a) attention b) organization c) interpretation d) selection e) retrieval

Ans: c Page: 84 Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Projection

86. 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 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 create or find in another situation or individual that which one expects to find. e) It is the tendency to single out for attention those aspects of a situation or person that are consistent with one’s own needs, values, or attitudes.

Ans: d Page: 85 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Self-Fulfilling Prophecies ch06, Chapter 6: Motivation and Job Design

87. Which of the following statements does NOT accurately describe the self-fulfilling prophecy? a) The self-fulfilling prophecy can cause a person to perceive what he/she expected to find in the first place. 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 to people at work. e) The effects of the self-fulfilling prophecy argue strongly for managers to adopt negative and pessimistic approaches to people at work.

Ans: e Pages: 85-86 Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Self-Fulfilling Prophecies

88. 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%

Ans: c Page: 85 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Ethics in OB

89. 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

Ans: b Page: 86 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

90. According to attribution theory, three factors influence whether internal or external attributions are made. These three factors are ______. 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

Ans: a Page: 86 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

91. According to attribution theory, which types of causes are operating to the detriment of obese workers? a) Fundamental attribution errors b) Internal causes c) External causes d) Self-serving biases e) Projection

Ans: b Page: 86 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Perception and Attribution

92. If everyone using the same equipment performs poorly, the tendency is to attribute any one person’s poor performance to ______causes; but if other people using the equipment ch06, Chapter 6: Motivation and Job Design 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) outside; inside e) inside; outside

Ans: a Page: 86 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

93. If a person performs poorly in many different situations, the tendency is to attribute the person’s poor performance to ______causes; but 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) inside; outside

Ans: b Page: 86 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

94. The ______is the tendency to deny personal responsibility for performance problems but to accept personal responsibility for performance success. a) fundamental attribution error b) central attribution error c) indigenous bias d) inward attribution error e) self-serving bias

Ans: e Page: 87 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution Errors 95. In assessing the causes of other people’s behavior, we tend to ______their internal personal factors and to ______the external factors. However, in assessing the causes of our own behavior, we tend to attribute our own success to ______and our failure to ______. a) overemphasize; underemphasize; external factors; our own internal factors b) underemphasize; overemphasize; external factors; our own internal factors c) overemphasize; overemphasize; external factors; our own internal factors d) underemphasize; overemphasize; our own internal factors; external factors e) overemphasize; underemphasize; our own internal factors; external factors

Ans: e Page: 87 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution Errors

96. Social learning theory emphasizes ______. a) operant conditioning b) objective consequences c) the existence of observational learning d) the lack of reciprocal interactions among people e) the unimportance of environment

Ans: c Page: 87 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution and Social Learning

97. A person’s belief that he or she can perform adequately in a situation is known as ______. a) self-efficacy b) social learning c) OB modification. d) the self-serving bias e) the self-fulfilling prophesy

Ans: a Page: 88 ch06, Chapter 6: Motivation and Job Design

Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution and Social Learning

98. All of the following are proposed as ways of building or enhancing self-efficacy EXCEPT: a) gaining confidence through positive experience. b) gaining confidence by observing others. c) gaining confidence from hearing others praise our efforts. d) gaining confidence when we are highly energized to perform well in a situation. e) gaining confidence by giving criticism to those not performing well.

Ans: e Page: 88 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Perception and Attribution

99. Of the following ways of building self-efficacy, which refers to gaining confidence when we are highly stimulated or energized to perform well? a) Enactive mastery b) Vicarious modeling c) Verbal persuasion d) Emotional arousal e) None of the above

Ans: d Page: 88 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Perception and Attribution

100. Sir Richard Branson, founder of Virgin Group, is known for his use of which reinforcement strategy? a) Negative b) Positive c) Avoidance d) Punishment e) Extinction

Ans: b Page: 91 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Finding the Leader in You

101. ______is the administration of a consequence as a result of behavior. a) Motivation b) Fortification c) Reinforcement d) Augmentation e) Mentoring

Ans: c Page: 89 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Learning by Reinforcement

102. Managing ______properly can change the direction, level, and persistence of an individual’s behavior. a) values b) reinforcement c) norms d) augmentation e) mentoring

Ans: b Page: 89 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Learning by Reinforcement

103. ______conditioning is a form of learning through association that involves the manipulation of stimuli to influence behavior. a) Extrinsic b) Operant c) Cognitive d) Intrinsic e) Classical ch06, Chapter 6: Motivation and Job Design

Ans: e Page: 89 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

104. Which of the following statements is correct concerning conditioning? a) Classical conditioning is an extension of operant conditioning. b) In operant conditioning, dogs “learned” to salivate at the ringing of a bell. c) Control in operant conditioning is through the manipulation of consequences. d) Operant conditioning was popularized by Ivan Pavlov. e) In classical conditioning, the antecedent cues behavior.

Ans: a Pages: 89-90 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

105. The law of ______states that behavior that results in a pleasant outcome is likely to be repeated while behavior that results in an unpleasant outcome is not likely to be repeated. a) motivational content b) effect c) reaction d) outcome management e) motivational process

Ans: b Page: 90 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

106. Contrived extrinsic rewards include all of the following EXCEPT: a) cash bonuses. b) sports tickets. c) office parties. d) feedback. e) promotions. Ans: d Page: 90 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

107. Natural extrinsic rewards include all of the following EXCEPT: a) compliments. b) special jobs. c) merit pay increases. d) recognition. e) asking advice.

Ans: c Page: 90 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

108. Contrived extrinsic rewards include all of the following EXCEPT: a) gifts. b) stock options. c) a company car. d) profit sharing. e) smiles.

Ans: e Page: 90 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

109. The systematic reinforcement of desirable work behavior and the non-reinforcement or punishment of unwanted work behavior is known as organizational behavior ______. a) modification b) simplification c) alignment d transformation e) alteration ch06, Chapter 6: Motivation and Job Design

Ans: a Page: 90 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

110. A manager nodding to express approval to a subordinate who is making a useful comment during a staff meeting is an example of ______. a) equity exchange b) expectancy development c) positive reinforcement d) progression e) executive conditioning

Ans: c Page: 90 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

111. According to the law of contingent reinforcement, to have maximum reinforcement value, a reward must be delivered only ______. a) by an employee’s superior b) if it is coupled with public recognition c) if the employee receiving the reward is in the presence of other coworkers d) if it has a monetary value e) if the desired behavior is exhibited

Ans: e Page: 92 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

112. If your manager understands that your reward must be given as soon as possible after the occurrence of a desired behavior, he/she is aware of the law of ______. a) immediate reinforcement b) temporal reinforcement c) permanent reinforcement d) “value added” reinforcement e) credible reinforcement

Ans: a Page: 92 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

113. The creation of a new behavior by the positive reinforcement of successive approximations to the desired behavior is called ______. a) imitation b) portrayal c) modeling d) shaping e) representation

Ans: d Page: 92 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

114. Which of the following is NOT a correct statement about reinforcement schedules? a) Fixed reinforcement schedules typically result in more consistent patterns of desired behavior than do variable schedules. b) Fixed interval schedules provide rewards at the first appearance of a behavior after a given time has elapsed. c) Fixed ratio schedules result in a reward each time a certain number of the behaviors have occurred. d) A variable interval schedule rewards behavior at random times. e) A variable ratio schedule rewards behavior after a random number of occurrences.

Ans: a Page: 93 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

115. A teacher who gives an unspecified number of pop quizzes to students is using a ______. ch06, Chapter 6: Motivation and Job Design a) fixed interval schedule b) fixed ratio schedule c) variable interval schedule d) variable ration schedule e) continuous reinforcement schedule.

Ans: c Page: 93 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

116. ______is the withdrawal of negative consequences, which tends to increase the likelihood of repeating the desirable behavior in similar settings. a) Positive reinforcement b) Extinction c) Negative reinforcement d) Punishment e) Parallel reinforcement

Ans: c Page: 94 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Negative Reinforcement

117. Suppose you assign the least desirable tasks to a worker until he performs well and only then assign him the desired assignments he wants. This OB Mod strategy is known as ______. a) positive reinforcement b) extinction c) punishment d) negative reinforcement e) parallel reinforcement

Ans: d Page: 94 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Negative Reinforcement 118. ______is the administration of negative consequences or the withdrawal of positive consequences that tend to reduce the likelihood of repeating the behavior in similar settings. a) Punishment b) Negative reinforcement c) Extinction d) Positive reinforcement e) Parallel reinforcement

Ans: a Page: 94 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Punishment

119. If a manager docks an employee’s pay every time he or she is late, the OB Mod reinforcement strategy of ______is being used. a) extinction b) statutory reinforcement c) positive reinforcement d) punishment e) negative reinforcement

Ans: d Page: 94 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Punishment

120. Of the following, which is (are) a way(s) for managers to improve the chances that punishment will discourage negative behavior in employees? a) Tell the employee what is being done wrong. b) Tell the employee what is being done right. c) Make sure the punishment matches the behavior. d) Administer the punishment in private. e) All of the above.

Ans: e Page: 94 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. ch06, Chapter 6: Motivation and Job Design

Section Reference: How to Make Positive Reinforcement and Punishment Work for You

121. Which one of the following is NOT one of the ethical issues raised by either the opponents or proponents of OB Mod? a) The systematic use of reinforcement strategies leads to a demeaning and dehumanizing view of people that stunts human growth and development. b) Managers abuse the power of their position and knowledge by exerting external control over individual behavior. c) Behavior control is an irrevocable part of every manager’s job. d) The use of OB Mod fails to recognize the impact of cultural differences. e) The real ethical issue is how to ensure that any manipulation of consequences is done in a positive and constructive fashion.

Ans: d Page: 95 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Reinforcement Pros and Cons

Fill in the blank

122. ______is the process through which people select, organize, interpret, retrieve, and respond to information from their environment.

Ans: Perception Page: 76 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: The Perception Process

123. ______allows only a portion of available information to enter our perceptions.

Ans: Selective screening Page: 78 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process 124. ______are cognitive frameworks that represent organized knowledge about a given concept or stimulus that is developed through experience.

Ans: Schemas Page: 78 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

125. An impressive job title is particularly important to someone who actively engages in ______management.

Ans: impression Page: 80 Level: Hard Learning Objective 1: Describe perception and why it is important. Section Reference: Perception, Impression Management, and Social Media

126. At the ______stage of information processing, managers should be sensitive to the fallibility of memory in order to control distortions.

Ans: retrieval Page: 79 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process

127. A(n) ______assigns attributes commonly associated with a group to an individual.

Ans: stereotype Page: 82 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Stereotypes ch06, Chapter 6: Motivation and Job Design

128. A(n) ______occurs when an employee with good attendance is viewed as responsible and then positively evaluated in a performance appraisal.

Ans: halo effect Page: 83 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Halo Effects

129. ______is the tendency to single out those aspects of a situation, person, or object that are consistent with one’s own needs, values, or attitudes.

Ans: Selective perception Page: 83 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Selective Perception

130. A(n) ______occurs when a new manager designed a subordinate’s job with his own likes and dislikes in mind (instead of the employee’s).

Ans: projection Page: 84 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Projection

131. A(n) ______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.

Ans: contrast effect Page: 84 Level: Medium Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Contrast Effects

132. When teachers score students introduced as intellectually gifted higher than average students, they are demonstrating the perceptual error of the ______.

Ans: self-fulfilling prophecy Page: 85 Level: Easy Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Self-Fulfilling Prophecies

133. ______focuses on how people attempt to understand the causes of an event, assess responsibility for outcomes of the event, and evaluate the personal qualities of the people involved.

Ans: Attribution theory Page: 86 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

134. If a person’s performance is poor regardless of the equipment he/she is using, the tendency is to attribute the person’s poor performance to ______causes; but if the person performs poorly only when using a specific piece of equipment, the tendency is to attribute the person’s poor performance to______causes.

Ans: internal; external Page: 86 Level: Medium Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

135. In the attribution theory framework, ______takes into account how likely it is for all those facing a similar situation to respond in the same way.

Ans: consensus Page: 86 ch06, Chapter 6: Motivation and Job Design

Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions

136. ______is the process of creating explanations for events.

Ans: Attribution Page: 86 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Perception, Attribution, and Social Learning

137. The ______is the tendency to underestimate the influence of situational factors and to overestimate the influence of personal factors in evaluating someone else’s behavior.

Ans: fundamental attribution error Page: 87 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution Errors

138. Alice blamed unfriendly co-workers 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 dramatically. Alice claimed that the improved performance was due to her extraordinary effort and hard work. From an attribution theory perspective, it may be argued that Alice is prone to a(n) ______.

Ans: self-serving bias Page: 87 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution Errors

139. ______describes how learning occurs through interactions among people, behavior, and environment.

Ans: Social learning theory Page: 87 Level: Easy Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Attribution and Social Learning

140. In classical conditioning, a(n) ______is something that incites action and draws forth a response.

Ans: stimulus Page: 89 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

141. A neutral stimulus becomes a(n) ______when it affects behavior in the same way as the initial stimulus.

Ans: conditioned stimulus Page: 89 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

142. ______is the process of controlling behavior by manipulating its consequences.

Ans: Operant conditioning Page: 90 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect

143. Suppose that a supervisor wants more of a particular behavior from his/her employees and that he/she establishes positive behavioral consequences for each individual in order get the desired behavior. The supervisor is applying ______.

Ans: the law of effect Page: 90 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. ch06, Chapter 6: Motivation and Job Design

Section Reference: Operant Conditioning and the Law of Effect

144. The administration of positive consequences that tend to increase the likelihood of repeating the behavior in similar settings is known as ______.

Ans: positive reinforcement Page: 90 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

145. ______are positively valued work outcomes that are given to the individual by some other person.

Ans: Extrinsic rewards Page: 90 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

146. ______is a reinforcement schedule that administers a reward each time a desired behavior occurs.

Ans: continuous reinforcement Page: 93 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

147. In general, ______reinforcement elicits a desired behavior more quickly than does ______reinforcement.

Ans: continuous; intermittent Page: 93 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement 148. A weekly or monthly paycheck is an example of a(n) ______reinforcement schedule.

Ans: fixed interval Page: 93 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

149. Piece rate pay is an example of a(n) ______reinforcement schedule.

Ans: fixed ratio Page: 93 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Positive Reinforcement

150. Avoidance is another name for ______.

Ans: negative reinforcement Page: 94 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Negative Reinforcement

151. A manager who advises someone’s co-workers to ignore that person’s disruptive behaviors during meetings is using ______.

Ans: extinction Page: 94 Level: Difficult Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Punishment

152. ______discourages a behavior by making an unpleasant consequent contingent on its occurrence. ch06, Chapter 6: Motivation and Job Design

Ans: Punishment Page: 94 Level: Easy Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Punishment

153. What is the perception process? Why is it important?

Suggested Answer: Perception is the process by which people select, organize, interpret, retrieve, and respond to information from the world around them. Perception is a way of forming impressions about oneself, other people, and daily life experiences. It also serves as a screen or filter through which information passes before it has an effect on attitudes and behavior. The nature and accuracy of a person’s perceptions, therefore, has a major impact on his or her responses to a given situation. Pages: 76-77 Level: Easy Learning Objective 1: Describe perception and why it is important. Section Reference: The Perception Process and Factors Influencing Perception

154. Identify and briefly describe each of the stages in the perceptual process.

Suggested Answer: There are four stages in the perceptual process: information attention and selection, organization of information, information interpretation, and information retrieval. Information attention and selection involves the screening of the vast amount of information bombarding a person to determine the information on which he/she will actually focus. Organization of information involves the use of schemas –– person, script, and person-in- situation –– 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. Information attention and selection, organization of information, and information interpretation form part of a person’s memory and contribute to the information stored there. Pages: 78-79 Level: Medium Learning Objective 1: Describe perception and why it is important. Section Reference: Information Processing and the Perception Process 155. Briefly describe the common types of distortions that occur within the perceptual process.

Suggested Answer: The common distortions found in the perceptual process are: (1) stereotypes or prototypes –– the tendency to assign abstract features of a category to individual members of that category; (2) the halo effect –– the tendency to use one attribute of a person or situation to develop an overall impression of the individual or situation; (3) selective perception –– the tendency to single out those aspects of a situation, person, or object that are consistent with one’s needs, values, or attitudes; (4) projection –– the tendency to assign one’s personal attributes to other individuals; (5) contrast effects –– the tendency to distort perceptions of a person when that individual’s characteristics are viewed in relation to others who have been recently encountered and who rank higher or lower on the same characteristics; and (6) the self-fulfilling prophecy –– the tendency to create or find in another situation or individual that which one expects to find. Pages: 81-86 Level: Difficult Learning Objective 2: Discuss the common perceptual distortions including stereotypes, halo effects, selective perception, projection, contrast effects and self-fulfilling prophecies. Section Reference: Common Perceptual Distortions

156. Using an attribution theory perspective, explain the nature of internal and external attributions. What is the fundamental attribution error? What is the self-serving bias? Why is knowledge of these attribution errors important to managers?

Suggested Answer: Attributions of internal causes focus on an individual’s personal responsibility for the outcomes of an event. Attributions of external causes focus on forces outside the individual in assessing responsibility for the outcome of an event. The fundamental attribution error refers to the tendency to underestimate the influence of situational factors and to overestimate the influence of personal factors in evaluating someone else’s behavior. The self- serving bias is the tendency to deny personal responsibility for performance problems but to accept personal responsibility for performance success. Managers should be sensitive to these attribution errors because the errors could contribute to significantly biased performance evaluations of subordinates, as well as unrealistic assessments of the managers’ own worth and contributions. Pages: 86-87 Level: Difficult Learning Objective 3: Analyze the link between perception, attribution and social learning. Section Reference: Importance of Attributions and Attribution Errors

157. What is the law of effect, and how is it related to the four basic OB Mod strategies of positive reinforcement, negative reinforcement, punishment, and extinction? ch06, Chapter 6: Motivation and Job Design

Suggested Answer: The law of effect states that behavior that results in a pleasant outcome is likely to be repeated and behavior that results in an unpleasant outcome is not likely to be repeated. Positive reinforcement and negative reinforcement create pleasant outcomes for people. With positive reinforcement, a positive consequence is administered contingent on the exhibition of a specified behavior. With negative reinforcement, a negative consequence is withdrawn contingent on the exhibition of a specified behavior. Punishment and extinction create unpleasant outcomes for people. With punishment, a negative consequence is administered contingent on the exhibition of a specified behavior. With extinction, the positively reinforcing consequences already associated with a given behavior are withdrawn. Pages: 90-95 Level: Medium Learning Objective 4: Recognize what is involved in learning by reinforcement. Section Reference: Operant Conditioning and the Law of Effect, Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction

File: ch05

True/False Motivation refers to the individual forces that account for the direction, level, and persistence of a person's efforts expended at work.

Ans: True Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

When discussing motivation, direction refers to an individual's choice when presented with a number of possible alternatives.

Ans: True Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

Content theories of motivation mainly focus on the physiological and psychological deficiencies that people feel a compulsion to reduce or eliminate.

Ans: True Page: 102 Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Content theories of motivation focus on the thought or cognitive processes within people's minds that influence their behavior.

Ans: False Page: 102 Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Probably the best example of a process theory is Maslow's hierarchy of needs theory.

Ans: False Page: 102 Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Both equity theory and expectancy theory are classified as process theories.

Ans: True Page: 103 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Content theories suggest that motivation results from the individual's attempts to satisfy needs.

Ans: True Pages: 102-103 ch06, Chapter 6: Motivation and Job Design

Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Abraham Maslow, Clayton Alderfer, David McClelland, and Frederick Herzberg have developed four of the better-known content theories of motivation.

Ans: True Page: 102 Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Maslow's hierarchy of needs theory identifies five levels of individual needs, ranging from physiological needs at the lowest level, through safety, social, and esteem needs, and finally to self-actualization needs at the highest level.

Ans: True Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Maslow's model is easy to understand, quite popular, and the best research evidence supports the existence of a precise five-step hierarchy of needs.

Ans: False Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

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.

A person who likes praise and recognition from his or her supervisor is seeking the satisfaction of the social needs in Maslow's hierarchy.

Ans: False Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

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.

Ans: False Pages: 103-104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

According to Maslow's needs hierarchy, the higher-order needs are esteem and self-actualization.

According to Maslow's needs hierarchy, the lower-order needs are esteem and self-actualization.

Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Research evidence suggests that the needs in Maslow's hierarchy are more likely to operate in a flexible rather than rigid order.

Ans: True Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Some research indicates that psychological, safety and social needs become more important than esteem and self-actualization needs as individuals move up the corporate ladder.

Ans: False Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

The five need levels in Maslow's hierarchy may vary according to a person's career stage, the size of the organization, or geographical location.

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.

ERG theory collapses Alderfer's five need levels into three need categories.

Ans: False Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

Alderfer's ERG theory focuses on the need for achievement, the need for affiliation, and the need for power.

Ans: False Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

According to Alderfer's theory, growth needs refer to the desire for continued business growth and development.

Ans: False Page: 104 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

ch06, Chapter 6: Motivation and Job Design

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.

Ans: True Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

ERG theory contends that more than one need may not be activated at a particular point in time, whereas Maslow's theory does not.

Ans: True Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

In McClelland's motivation theory, the needs for achievement, affiliation, and power are developed over time, as a result of life experiences.

Ans: True Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

The Thematic Apperception Test is a projective technique that asks people to view pictures and write stories about what they see.

Ans: True Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

According to acquired needs theory, people with a high need for achievement prefer group responsibilities, weak goals, and infrequent performance feedback.

Ans: False Page: 105 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

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.

Ans: True Pages: 105-106 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

McClelland's acquired needs theory is also referred to as motivator-hygiene theory.

Ans: False Page: 106 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

Acquired needs theory suggests that people with a high need for power are drawn to interpersonal relationships and opportunities for communication.

Ans: False Page: 105 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory ch06, Chapter 6: Motivation and Job Design

According to McClelland, it is not possible to teach people to develop need profiles required for success in various types of jobs.

Ans: False Page: 105 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

According to Herzberg, hygiene factors are sources of job satisfaction and motivator factors are sources of job dissatisfaction.

Ans: False Page: 106 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

Herzberg's two-factor theory identifies job context as the source of job dissatisfaction and job content as the source of job satisfaction.

Ans: True Page: 106 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

Examples of Herzberg's hygiene factors include organizational policies, quality of supervision, working conditions, base wage or salary, relationship with peers and subordinates, status, and security.

Ans: True Page: 106 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

In the two-factor theory of motivation, a motivator factor is found in job context, such as working conditions, interpersonal relations, organizational policies, and salary.

Ans: False Page: 106 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

Herzberg suggests that job enrichment is a way of building more motivator factors into job content.

Ans: True Page: 107 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

Critics charge that Herzberg's two-factor theory may be method bound and that it cannot be scientifically verified with alternative methods.

Ans: True Page: 107 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

According to equity theory, when perceived inequity exists, people will be motivated to act in ways that remove the discomfort and restore a sense of felt equity.

Ans: True ch06, Chapter 6: Motivation and Job Design

Page: 107 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory of Motivation

Felt positive equity exists when an individual feels that she or he has received relatively less than others in proportion to work inputs.

Ans: False Page: 109 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory Predictions and Findings

Per Stacy Adams, 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.

Ans: True Page: 109 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory Predictions and Findings

In collectivist cultures, people seem to be more concerned about equity than equality.

Ans: False Page: 109 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory Predictions and Findings

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.

Ans: False Pages: 109-110 Level: Easy Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity and Organizational Justice

An example of commutative justice occurs when all parties in a sexual harassment complaint perceive themselves as having full access to all the available facts and information.

Ans: True Page: 110 Level: Easy Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity and Organizational Justice

Interactional justice is the degree to which people affected by a decision are treated with dignity and respect.

Ans: True Page: 110 Level: Easy Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity and Organizational Justice

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.

Ans: True Page: 111 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Terms and Concepts

In expectancy theory, instrumentality is the probability that work effort will be followed by a given level of performance accomplishment.

Page: 111 Level: Easy Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Terms and Concepts

According to expectancy theory, expectancy is the probability that work effort will be followed by a given level of performance accomplishment.

Ans: True Page: 111 Level: Easy Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Terms and Concepts

In expectancy theory, instrumentality is the probability assigned by the individual that a given level of performance will lead to various work outcomes.

In expectancy theory, valence refers to the value attached by the individual to various work outcomes.

According to the expectancy theory, work motivation will be high when expectancy and instrumentality are high, and valence is highly positive.

Ans: True Page: 112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Theory Predictions

According to the expectancy theory, motivation is low when any one of the three components -- expectancy, instrumentality, or valence -- approaches zero.

Ans: True Page: 112 Level: Medium Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Theory Predictions

According to expectancy theory, managers can influence workers' instrumentalities by selecting capable workers, training them, supporting them, and setting clear goals.

Ans: False Page: 112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

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.

Ans: False Page: 112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

Even with a great deal of support for the research on expectancy theory, there are still questions remaining on the multiplier effect.

Ans: True Page: 112 Level: Easy Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

Unfortunately, expectancy theory has not received any research follow-up and hence, it is not practical.

Ans: True Page: 112 Level: Medium Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

Goal-setting is the process of developing, negotiating, and formalizing the targets or objectives that an individual is responsible for achieving.

Ans: True Page: 113 Level: Easy Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Motivational Properties of Goals

Locke and Latham's research confirmed that “easy” and “do your best” goals result in the highest performance levels.

Ans: False Page: 113 Level: Difficult Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Motivational Properties of Goals

Research indicates that specific goals are much more motivational than general goals.

Ans: True Page: 113 Level: Easy Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-setting Guidelines

Task feedback, or knowledge of results, overwhelms employees with information and reduces employee motivation toward higher performance.

Ans: False Page: 113 Level: Difficult Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-setting Guidelines

Goals are better motivators when employees accept them and show commitment to their goals.

Participation in goal-setting helps create goal acceptance and commitment by employees.

In a management by objectives approach, the supervisor and subordinate jointly establish performance goals, individually act, and jointly evaluate results and recycle the MBO process.

Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-setting and the Management Process

Management by objectives is criticized for placing too much emphasis on goal-oriented rewards and punishments, top-down goals, goals that are easily stated in objective terms, and individual instead of group goals.

Ans: True Page: 115 Level: Medium Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-setting and the Management Process

Multiple Choice

In the context of motivation, direction 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

Ans: c Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

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

Ans: b Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

In the context of motivation, persistence 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

Ans: a Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

Content theories attempt to explain work behaviors based on ______. a) the relationship between values and attitudes b) the impact of individual ethics on business decisions c) personality-linked relationships d) perceptions on-the-job e) pathways to need satisfaction and the influence of blocked needs

Ans: e Page: 102 Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Content 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) Herzberg's two-factor theory. e) Locke and Latham's goal setting theory.

Ans: e Page: 102 Level: Medium Learning Objective 1: Describe motivation and the types of motivation theories. ch06, Chapter 6: Motivation and Job Design

Section Reference: Types of Motivation Theories

Which of the following is classified as a content theory? a) ERG theory b) Expectancy theory c) Goal-setting theory d) Equity theory e) All of the above

Ans: a Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Process theories of motivation focus on ______. a) how a person will respond to types of leadership direction b) how cognitive processes as thoughts and decisions within the minds of people influence their behavior c) when a person will 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

Ans: b Page: 102 Level: Difficult Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Which of the following 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

Ans: b Page: 103 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Since content theories suggest that motivation results from individual needs, managers should ______. a) apply motivation techniques that apply to most employees b) use the same motivation techniques for every situation c) change their motivational techniques annually to stay abreast of employee needs d) understand individual employee needs and create work environments that respond to them e) test motivation techniques in a few work situations for general use

Ans: d Page: 103 Level: Difficult Learning Objective 1: Describe motivation and the types of motivation theories. Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Need Theories of Motivation Section Reference: Types of Motivation Theories

In Maslow's needs hierarchy, ______needs must be satisfied before ______needs are activated, and ______needs must be satisfied before ______needs are activated, and so on. 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

Ans: c Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

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 ch06, Chapter 6: Motivation and Job Design c) Social, esteem, self-actualization, physiological, and safety d) Physiological, safety, social, esteem, and self-actualization e) Physiological, social, safety, self-actualization, and esteem

Ans: d Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Which of the following needs did Maslow describe as higher-order needs? a) Esteem, social, and safety b) Self-actualization and esteem c) Safety, self-actualization, and social d) Social and esteem e) Self-actualization and physiological

Ans: b Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Which of the following needs did Maslow describe as lower-order needs? a) Social, esteem, and self-actualization b) Esteem, social, and safety c) Physiological, safety, and social d) Esteem and physiological e) Safety and self-actualization

Ans: c Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

All of the following descriptions of Maslow's needs hierarchy are correct EXCEPT: a) research evidence suggests that the needs in Maslow's hierarchy exist in a flexible rather than rigid order. b) the five need levels may vary according to a person's career stage, the size of the organization, or geographical 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.

Ans: c Pages: 103-104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Research on Maslow's needs hierarchy suggests which of the following statements to be true? a) Lower-order needs become more important as individuals move up the corporate ladder. b) Higher-order needs become less important as individuals move up the corporate ladder. c) Higher-order needs become more important as individuals move up the corporate ladder. d) Higher and lower-order needs become equally important as individuals move up the corporate ladder. e) Higher and lower-order needs become less important as individuals move up the corporate ladder.

Ans: c Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

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

Ans: e ch06, Chapter 6: Motivation and Job Design

Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Needs Theory of Motivation Section Reference: Hierarchy of Needs Theory

Leslie strives to maintain strong interpersonal relationships. She is a member of a book club, a sewing club, and a tennis club because she enjoys feeling a sense of belonging. According to Maslow, Leslie is driven by which these needs? a) Self-actualization b) Social c) Esteem d) Safety e) Physiological

Ans: b Page: 103 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Needs Theory of Motivation Section Reference: Hierarchy of Needs Theory

Use of Maslow's needs hierarchy ______. a) is not pertinent for cultures outside of the United States b) should be consistent across different cultures c) can vary across cultures d) is more effective in non-United States cultures e) is not commonly used outside of the United States

Ans: c Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Social needs tend to take on higher importance in ______. a) individualistic societies b) collectivist societies c) protective societies d) large-size societies e) wealthy societies

Ans: b Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

Which of the following needs are addressed in ERG theory? a) Expectations, relationships, and goals b) Equity, reinforcers, and goals c) Existence, relatedness, and growth d) Existence, relatedness, and goals e) Esteem, relationships, and growth

Ans: c Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

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 includes a frustration-digression component, but 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 timeline for action, but Maslow's theory does not. e) ERG theory focuses on the consequences of an individual's behavior, whereas Maslow's theory does not.

Ans: c Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory ch06, Chapter 6: Motivation and Job Design

According to Alderfer's ERG theory, which needs reflect a desire for satisfying interpersonal relationships? a) Existence b) Esteem c) Relatedness d) Self-actualization e) Growth

Ans: c Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

According to Alderfer, which needs reflect a desire for continued personal development? a) Existence b) Esteem c) Relatedness d) Self-actualization e) Growth

Ans: e Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

The ERG theory contends that ______. a) only one need may be activated at the same time b) only two needs may be activated at the same time c) more than one need may be activated at the same time d) all three needs may not be activated at the same time e) less than two needs must be activated at the same time

Ans: c Page: 104 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

Which of the following content 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

Ans: a Pages: 104-105 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

Mike has always been driven by the need to work more efficiently, solve problems, and master complex tasks. According to McClelland, Mike is classified as driven by a need for: a) power. b) safety. c) achievement. d) affiliation. d) none of the above.

Ans: c Pages: 104-105 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

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. ch06, Chapter 6: Motivation and Job Design 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.

Ans: a Page: 105 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

According to McClelland, someone who seeks influence over others and likes attention has a high need for ______. a) achievement b) self esteem c) affiliation d) power e) relatedness

Ans: d Page: 105 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

According to McClelland, someone who is drawn to interpersonal relationships and opportunities for communication has a high need for ______. a) achievement b) self esteem c) affiliation d) power e) relatedness

Ans: c Page: 105 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

According to McClelland, it is ______. a) not possible to teach people to develop need profiles required for success in different jobs b) possible to teach people to develop need profiles required for success in different jobs c) an employee's responsibility to teach their managers of personal need profiles required for success in different jobs d) an employee's responsibility to request that their managers develop need profiles required for success in different jobs e) an employee's responsibility to develop need profiles required for success in their respective manager's jobs

Ans: b Page: 105 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

All of the following statements describe hygiene factors in the two-factor theory EXCEPT: a) hygiene factors are associated with the job context or work setting. b) hygiene factors are sources of job dissatisfaction. c) hygiene factors involve the work setting or the environment in which people work. d) improving hygiene factors will prevent people from being dissatisfied. e) improving hygiene factors will make people satisfied with their work.

Ans: e Pages: 106-107 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

In the two-factor theory of motivation, ______are associated with the job context, such as working conditions, interpersonal relations, organizational policies, and salary. a) existence factors b) satisfier factors c) hygiene factors d) affiliation factors e) relatedness factors

Ans: c Page: 106 Level: Difficult ch06, Chapter 6: Motivation and Job Design

Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

According to the two-factor theory of motivation, all of the following are sources of job dissatisfaction EXCEPT: a) work itself. b) organizational policies and administration. c) supervision. d) working conditions. e) base wage or salary.

Ans: a Page: 106 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

According to the two-factor theory of motivation, all of the following are sources of job satisfaction EXCEPT: a) opportunity for advancement. b) sense of achievement. c) sense of responsibility. d) working conditions. e) feeling of personal growth.

Ans: d Page: 106 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

Which of the following statements accurately describes Herzberg's hygiene factors? a) Hygiene factors include achievement and recognition. b) Hygiene factors refer to job content. c) Hygiene factors do not prevent job dissatisfaction from occurring. d) Hygiene factors contribute to job satisfaction. e) Hygiene factors include working conditions, interpersonal relations, organizational policies, and salary.

Ans: e Page: 106 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

According to Herzberg's two-factor theory, ______factors are the sources of job satisfaction. a) subsistence b) hygiene c) teachable d) motivator e) inducement

Ans: d Page: 106 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

Which of the following statements does NOT accurately describe motivator factors in the two- factor theory? a) Motivator factors are related to job content. b) Motivator factors include a sense of achievement, recognition, and responsibility. c) Motivator factors involve what people actually do in their jobs. d) The presence of motivator factors in a job contributes to a person's job performance. e) The absence of motivator factors causes job dissatisfaction.

Ans: e Pages: 106-107 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

Herzberg recommends building motivators into job content by using ______. a) pay b) improved working conditions c) job enrichment d) hygiene factors e) Maslow's hierarchy of needs

Ans: c Page: 107 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

Which of the following is a limitation of Herzberg's two-factor theory? a) The theory may be method bound. b) The theory has been scientifically verified with methods other than the original. c) The theory does not account for regression. d) The theory links motivation and needs to both satisfaction and performance. e) The theory fails and does not clearly categorize salary.

Ans: a Page: 107 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two-Factor Theory

Which theory is based on the phenomenon of social comparison which states that people will act to eliminate any perceived inequity in the rewards they receive for their work in comparison with the rewards that others receive? a) Acquired needs b) ERG c) Expectancy d) Equity e) Reinforcement

Ans: d Page: 107 Level: Medium Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory of Motivation

All of the following statements about the equity theory of motivation are correct EXCEPT: a) It is a content theory of motivation. b) It is best known through the work of J. Stacy Adams. c) Its essence is that perceived inequity is a motivating state. d) It holds that people try to resolve the inequities they perceive they are experiencing. e) It holds that people who feel underpaid will reduce their work efforts to compensate for missing rewards.

Ans: a Pages: 103; 107-109 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory of Motivation

The basic foundation of equity theory is ______. a) reinforcement b) social comparison c) valence d) goal setting e) jointly setting goals

Ans: b Page: 107 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity and Social Comparison

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 negative inequity

Ans: a Page: 109 Level: Medium Learning Objective 3: Explain what the equity theory of motivation is and why it is important. ch06, Chapter 6: Motivation and Job Design

Section Reference: Equity Theory Predictions and Findings

According to equity theory, ______exists when an individual feels that he or she has received relatively more than others have received. a) positive inequity b) equity c) assumed positive inequity d) felt positive inequity e) interactional justice

Ans: d Page: 109 Level: Medium Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory Predictions and Findings

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.

Ans: e Page: 109 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory Predictions and Findings

Which one of the following statements about the application and/or implications of equity theory is NOT accurate? 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 the individual's interpretation of the 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) In collectivist cultures, people seem to be more concerned about equality than equity.

Ans: c Page: 109 Level: Difficult Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory Predictions and Findings

The degree to which the rules and procedures specified by policies are properly followed in all cases to which they are applied is known as ______. a) distributive justice b) instrumentality c) procedural justice d) interactional justice e) organizational justice

Ans: c Page: 109 Level: Medium Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity and Organizational Justice

The degree to which all people are treated the same under a policy is known as ______. a) distributive justice b) instrumentality c) procedural justice d) interactional justice e) organizational justice

Ans: a Page: 110 Level: Medium Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity and Organizational Justice

According to expectancy theory, the value the individual attaches to various work outcomes is known as ______. a) expectancy b) valence c) instrumentality ch06, Chapter 6: Motivation and Job Design d) interactional justice e) equity

Ans: b Page: 111 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Terms and Concepts

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

Ans: a Page: 111 Level: Medium Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Theory Predictions

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

Ans: d Pages: 111-112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Theory Predictions

According to expectancy theory, motivation to work hard will be low when ______. a) expectancy is low b) valence is low c) instrumentality is low d) instrumentality or expectancy is low e) either expectancy, instrumentality, or valence is low

Ans: e Page: 112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Theory Predictions

According to expectancy theory, managers can influence workers' ______by clarifying performance-reward relationships and confirming these relationships when rewards are actually given for performance accomplishments. a) expectancies b) instrumentalities c) reinforcers d) valences e) inducements

Ans: b Page: 112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

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

Ans: a Page: 112 Level: Difficult ch06, Chapter 6: Motivation and Job Design

Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

Which of the following reflects concerns with expectancy theory? a) The multiplier effect is still in question. b) It fails to help explain any cross-cultural management situations. c) Little research has been conducted. d) The research can only be replicated with the original method. e) It is too culture bound.

Ans: a Page: 112 Level: Difficult Learning Objective 4: Define expectancy terms and concepts, predictions, implications and research. Section Reference: Expectancy Implications and Research

The process of developing, negotiating, and formalizing the targets or objectives that a person is responsible for accomplishing is known as ______. a) MBO b) equity c) expectancy d) goal setting e) motivation

Ans: d Page: 113 Level: Difficult Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Motivational Properties of Goals

If the average worker can produce 15 widgets an hour, which goal is likely to lead to the best performance? a) 10 b) 15 c) Do your best d) 18 e) 30

Ans: d Page: 113 Level: Difficult Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-Setting Guidelines

A key finding of the Locke and Latham goal-setting research is that ______. a) difficult goals lead to higher performance than “do your best” or easy goals b) difficult goals frustrate workers c) performance is higher with easy goals d) specific goals lead to lower performance e) subconscious goals and conscious goals are not linked

Ans: a Page: 113 Level: Medium Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-Setting Guidelines

Research on subconscious goal motivation was conducted by ______. a) Abraham Maslow b) Stajkovic, Locke, and Blair c) David McClelland d) Clayton Alderfer e) Frederick Herzberg

Ans: b Page: 114 Level: Medium Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-Setting Guidelines

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 setting 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. ch06, Chapter 6: Motivation and Job Design d) Goals are most likely to motivate people toward higher performance when they are accepted and there is commitment to them. e) Less difficult goals are more likely to lead to higher performance than are more difficult goals.

Ans: e Pages: 113-115 Level: Difficult Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-Setting Guidelines

MBO is ______. a) management by objectives b) a process of joint goal setting between a supervisor and a subordinate c) a process that helps clarify the hierarchy of objectives d) a process that extends participation of establishing goals to jointly evaluating them e) all of the above

Ans: e Page: 115 Level: Medium Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-Setting and the Management Process

Management by objectives is criticized for placing too much emphasis on all of the following EXECPT: a) goal-oriented rewards. b) goal-oriented punishments. c) top-down goals. d) goals that are easily stated in objective terms. e) group instead of individual goals.

Ans: e Page: 115 Level: Difficult Learning Objective 5: Analyze how goal setting influences motivation. Section Reference: Goal-Setting and the Management Process

Fill in the blank

______refers to forces within an individual that account for the direction, level, and persistence of a person's effort expended at work.

Ans: Motivation Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

______refers to the length of time a person sticks with a given action.

Ans: Persistence Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Motivation Defined

______theories of motivation focus on the physiological or psychological deficiencies that people seek to reduce or eliminate.

Ans: Content Page: 102 Level: Easy Learning Objective 1: Describe motivation and the types of motivation theories. Section Reference: Types of Motivation Theories

Maslow's ______theory identifies five levels of individual needs.

Ans: hierarchy of needs Page: 103 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

In Maslow's needs hierarchy, ______needs refer to the needs to fulfill oneself as well as to grow and use abilities to the fullest and most creative extent. ch06, Chapter 6: Motivation and Job Design

Ans: self-actualization Page: 103 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

In Maslow's needs hierarchy, ______needs refer to the needs for respect, prestige, recognition, mastery, and a personal sense of competence.

Ans: esteem Page: 103 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

In Maslow's needs hierarchy, ______needs refer to the needs for security, protection, and stability in the physical and interpersonal events of day-to-day life.

Ans: safety Page: 103 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Hierarchy of Needs Theory

In the context of Alderfer's ERG theory, existence needs are ______.

Ans: desires for physiological and material well-being Page: 104 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

The ______of ERG theory holds that an already satisfied, lower-level need becomes reactivated and can influence behavior when a higher-level need cannot be satisfied.

Ans: frustration-regression component Page: 104 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: ERG Theory

According to McClelland, ______is the desire to do something better or more efficiently, to solve problems, or to master complex tasks.

Ans: need for achievement Pages: 104-105 Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

According to McClelland, the needs for achievement, affiliation and power can be linked with ______.

Ans: a person's work preferences Page: 105 Level: Difficult Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Acquired Needs Theory

Herzberg's ______identifies job context as the source of job dissatisfaction and job content as the source of job satisfaction.

Ans: two-factor theory Page: 106 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

According to Herzberg's two-factor theory, ______factors are the sources of job dissatisfaction.

Ans: hygiene Page: 106 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

In the two-factor theory of motivation, job content, such as a sense of achievement, recognition, responsibility, advancement, or personal growth are examples of ______.

Ans: motivator factors Page: 106 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

In Herzberg's two-factor theory, hygiene factors involve ______and affect ______.

Ans: job context; job dissatisfaction Page: 106 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

In the two-factor theory of motivation, motivator factors involve ______and affect ______.

Ans: job content; job satisfaction Page: 106 Level: Medium Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

______tries to build more motivator factors into job content.

Ans: Job enrichment Page: 107 Level: Easy Learning Objective 2: Discuss what we can learn from the hierarchy of needs theory, ERG Theory, Acquired Needs Theory, and Two-Factor Theory. Section Reference: Two Factor Theory

The basic foundation of ______theory is social comparison.

Ans: equity Page: 107 Level: Medium Learning Objective 3: Explain what the equity theory of motivation is and why it is important. Section Reference: Equity Theory of Motivation

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.

Ans: equity Page: 107 Level: Difficult Learning Objective 3: Explain

File: ch06

True/False ch06, Chapter 6: Motivation and Job Design

1. According to the integrated model of individual work motivation, a person’s job performance is influenced most directly by individual attributes such as ability and experience, organizational support such as resources and technology, and effort or the willingness of someone to work hard at what they are doing.

Ans: True Page: 122 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Integrated Model of Motivation

2. Content theories are useful in the integrated model of motivation as guides to understanding individual beliefs and career aspirations.

Ans: False Page: 122 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Integrated Model of Motivation

3. Motivation is a property of the organization; it is the organization’s responsibility to guarantee that employees are motivated.

Ans: False Page: 122 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Integrated Model of Motivation

4. The typical reward systems of organizations emphasize only intrinsic rewards.

Ans: False Page: 123 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards 5. Intrinsic rewards are positively valued work outcomes that are given to an individual or group by some other person or source in the work setting.

Ans: False Page: 123 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

6. Extrinsic rewards are positively valued work outcomes that an individual receives directly as a result of task performance.

Ans: False Page: 123 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

7. 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.

Ans: True Page: 125 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

8. Merit pay should clearly differentiate between high and low performers in the amount of pay received.

9. A “merit” pay increase is the same as a “cost-of-living” adjustment. ch06, Chapter 6: Motivation and Job Design

Ans: False Page: 125 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

10. Going to work sick is known as presenteeism.

11. Some people argue that merit pay plans are not consistent with the demands of today’s organizations because they fail to recognize the high degree of task interdependence among employees.

12. An emerging trend is the attempt to extend the awarding of cash bonuses to employees at lower levels in organization and in both managerial and non managerial jobs.

Ans: True Page: 126 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

13. Gain sharing increases work motivation because of pay-for-performance incentives and a greater sense of personal responsibility for making performance contributions to the organization.

14. Profit sharing links pay and performance by giving workers the opportunity to share in productivity gains through enhanced earnings.

15. Profit-sharing plans reward employees based on the entire organization’s performance.

16. The incentive value of ESOP stock awards or purchases is based on the idea that the “employee owners” will be motivated to work hard so that the organization will perform well and its stock price will rise.

17. Skill-based pay compensates people for the mix and depth of skills they possess.

Ans: True Page: 126 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. ch06, Chapter 6: Motivation and Job Design

Section Reference: Pay for Performance

18. Skill-based pay plans pay people for the particular job assignment they hold rather than the mix and depth of skills they possess.

19. Potential advantages of skill-based pay include flexibility and employee cross-training while a potential disadvantage is higher training costs.

Ans: True Pages: 126-127 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

20. From an evaluative perspective, performance measurement lets people know where their actual performance stands relative to objectives and standards.

Ans: True Page: 127 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

21. Procter & Gamble uses the effort  performance  reward relationship in their management approach.

Ans: True Page: 127 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

22. Activity measures of performance assess actual work results.

Ans: False Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

23. All companies consistently use one type of performance appraisal system.

Ans: False Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

24. Comparative methods of performance appraisal identify one employee’s standing relative to others.

Ans: True Page: 128 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

25. Four comparative performance appraisal methods are (1) ranking, (2) paired comparison, (3) forced distribution and (4) graphic rating scales.

Ans: False Page: 128 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. ch06, Chapter 6: Motivation and Job Design

Section Reference: Performance Measurement Methods

26. Graphic rating scales, critical incident diaries, and behaviorally anchored rating scales are different types of comparative performance appraisal methods.

Ans: False Pages: 128-129 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

27. Ranking is the most complex of all the comparative methods of performance appraisal.

28. A forced distribution is a performance appraisal method whereby each person is directly compared with every other person being rated.

29. 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.

30. A 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.

Ans: True Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

31. A graphic rating scale lists a variety of dimensions thought to be related to high performance outcomes in a given job and that the individual is expected to exhibit.

32. A critical incident diary is not particularly well suited for employee development and feedback.

Ans: False Page: 130 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

33. A 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 aspect. ch06, Chapter 6: Motivation and Job Design

34. An advantage of the behaviorally anchored rating scale approach is that it is straightforward and relatively simple.

35. In a study conducted by Stauffer and Buckley, white supervisors gave significantly higher ratings to white workers than they did to black workers, while black supervisors also tended to favor white workers in their ratings.

36. In today’s work environment, it is becoming more common to include peer evaluations in a performance appraisal process, where the persons in a work team or doing similar jobs rate an employee as a co-worker.

Ans: True Pages: 130-131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods 37. A 360 degree evaluation is 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 immediate work unit.

Ans: True Pages: 130-131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

38. To be meaningful, a performance appraisal system must be reliable and valid.

39. A halo error results when one person rates another person on several different dimensions and gives a similar rating for each dimension.

Ans: True Page: 131 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

40. The strictness error is the tendency to give relatively high ratings to virtually everyone.

Ans: False Page: 131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors ch06, Chapter 6: Motivation and Job Design

41. Central tendency occurs when managers lump everyone together around the average, or middle, category.

Ans: True Page: 131 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

42. Job design is the process of planning and specifying job tasks and the work arrangements through which they are accomplished.

Ans: True Page: 131 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Motivation and Job Design

43. The “best” job design is always the one that meets organizational requirements for high performance, offers a good fit with individual skills and needs, and provides opportunities for job satisfaction.

Ans: True Page: 132 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Motivation and Job Design

44. Frederick Taylor and his contemporaries were primarily interested in job enlargement and job enrichment.

Ans: False Page: 132 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management 45. The machine-paced automobile assembly line is a classic example of job rotation.

Ans: False Page: 132 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

46. Implementing a job-design strategy of job simplification usually increases operating efficiency by reducing the number of skills required to do a job, and thereby keeps the needs for job training to a minimum and emphasizing the accomplishment of repetitive tasks.

Ans: True Pages: 132-133 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

47. Implementing a job-design strategy of job simplification typically leads to lower rates of absenteeism and turnover.

Ans: False Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

48. Job enlargement occurs when task variety is increased by combining into one job, two or more tasks that were previously assigned to separate workers.

Ans: True Page: 133 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation ch06, Chapter 6: Motivation and Job Design

49. Job enlargement is designed to increase job breadth by having the worker perform more and different tasks, but all at the same level of responsibility and challenge.

Ans: True Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation

50. Job rotation increases task variety by periodically shifting workers among jobs involving tasks of similar difficulty and responsibility.

Ans: True Page: 133 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation

51. Frederick Herzberg is a proponent of job enrichment, which is the practice of enhancing job content by building into the job more motivating factors such as responsibility, achievement, recognition, and personal growth.

Ans: True Page: 133 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enrichment

52. Job enrichment increases job breadth by having the worker perform more and different tasks, but all at the same level of responsibility and challenge.

Ans: False Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enrichment 53. Changes in a job that are designed to increase job depth are sometimes called vertical loading.

Ans: True Page: 134 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enrichment

54. The job characteristics model identifies eight core job characteristics that are particularly important to job design.

Ans: False Page: 134 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

55. According to the job characteristics model, task significance is the degree to which the job requires completion of a “whole” and identifiable piece of work, one that involves doing a job from beginning to end with a visible outcome.

56. In the core job characteristics model, the motivating potential score describes the extent to which the core characteristics of a job are capable of motivating people.

Ans: True Page: 134 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model ch06, Chapter 6: Motivation and Job Design

57. The moderators in the job characteristics model include growth-need strength, knowledge and skill, and context satisfaction.

Ans: True Page: 135 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

58. Research results on the job characteristics model indicate that positive job characteristics impact performance more strongly for low-growth need individuals than for high-growth need individuals.

59. A compressed workweek allows a full-time job to be completed in fewer than five standard workdays.

Ans: True Page: 137 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Compressed Workweeks

60. Flexible working hours (also called flextime) give employees a daily choice in the timing of their work commitments.

Ans: True Page: 137 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Flexible Working Hours 61. Organizations benefit from job sharing when they can attract talented people who would otherwise be unable to work.

Ans: True Page: 138 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Job Sharing

62. In today’s economy, more and more employers are requiring their employees to be at work to ensure productivity; therefore, telecommuting is on the decline.

Ans: False Page: 138 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Telecommuting

63. In permanent part-time work, a person works less than the standard 40-hour workweek but is considered to be a permanent member of the organization’s workforce.

Ans: True Page: 139 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Part-Time Work

Multiple Choice

64. According to the integrated model of individual work motivation, a person’s job performance is influenced most directly by all of the following EXCEPT: a) ability. b) experience. c) work effort. d) organization support such as resources and technology. e) supervision

Ans: e ch06, Chapter 6: Motivation and Job Design

Page: 122 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Integrated Model of Motivation

65. According to the integrated model of individual work motivation, whether or not a work setting proves motivational for an individual depends on the ______. a) support given by the individual’s team members b) level of pay the person receives c) availability of rewards and their perceived value d) amount of camaraderie the individual believes exist in the workplace e) quality of supervision and direction the individual receives

Ans: c Page: 122 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Integrated Model of Motivation

66. 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

Ans: a Page: 123 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

67. Intrinsic rewards ______. a) such as pay and benefits are important to employees b) are exemplified by symbolic tokens of accomplishment such as posted award certificates c) are 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) are given to an individual or group by some other person or source in the work setting

Ans: d Page: 123 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

68. ______are positively valued work outcomes that are given to an individual or group by some other person or source in the work setting. a) Expected rewards b) Implied rewards c) Valence rewards d) Extrinsic rewards e) Intrinsic rewards

Ans: d Page: 123 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

69. 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 motivated by ______rewards. a) unexpected b) implied c) outside d) extrinsic e) intrinsic

Ans: e Page: 123 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

70. 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 ch06, Chapter 6: Motivation and Job Design d) extrinsic e) intrinsic

Ans: d Page: 123 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

71. 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) for pay to serve as a motivator, high levels of job performance must be 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

Ans: c Page: 124 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

72. Although research supports the logic and theoretical benefits of merit pay, it also indicates that ______. a) human resources specialists are necessary to administer merit pay plans b) employees are overpaid for the jobs they perform c) employees like merit pay plans d) the implementation of merit pay plans is not easy e) managers believe that merit pay plans properly reflect employee productivity

Ans: d Page: 125 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

73. 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

Ans: d Page: 125 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

74. 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) Managers should avoid confusing “merit” aspects of a pay increase with “cost-of-living” adjustments.

Ans: c Page: 125 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

75. Some people argue that ______are not consistent with the demands of today’s organizations because they fail to recognize the high degree of task interdependence among employees. a) gain-sharing plans b) merit pay plans c) skill-based pay plans d) profit sharing plans e) fringe benefit plans

Ans: b Page: 125 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance ch06, Chapter 6: Motivation and Job Design

76. ______is a pay system that links pay and performance by giving the 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

Ans: d Page: 126 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

77. All of the following statements about gain sharing are true EXCEPT: a) gain sharing plans decrease personal responsibility. b) gain-sharing plans involve a specific measurement of productivity combined with a calculation of a bonus designed to 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.

Ans: a Page: 126 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

78.______rewards employees based on the entire organization’s performance. a) A merit pay plan b) A skill-based pay c) A gain-sharing plan d) A profit-sharing plan e) A flexible benefits plan

79. The awarding of cash bonuses is especially common in the ______of organizations. a) lower ranks b) non-exempt levels c) union members d) senior executive ranks e) contingency workforce

80. A current trend in business today is ______. a) an attempt to give bonus opportunities to both managerial and non-managerial jobs. b) to eliminate global opportunities for advancement. c) only give fixed pay to employees. d) phase out the use of cash bonuses for management levels. e) to only give cash bonuses to employees based in the United States.

Ans: a Page: 126 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

81. All of the following statements about profit-sharing are true EXCEPT: 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. d) profit sharing plans reward employees based on overall organizational profits. e) profit sharing plans have no criticisms.

Ans: e Page: 126 Level: Easy ch06, Chapter 6: Motivation and Job Design

Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

82. 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) ESOP c) gain-sharing plan d) individualized payoff e) lump-sum increase

Ans: b Page: 126 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

83. Since stock prices can fall as well as rise, there is a risk associated with respect to ______and that risk must be considered in respect to the motivational value of such pay systems. a) merit pay systems b) ESOPS c) lump-sum increases d) lump-sum payments e) fringe benefit systems

Ans: b Page: 126 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

84. ______is a system that rewards people for acquiring and developing job-relevant skills. a) Entitlement pay b) Gain-sharing pay c) Merit pay d) Skill-based pay e) Expert pay

85. 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.

Ans: a Pages: 126-127 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

86. 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) at the same level of other people with the same job title

Ans: c Page: 126 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

87. Which of the following are considered advantages of skill-based pay? a) Flexibility b) Employee cross-training c) Fewer supervisors d) More individual control over compensation e) A reduction in compensation costs

Ans: e Page: 126 ch06, Chapter 6: Motivation and Job Design

Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

88. One disadvantage of skill-based pay is ______. a) the possible higher pay and training costs that are not offset by greater productivity b) managers do not like working with a skill-based pay program c) the program can be implemented quickly d) that workers learn to do one another’s jobs e) workers know in advance what is required to receive a pay rate

Ans: a Page: 127 Level: Difficult Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

89. The ______, ______, ______relationship underlies the logic of any performance-based pay system. a) performance; consistency; growth b) hiring; work; performance c) selection; performance; growth c) promotion; merit; reward d) effort; performance; reward e) assignment; performance; increase

Ans: d Page: 127 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Motivation and Performance Management

90. All of the following are steps in a typical sequence of performance management EXCEPT: a) identifying and set clear and measurable performance goals. b) assigning people into the roles required to perform job responsibilities. c) taking performance measurements to monitor goal progress. d) providing feedback and coaching on performance results. d) using performance assessment for human resource management decisions. Ans: b Page: 127 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

91. ______performance appraisal information is useful for making selection and placement decisions. a) Involvement b) Feedback c) Elaboration d) Evaluative e) Development

Ans: d Page: 127 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

92. From a ______perspective, performance measure facilitates decisions relating to planning for and gaining commitment to the continued training and personal development of workers. a) growth b) developmental c) retention d) turnover e) promotional

Ans: b Page: 128 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

93. When measuring employee performance, managers should make sure that measurements are: a) based on clear job performance criteria. ch06, Chapter 6: Motivation and Job Design 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) all of the above.

Ans: e Page: 128 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

94. In the context of performance appraisal dimensions and standards, the goal of meeting product specification standards is an example of a(n) ______. a) activity measure b) differential measure c) input measure d) output measure e) sustainability measure

Ans: d Page: 128 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process

95. In the context of performance appraisal dimensions and standards, ______measures are typically obtained from the evaluator’s observation and rating. a) output b) input c) activity d) sustainability e) engagement

Ans: c Page: 128 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Management Process 96. Which statement about comparative methods of performance appraisal is false? a) It is a method that seeks to identify one’s relative standing among those being rated. b) This method indicates that one person is better than another on a given dimension. 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 not a comparative method of performance appraisal.

Ans: b Page: 128 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

97. Rankings, paired comparisons, and forced distributions are types of ______performance appraisal methods. a) absolute b) definitive c) comparative d) discretionary e) conclusive

Ans: c Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

98. ______is a technique of performance appraisal that involves ordering each individual from best to worst on each performance dimension being considered. a) Paired comparison b) Critical incident diary c) Forced distribution d) Ranking e) Management by objectives

Ans: d Page: 128 ch06, Chapter 6: Motivation and Job Design

Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

99. ______is a method of performance appraisal whereby each person is directly compared with every other person being rated. a) Paired comparison b) Behaviorally anchored rating scales c) Forced distribution d) Ranking e) Graphic rating scale

Ans: a Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

100. ______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

Ans: c Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

101. The primary appeal of graphic rating scales is their ______. a) limited use b) ease of use c) close link with job analysis d) application to a narrow range of jobs e) use for employment development

Ans: b Page: 129 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

102. All of the following are correct statements regarding the behaviorally anchored rating scales EXCEPT: 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) once a large sample of behavioral descriptions is collected, each behavior is evaluated to determine the extent to which it describes good versus bad performance. e) the final step of the process is to develop a rating scales in which the anchors are specific critical behaviors, each reflecting a different degree of performance effectiveness.

Ans: b Page: 129 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

103. ______is 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. a) Total evaluation b) 360 degree evaluation c) Worldwide evaluation d) Inside and outside evaluation e) Bottom-up/top-down evaluation

Ans: b Pages: 130-131 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. ch06, Chapter 6: Motivation and Job Design

Section Reference: Performance Measurement Methods

104. For a performance appraisal system to be reliable, it must ______. a) provide consistent results each time it is used. b) be used in a wide cross-section of industries. c) be statistically robust. d) be used across hierarchical levels in an organization. e) actually measure people on relevant job characteristics.

Ans: a Page: 131 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

105. For a performance appraisal system to be valid, it must ______. a) provide consistent results each time it is used b) be statistically robust c) be used in a wide cross-section of industries d) be used across hierarchical levels in an organization e) actually measure people on relevant job content

Ans: e Page: 131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

106. A ______results when one person rates another person on several different dimensions and gives a similar rating for each dimension. a) personal bias error b) recency error c) halo error d) leniency error e) central tendency error

Ans: c Page: 131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

107. A ______occurs when managers lump 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 rates. a) personal bias error b) recency error c) halo error d) leniency error e) central tendency error

Ans: e Page: 131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

108. Which of the following is a defining characteristic of the “best” job design? a) A job design that meets organizational requirements for high performance. b) A job design that offers an occasional fit with individual skills and needs. c) A job design that does not provide opportunities for job satisfaction. d) A job design that randomly meets organizational requirements for high performance. e) A job design that does not meet individual or organizational requirements for high performance.

Ans: a Page: 132 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Motivation and Job Design

109. Frederick Taylor’s principles of scientific management include all of the following EXCEPT: a) developing a science for each job that covers rules of motion, standard work tools, and supportive work conditions. b) hiring workers with the right abilities for the job. ch06, Chapter 6: Motivation and Job Design c) increasing job content by giving workers more responsibility. d) training and motivating workers to do their jobs according to the science. e) supporting workers by planning and assisting their work using the job science.

Ans: c Page: 132 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

110. Job simplification is a job design approach that ______. a) identifies the best job-fits between job applicants and job requirement b) ensures that jobs do not become too difficult to perform over time c) standardizes work procedures and employs people in clearly defined and highly specialized tasks d) uses simple checklists to monitor high job performance e) creates many opportunities for promotions into more complex jobs

Ans: c Page: 132 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

111. The potential advantages of job simplification include all of the following EXCEPT: a) increasing operating efficiency by reducing the number of skills required to do a job. b) being able to hire low-cost labor. c) keeping the needs for job training to a minimum. d) emphasizing the accomplishment of repetitive tasks. e) increased employee turnover.

Ans: e Pages: 132-133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

112. The potential disadvantages of job simplification include all of the following EXCEPT: a) loss of efficiency in the face of lower quality. b) reduction in the skills required to perform a job. c) higher turnover rates. d) higher absenteeism rates. e) demand for higher wages to compensate for unappealing jobs.

Ans: b Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

113. Sometimes called horizontal loading, ______increases job breadth by having the worker perform more and different tasks, but all at the same level of responsibility and challenge. a) job enrichment b) job reengineering c) job embellishment d) job enlargement e) job simplification

Ans: d Page: 133 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation

114. Which of the following statements about job rotation is correct? Job rotation: a) standardizes job tasks and employs people in very routine jobs. b) increases job content by giving workers more responsibility for planning and evaluating duties. c) increases job variety by adding new tasks of similar difficulty to a job. d) increases task variety by shifting workers among jobs involving tasks of similar difficulty. e) defines job tasks and the work arrangements to accomplish them.

Ans: d Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation

115. When your manager increases your job content by giving you more responsibility for planning and evaluating duties, which job design approach is being used? a) Job simplification ch06, Chapter 6: Motivation and Job Design b) Job enlargement c) Job enrichment d) Job rotation e) Process reengineering

Ans: c Page: 133 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enrichment

116. Regarding job enrichment, OB scholars ______. a) believe that job enrichment is relevant for some cultures, but not for most cultures b) have been reluctant to recommend job enrichment as a universal solution to all job performance and satisfaction problems c) view job enrichment as “the answer” to the majority of performance and satisfaction problems in business today d) believe that job enrichment is for everyone e) believe that job enrichment is pertinent to some industries but not to most industries

Ans: b Page: 134 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enrichment

117. All of the following are core job characteristics as identified by Hackman and Oldham EXCEPT: a) skill variety. b) task significance. c) autonomy. d) motivating potential. e) task identity.

Ans: d Page: 134 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model 118. The degree to which the job gives the employee substantial freedom, independence, and discretion in scheduling the work and determining the procedures used in carrying it out is referred to as: a) skill variety. b) task identity. c) autonomy. d) job feedback. e) task significance.

Ans: c Page: 134 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

119. A job’s motivating potential score can be raised through all of the following methods EXCEPT: a) reducing tasks to create smaller jobs. b) opening feedback channels to enable workers to know how well they are doing. c) establishing client relationships to enable employees to experience feedback directly from customers. d) employing vertical loading to create more planning opportunities. e) employing vertical loading to create more controlling responsibilities.

Ans: a Page: 134 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

120. Alternative work arrangements commonly used today include all of the following EXCEPT: a) job sharing. b) telecommuting. c) flexible working hours. d) compressed workweek. e) job enrichment.

Ans: e Page: 136 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Alternative Work Schedules ch06, Chapter 6: Motivation and Job Design

121. The most common form of ______is a “4-40” schedule––that is, 40 hours of work is accomplished in four 10-hour days. a) the compressed workweek b) job sharing c) flexible working hours d) job simplification e) telecommuting

Ans: a Page: 137 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Compressed Workweeks

122. A company that requires employees to be at work between 9:30 a.m. and 3:30 p.m. but allows them to schedule their remaining work day to fit personal needs is using ______. a) the compressed workweek b) job sharing c) flexible working hours d) elastic scheduling e) telecommuting

Ans: c Page: 137 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Flexible Working Hours

123. Accenture and Booz Allen Hamilton offer suggestions for attracting and retaining talented working mothers. These include all of the following EXCEPT: a) offering increased pay and extended time for maternity leave. b) requiring employees to take challenging jobs requiring travel. c) setting up mentoring and networking systems. d) making sure new mother feel they are wanted back at work. e) keeping in contact with employees who are on maternity leave.

Ans: b Page: 137 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Alternative Work Schedules

124. An organization that is able to employ two persons as one by having one person work mornings and the other person work afternoons on the same job is reaping the benefits of: a) a compressed work week. b) flextime. c) flexible working hours. d) job sharing. e) telecommuting.

Ans: d Page: 138 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Job Sharing

125. All of the following are negatives about telecommuting EXCEPT: a) isolation from co-workers. b) decreased identification with the work team. c) management of telecommuters. d) technical difficulties with the computer linkages. e) lower employee satisfaction.

Ans: e Page: 138 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Telecommuting

Fill in the blank

126. The feeling of achievement after completing a particularly challenging task in a job designed with a good person-job fit is an example of an ______.

Ans: intrinsic reward Page: 123 Level: Medium ch06, Chapter 6: Motivation and Job Design

Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

127. ______might include things like sincere praise for a job well done or symbolic tokens of accomplishment such as “employee-of-the-month” awards.

Ans: Extrinsic rewards Page: 123 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

128. ______is 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.

Ans: Merit pay Page: 124 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

129. ______rewards employees based on the entire organization’s performance.

Ans: Profit-sharing Page: 126 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

130. The incentive value of ______is based on the notion that “employee owners” will be motivated to work hard so that the organization will perform well and its stock price will rise.

Ans: Employee Stock Ownership Programs (ESOPS) Page: 126 Level: Medium Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance 131. With ______, workers are paid for the breadth of capability and their willingness to use any skills needed by the company.

Ans: skill-based pay Page: 126 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

132. ______give the right to purchase shares at a fixed price in the future.

Ans: Stock options Page: 126 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Pay for Performance

133. ______methods of performance appraisal seek to identify one’s relative standing among those being rated.

Ans: Comparative Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

134. A(n) ______lists a variety of dimensions thought to be related to high-performance outcomes in a given job and that the individual is accordingly expected to exhibit.

Ans: graphics rating scale Page: 128 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

135. ______in performance appraisal compares each person with every other. ch06, Chapter 6: Motivation and Job Design

Ans: Paired comparison Page: 128 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

136. A(n) ______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 aspect.

Ans: critical incidents diary Pages: 129-130 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

137. The evaluations of bosses, peers, subordinates, customers, and employees themselves are included in the ______evaluation.

Ans: 360 degree Pages: 130-131 Level: Easy Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Methods

138. When a rater fails to discriminate between an employee’s strong and weak points and allows these to carry over from one dimension to the next, the leader is likely to be experiencing the ______performance appraisal measurement error.

Ans: halo Page: 131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors 139. When an employee is rated low on punctuality because the one incident of tardiness the day before the evaluation overshadows his usual promptness, the evaluator is experiencing the ______in performance appraisal measurement.

Ans: recency error Page: 131 Level: Medium Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

140. The history of scholarly interest in job design can be traced in part to the work of ______with scientific management in the early 20th century.

Ans: Frederick Taylor Page: 132 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

141. The classic automobile assembly line is an example of the job design strategy of ______.

Ans: job simplification Page: 132 Level: Easy Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Scientific Management

142. ______increases task variety by adding new tasks of similar difficulty to a job.

Ans: Job enlargement Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation ch06, Chapter 6: Motivation and Job Design

143. Changes in a job that are designed to increase job breadth are sometimes called ______.

Ans: horizontal loading Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation

144. ______increases job content by giving workers more responsibility for planning and evaluating duties.

Ans: Job enrichment Page: 133 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enrichment

145. The job characteristics model identifies five core job characteristics that are especially important to job design. The five core job characteristics are ______.

Ans: skill variety, task identity, task significance, autonomy, and job feedback Page: 134 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

146. Individual difference moderators that can influence individual preferences in how jobs are designed are ______, ______, and ______moderators.

Ans: growth-need strength; knowledge and skill; context satisfaction Page: 135 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

147. Any work schedule that allows a full-time job to be completed in less than the standard five days is known as the ______.

Ans: compressed workweek Page: 137 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Compressed Workweeks

148. An organization that is able to employ two persons as one by having one person work mornings and the other person work afternoons on the same job is reaping the benefits of ______.

Ans: job sharing Page: 138 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Job Sharing

149. ______describes work done at home or in a remote location via use of computers and advanced telecommunication linkages with a central or other employment locations.

Ans: Telecommuting Page: 138 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Telecommuting

150. Employees who work less than the standard 40-hour workweek but are considered to be permanent members of the organization’s workforce are called ______.

Ans: permanent part-time workers Page: 139 Level: Easy Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Part-Time Work

Essay ch06, Chapter 6: Motivation and Job Design

151. Define intrinsic rewards and extrinsic rewards. Give an example of an intrinsic reward and an extrinsic reward.

Suggested Answer: Intrinsic rewards are positively valued work outcomes that an individual receives directly as a result of task performance. A feeling of achievement after completing a particularly challenging task in a job designed with a good person-job fit is an example of an intrinsic reward. Extrinsic rewards are positively valued work outcomes that are given to an individual or group by some other person or source in the work setting. Sincere praise for a job well done is an example of an extrinsic reward. Pages: 123-124 Level: Easy Learning Objective 1: Discuss the link between motivation, rewards, and performance. Section Reference: Intrinsic and Extrinsic Rewards

152. Identify and define five 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; (4) recency error; and (5) personal bias error. A halo error results when one person rates another person on several different dimensions and gives a similar rating for each dimension. 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. A personal bias occurs when managers display expectations and prejudices that fail to give the job-holder complete respect. Page: 131 Level: Difficult Learning Objective 2: Describe the essentials of performance management including the process, methods, and errors. Section Reference: Performance Measurement Errors

153. Describe the concept of job enrichment. How does job enrichment differ from other job design strategies of job enlargement or job rotation?

Suggested Answer: Job enrichment is the practice of enhancing job content by building into it more motivating factors such as responsibility, achievement, recognition, and personal growth. This job design strategy differs markedly from job enlargement and job rotation in that it enhances job content by adding duties –– such as planning and evaluating –– that would otherwise be reserved for managers. In contrast, job enlargement and job rotation focus on expanding the number of tasks a person performs, but all the tasks are at the same level of responsibility. Pages: 133-134 Level: Medium Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Enlargement and Job Rotation Section Reference: Job Enrichment

154. Describe the core characteristics model of job enrichment. Explain how this model can provide guidance to practicing managers. Should everyone’s job be enriched? Why or why not?

Suggested Answer: According to the core characteristics model of job enrichment an enriched job will be high on the following core job characteristics: Skill variety  the degree to which a job requires a variety of different activities to carry out the work and involves the use of a number of different skills and talents of the individual. Task identity  the degree to which the job requires the completion of a “whole” and identifiable piece of work; that is, one that involves doing a job from beginning to end with a visible outcome. Task significance  the degree to which the job has a substantial impact on the lives or work of other people elsewhere in the organization or in the external environment. Autonomy  the degree to which the job gives the individual substantial freedom, independence, and discretion in scheduling the work and in determining the procedures to be used in carrying it out. Feedback from the job itself  the degree to which carrying out the work activities required by the job results in the individual obtaining direct and clear information on the results of his or her performance. The core job characteristics directly impact three critical psychological states. Skill variety, task identity, and task significance affect experienced meaningfulness of work; autonomy influences experienced responsibility for the outcomes of the work; and feedback affects knowledge of actual results of work activities. The critical psychological states, in turn, influence the following job outcomes: high internal work motivation, high growth satisfaction, high general job satisfaction, and high work effectiveness. The core job characteristics will not affect everyone in the same way. Employees who have high growth-need strength and the requisite knowledge and skills, and are satisfied with the work context will respond more favorably to enriched jobs. For those employees who will likely respond favorably to job enrichment, managers can improve core job characteristics. Managers can do this in the following ways: Form natural units of work  make sure that the tasks people perform are logically related to one another and provide a clear and meaningful task identity. Combine tasks  expand job responsibilities by pulling together into one larger job a number of smaller tasks previously done by others. Establish client relationships  put people in contact with others who, as clients inside and/or outside the organization, use the results of their work. Open feedback channels  provide opportunities for people to receive performance feedback as they work and to learn how performance changes over time. Practice vertical loading  give people more control over their work by increasing their authority for planning and controlling activities previously done by supervisors. Everyone’s job should not be enriched. The logic of individual differences suggests that not everyone will want an enriched job. The people most likely to have positive reactions to job enrichment are those who need achievement, who hold middle-class working values, or who are seeking higher-order growth-need satisfaction at work. Job enrichment also appears to be most advantageous when the job context is positive and when workers have the abilities needed to do ch06, Chapter 6: Motivation and Job Design the enriched job. Moreover, costs, technological constraints, and work group or union opposition may make it difficult to enrich some jobs. Pages: 134-136 Level: Difficult Learning Objective 3: Explain how job designs influence motivation and performance. Section Reference: Job Characteristics Model

155. Describe each of the major alternative work arrangements. What are the advantages to the individual and/or organization in using these options?

Suggested Answer: The five major categories of alternative work arrangements are the following: compressed workweek, flexible working hours, job sharing, telecommuting, and part- time work. Each of these categories, along with their respective advantages is described below. A compressed workweek is any work schedule that allows a full-time job to be completed in less than the standard five days of eight-hour shifts. The benefits of the compressed workweek for the individual are more leisure time and lower commuting costs. The benefits for the organization are lower absenteeism and potentially improved performance. Flexible working hours describe any work schedule that gives employees some choice in the pattern of their daily work hours. The potential benefits of flexible working hours include giving people greater autonomy in work scheduling while ensuring that they maintain work responsibilities, thereby enabling organizations to attract and retain employees who have special non-work responsibilities. Flexible working hours also can boost worker morale. Job sharing involves a work schedule whereby one full-time job is split between two or more persons. Job sharing can benefit organizations by enabling them to employ talented people who would otherwise be unable to work. Telecommuting is a work arrangement that allows at least a portion of scheduled work hours to be completed outside of the office. The potential individual advantages of telecommuting include being one’s own boss and having more personal time. Part-time work is work done on any schedule less than the standard 40-hour workweek and does not qualify the individual as a full-time employee. Increasingly, employers are relying on part-time or contingency workers to supplement the full-time workforce, often on a long-term basis. Because contingency workers can be easily hired, contracted, and terminated in response to changing needs, many employers like the flexibility they offer in controlling labor costs and dealing with cyclical labor demand. Pages: 136-139 Level: Medium Learning Objective 4: Analyze the motivational effect of alternative work arrangements. Section Reference: Alternative Work Schedules