Ch.15 Individual Behavior Test Bank 14th Edition

Chapter 15: Individual Behavior

True/False

1. Perception affects the impressions we form of ourselves, other people, and daily life experiences.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Cultural background, values, and other personal and situational circumstances influence perceptions.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Fundamental attribution error neglects internal explanations for poor-quality work.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Self-serving bias explains personal success by internal causes and personal failures by external causes.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Self-serving bias creates a false sense of confidence.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Stereotypes are always negative and ill-intended.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A halo effect often shows up in performance evaluations.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Under selective perception, information that makes us uncomfortable is screened out; comfortable information is allowed in.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Impression management is the systematic attempt to influence how others perceive us.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. One of the tactics of impression management is to avoid smiling when engaged in conversations as this creates personal bonds.

Learning Objective: 15.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A person who lacks conscientiousness focuses on what can be accomplished and meets commitments.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. An open person is broad-minded, receptive to new things, and comfortable with change.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A person with a high degree of openness to experience has a low degree of curiosity.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The Myers-Briggs Type Indicator assesses personalities based on a questionnaire that probes into how people act or feel in various situations.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The sensing vs. intuitive dimension of the Myers-Briggs Type Indicator assesses whether a person tends to rely on logic or emotions in dealing with problems.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The extraverted vs. introverted dimension of the Myers-Briggs Type Indicator assesses whether a person tends to be outgoing or shy.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The thinking vs. feeling dimension of the Myers-Briggs Type Indicator assesses whether a person tends to rely on logic or emotions in dealing with problems.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The judging vs. perceiving dimension of the Myers-Briggs Type Indicator assesses whether a person tends to be critical or compassionate.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Locus of control is the belief that what happens is not within one’s control.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Authoritarianism is the degree to which a person defers to authority and accepts interpersonal status differences.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A person with a low-Mach personality is viewed as exploitative and unconcerned about others, often acting with the assumption that the end justifies the means.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A person high in self-monitoring is predictable and tends to act in a consistent way regardless of circumstances.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A person with a Type A personality feels guilty when relaxing.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The cognitive component of an attitude reflects a belief or an opinion.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The affective component of an attitude reflects an intention to behave in a manner consistent with a belief or feeling.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job satisfaction is the degree to which an individual feels positive or negative about a job.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Employee engagement refers to the willingness to “go beyond the call of duty” or “go the extra mile” in one’s work.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Moods tend to be short term and clearly targeted.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Personal wellness is taking responsibility for your own physical and mental health.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

Multiple Choice

1. _____ is the process through which people receive, organize, and interpret information from the environment.
2. Attribution
3. Perception
4. Projection
5. Conversion
6. Distortion

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true about perceptions?
2. Perceptions have a marginal influence on individual behavior.
3. Perceptions do not have an impact on daily life experiences.
4. People perceive the same people, things, or situations differently.
5. People’s perceptions are unaffected by their cultural background.
6. Perceptions refer to the desire to achieve or to accomplish something.

Learning Objective: 15.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. _____ behaviors include task performance, customer service, and productivity.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ behaviors include absenteeism, turnover, and job disengagement.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ behaviors include helping, volunteering, and job engagement.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ___ behaviors include antisocial behavior and intentional wrongdoing.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Employees at Fil-it-Up work hard, always smile and talk to customers, and complete customer transactions as quickly as possible. This is an example of ____ behaviors.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Employees at Fil-it-Up tend to miss multiple days of work and usually do not stay with the company more than a few weeks. This is an example of ____ behaviors.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Fil-it-Up gives employees 40 hours of paid time off every year to volunteer their time at local charities. This is an example of ____ behaviors.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Employees at Fil-it-Up often purposefully miscount the customer’s change, spill drinks on the counter, and lie about how much work other employees are doing. This is an example of ____ behaviors.
2. Citizenship
3. Dysfunctional
4. Functional
5. Performance
6. Withdrawal

Learning Objective: 15.1

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following refers to attribution?
2. It is the set of individual expectations about an employment relationship.
3. It is the process of explaining events.
4. It is the process through which people receive, organize, and interpret information from the environment.
5. It is the tendency to define problems from one’s own point of view.
6. It is the assignment of personal attributes to other individuals.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The _____ overestimates internal factors and underestimates external factors as influences on someone’s behavior.
2. fundamental attribution error
3. stereotyping effect
4. halo effect
5. projection error
6. self-serving bias

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Jason’s performance at work was declining as he had to meet unrealistic targets daily. Though he was able to meet his targets, the quality of his work was not very good. His supervisor assumed that this was due to a lack of concentration and laziness. This scenario is an instance of a _____.
2. stereotyping error
3. halo effect
4. fundamental attribution error
5. projection error
6. self-serving bias

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following occurs when attributes commonly associated with a group are assigned to an individual?
2. Fundamental attribution error
3. Psychological contract
4. Selective perception
5. Self-serving bias
6. Stereotype

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Karen, the manager of a research organization, believes that women avoid arithmetic and statistics, whereas men prefer such topics. This assumption made by Karen is an example of a _____.
2. stereotype
3. self-serving bias
4. projection
5. fundamental attribution error
6. halo effect

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. A _____ occurs when one attribute is used to develop an overall impression of a person or situation.
2. projection error
3. fundamental attribution error
4. projection
5. halo effect
6. stereotype

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Carla was given a promotion as she met all quality and productivity standards. However, she did not exhibit effective interpersonal skills in her new job role. She was promoted due to her performance skills without taking her people skills into consideration. Which of the following perceptual tendencies is displayed here?
2. Anchoring effect
3. Selective perception
4. Projection
5. Fundamental attribution error
6. Halo effect

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Selective perception refers to:
2. the tendency to define problems from one’s own point of view.
3. the assignment of personal attributes to other individuals.
4. using a single attribute to develop an overall impression of a person or situation.
5. the systematic attempt to influence how others perceive us.
6. assigning the attributes commonly associated with a group to an individual.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The revenues of Venus Media Inc. were low for the past few months. The marketing department of the firm believed that the financial meltdown in the nation was the primary reason for the poor performance of the firm. It failed to consider any other reason put forth by the other departments. Which of the following perceptual tendencies is displayed in this case?
2. Stereotype
3. Selective perception
4. Projection
5. Fundamental attribution error
6. Self-serving bias

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. _____ involves the assignment of personal attributes to other individuals.
2. Fundamental attribution error
3. Self-serving bias
4. Projection
5. Halo effect
6. Stereotyping

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Eric, a team lead, is quick at understanding concepts and in executing projects. He assumes that all his coworkers have the same ability to complete projects. Which of the following perceptual tendencies is displayed here?
2. Stereotype
3. Selective perception
4. Fundamental attribution error
5. Self-serving bias
6. Projection

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. The profile of characteristics making an individual unique from others is referred to as _____.
2. a stereotype
3. personality
4. self-serving bias
5. the locus of control
6. cognitive dissonance

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The degree to which someone is outgoing, sociable, and assertive is referred to as _____.
2. agreeableness
3. perceptiveness
4. cognitive dissonance
5. extraversion
6. conscientiousness

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Ronald is a senior executive at Brown Inc. He is well-mannered and has the ability to cooperate with all his colleagues. When employees have work-related or personal issues, they approach him for support because they trust him. Which of the following personality traits does Ronald most likely possess that enables him to be so approachable?
2. Agreeableness
3. Introversion
4. Self-serving bias
5. Locus of control
6. Extraversion

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. The degree to which someone is responsible, dependable, and careful is referred to as _____.
2. agreeableness
3. introversion
4. perceptiveness
5. extraversion
6. conscientiousness

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Wilson often tries to multi-task and, as a result, fails to do well in any task. He also tends to be careless and irresponsible while working on his projects. This implies that Wilson most likely:
2. lacks conscientiousness.
3. has low agreeableness.
4. lacks emotional stability.
5. lacks openness to experience.
6. has low extraversion.

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is true of a conscientious person?
2. A conscientious person focuses on new ideas and is imaginative.
3. A conscientious person is withdrawn and reserved.
4. A conscientious person focuses on what can be accomplished and meets commitments.
5. A conscientious person has few interests and is resistant to change.
6. A conscientious person always engages in multi-tasking.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following examples displays the personality trait of emotional stability?
2. A manager encouraging unique suggestions from employees for the promotion of a product
3. A CEO being careful about making merger decisions
4. A manager staying calm and confident when his team fails to meet quarterly targets
5. A proprietor implementing changes in his organization
6. A team lead exhibiting good communication skills with his subordinates

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Comprehension

1. Which of the following is true of openness to experience?
2. Openness to experience refers to the degree to which someone is outgoing and sociable.
3. An open person is always a source of conflict and discomfort for others.
4. Openness to experience refers to the degree to which someone is good-natured, cooperative, and trusting.
5. Openness to experience refers to the degree to which someone is responsible, dependable, and careful.
6. An open person is broad-minded and receptive to new things.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Joshua, the business head of an organization, is broad-minded and well-informed. He believes in adapting to changes in the environment. He also encourages his coworkers to suggest new ideas to help in the growth of the organization. This implies that Joshua has _____.
2. low conscientiousness
3. low agreeableness
4. high openness to experience
5. high selective perception
6. low emotional stability

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Josephine, a manager at a bank, is cooperative, sociable, dependable, and unworried. However, she lacks the interest to bring about any changes in the operations of the bank and is narrow minded. This implies that Josephine lacks _____.
2. conscientiousness
3. openness to experience
4. agreeableness
5. extraversion
6. emotional stability

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Wilson likes spending time with people and tends to talk on the phone with customers much longer than some of his co-workers. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Extraverted
3. Feeling
4. Introverted
5. Intuitive
6. Sensing

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Wilson does not like talking on the phone or working with other people. His idea job is to write programs for his company’s computer system. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Introverted
3. Intuitive
4. Judging
5. Perceiving
6. Thinking

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. When Wilson encounters a problem with his consulting business, he instantly starts looking for the specific problem. He will spend hours looking at the time every person has spent on a project to figure out why the project took longer than expected. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Extraverted
3. Intuitive
4. Judging
5. Sensing
6. Thinking

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. When Wilson encounters a problem with his consulting business, he wonders whether there is an over-arching issue causing the problem. He usually steps back and considers whether the entire project is the problem or if there is a larger problem with the company. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Extraverted
3. Feeling
4. Intuitive
5. Perceiving
6. Sensing

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Wilson believes he can work through any problem rationally by using deduction. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Feeling
3. Judging
4. Perceiving
5. Sensing
6. Thinking

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Wilson has found that his “gut reaction” to a problem is always right. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Feeling
3. Judging
4. Perceiving
5. Sensing
6. Thinking

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Wilson likes knowing exactly what to expect each day. Each morning, he plans his day and ensures he has carefully allotted his time. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Intuitive
3. Judging
4. Perceiving
5. Sensing
6. Thinking

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Wilson likes “winging it” each day. He knows he cannot plan anyway because customer needs are so unpredictable, so he might as well “go with the flow” of the day. Wilson most likely has a(n) ____ personality from the Myers-Briggs Type Indicator approach.
2. Extraverted
3. Feeling
4. Judging
5. Perceiving
6. Sensing

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Sensing refers to:
2. focusing on details while gathering data.
3. relying on emotions while making decisions.
4. focusing on the big picture in dealing with problems while gathering data.
5. acting with flexibility and spontaneity while gathering data.
6. being quiet and shy when interacting with people.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ reflects levels of social media use and how media are used to connect to others.
2. The halo effect
3. Projection
4. Impression management
5. Technology personality
6. Type A personality

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person is an early adopter who uses technology to create content, actively engage others, and make connections with people they’d like to know, not merely the people they know already. Which of the following describes this person?
2. Always On
3. Bystander
4. Broadcaster
5. Social Skimmer
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person is very connected, uses technology to stay in touch with family and friends, and owns smartphones and tablets. Which of the following describes this person?
2. Broadcaster
3. Live Wire
4. Never-Minder
5. Social Skimmer
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person primarily uses technology to gather information rather than to engage others. Which of the following describes this person?
2. Always On
3. Bystander
4. Never-Minder
5. Social Skimmer
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person is selectively uses technology to tell others what he or she is doing, is less likely to be active on social media, and tends not to text. Which of the following describes this person?
2. Broadcaster
3. Live Wire
4. Never-Minder
5. Social Skimmer
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person is does not connect often, uses technology to converse, and is most likely going to engage in person-to-person contact with others. Which of the following describes this person?
2. Always On
3. Broadcaster
4. Live Wire
5. Social Skimmer
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person is relatively unconnected and uses technology primarily to keep up with the news and less frequently to connect with family and friends. Which of the following describes this person?
2. Always On
3. Bystander
4. Broadcaster
5. Live Wire
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Think about someone’s technology personality. This person does not use cell phones, texting, or social media, is apprehensive about technology use, and sees technology as isolating. Which of the following describes this person?
2. Bystander
3. Live Wire
4. Never-Minder
5. Social Skimmer
6. Toe Dipper

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Perceiving work style refers to:
2. focusing on details while gathering data.
3. focusing on details while working.
4. acting with flexibility and spontaneity while working.
5. acting with order and control while working.
6. relying on rules and regulations while working.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of locus of control?
2. It is the degree to which a person defers to authority and accepts status differences.
3. People with an internal locus of control are more prone to blame others for what happens to them.
4. Individuals with an external locus of control are more self-confident and accept responsibility for their own actions.
5. People with an internal locus of control tend to be more satisfied and less alienated from their work.
6. It describes the extent to which someone is emotionally detached and manipulative.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Christopher is an employee with an internal locus of control. Which of the following characteristics would be observed in Christopher?
2. Self-confidence
3. Lack of job satisfaction
4. High alienation from work
5. Denial of responsibility
6. Tendency to blame others

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is true of authoritarianism?
2. Authoritarianism is a system that opposes status differences.
3. An individual with an authoritarian personality tends to act rigidly and be control-oriented in a follower capacity.
4. An individual with an authoritarian personality is likely to be subservient and follow rules when in a leadership capacity.
5. People with authoritarian principles never act unethically or illegally.
6. Authoritarianism is the degree to which a person defers to authority and accepts interpersonal status differences.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Robert is a senior executive at PLM Inc. He accepts the status differences in his organization and tends to be control-oriented when he leads a team of employees. When he interacts with his seniors, he is prepared to obey them unquestioningly. This implies that Robert has a(n) _____ personality.
2. Type A
3. authoritarian
4. high-Mach
5. introverted
6. self-monitored

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following refers to Machiavellianism?
2. The extent to which someone is able to adjust his or her behavior in response to external factors
3. The extent to which a person tends to defer to authority
4. The extent to which someone is curious, open to new ideas, and imaginative
5. The extent to which someone is emotionally detached and manipulative
6. The extent to which someone is relaxed, secure, and unworried

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of Machiavellianism?
2. A person with a “high-Mach” personality is deferential in allowing others to exert power over him or her.
3. A person with a “high-Mach” personality often acts with the assumption that the end justifies the means.
4. A person with a “low-Mach” personality tends to be very manipulative.
5. A person with a “low-Mach” personality is viewed as exploitative and unconcerned about others.
6. Machiavellianism is the extent to which one believes that what happens is within one’s control.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Jeffrey works for a financial consulting firm. He is generally manipulative and is unconcerned about the interests and values of his coworkers. He does not care about others’ emotions and lacks basic social skills. This implies that Jeffrey has:
2. high self-monitoring skills.
3. low authoritarianism.
4. a “high-Mach” personality.
5. high extraversion.
6. an internal locus of control.

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. A person with a “low-Mach” personality:
2. often acts with the assumption that the end justifies the means.
3. is viewed as exploitative and unconcerned about others.
4. is emotionally detached and manipulative.
5. is deferential in allowing others to exert power over him or her.
6. is not interested in others’ emotions and values.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. The degree to which someone is able to adjust behavior in response to external factors is referred to as _____.
2. self-monitoring
3. authoritarianism
4. locus of control
5. extraversion
6. Machiavellianism

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of self-monitoring?
2. A person high in self-monitoring is not comfortable with feedback.
3. A person low in self-monitoring is highly unpredictable.
4. A person high in self-monitoring tends to act consistently regardless of circumstances.
5. A person high in self-monitoring tends to be a learner.
6. A person low in self-monitoring is flexible in changing behavior from one situation to the next.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Louis is an executive analyst in the merchandising department of Kira Inc. He loves to get feedback for his work as he believes that it helps improve his performance. He is a fast learner and has the ability to modify his behavior in response to the immediate situation and to external factors. This implies that Louis _____.
2. has an introverted personality
3. has a high Mach personality
4. is high in self-monitoring
5. is an authoritarian
6. is low in self-monitoring

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Penelope is low in self-monitoring. Which of the following characteristics would be observed in Penelope?
2. Learning skills
3. Internal locus of control
4. Willingness to change
5. Flexibility
6. Predictability

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. A person with a Type A personality:
2. believes in taking breaks during work.
3. is oriented toward extreme achievement and perfectionism.
4. never interrupts the speech of others.
5. believes in doing one task at a time.
6. is oriented toward extreme patience.

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Salim is a general manager in an organization. He always works toward achieving all his goals and believes in perfection. He engages in many tasks at once and tends to hurry the speech of others. Which of the following individual personality variations does Salim possess?
2. Authoritarianism
3. Machiavellianism
4. Low Self-monitoring
5. Type A orientation
6. External locus of control

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Sophie is a Type A personality. Which of the following patterns of behavior would be observed in Sophie?
2. Slow-eating patterns
3. Patience
4. Multi-tasking
5. Laziness
6. Lack of stress

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following components of individual attitudes reflects a belief or an opinion?
2. Cognitive component
3. Affective component
4. Normative component
5. Emotional component
6. Behavioral component

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Nathan joined a law school in California because he believed that the school was good. This is an example of the _____ component of individual attitudes.
2. affective
3. normative
4. emotional
5. behavioral
6. cognitive

Learning Objective: 15.3

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. The _____ component of an attitude reflects a specific feeling.
2. cognitive
3. intentional
4. affective
5. opinion
6. behavioral

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Gabriel is an advertising professional who loves his job. This is an example of the _____ component of Gabriel’s attitude.
2. cognitive
3. affective
4. intentional
5. opinion
6. behavioral

Learning Objective: 15.3

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. The _____ component of an attitude reflects an intention to act in a manner that is consistent with a belief and feeling.
2. cognitive
3. emotional
4. affective
5. intentional
6. behavioral

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Colin received negative feedback for his recent project. He has decided to concentrate and put in more effort in order to improve his work. This is an example of the _____ component of attitude.
2. behavioral
3. affective
4. intentional
5. emotional
6. cognitive

Learning Objective: 15.3

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following refers to cognitive dissonance?
2. The predisposition to act in a certain way
3. The extent to which someone is emotionally detached and manipulative
4. The degree to which someone is able to adjust behavior in response to external factors
5. The degree to which an individual feels positive about a job
6. The discomfort felt when attitude and behavior are inconsistent with one another

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Wendy was against the use of animals for testing cosmetics. She believed that it amounted to cruelty toward animals. She worked in a particular organization that was known for using alternative testing methods. When a special investigative team revealed that the firm actually used animals for testing purposes, she experienced a psychological discomfort. This discomfort that Wendy experienced is an example of _____.
2. mood contagion
3. cognitive dissonance
4. constructive stress
5. destructive stress
6. workplace rage

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Nadya feels that her job is challenging as she has many important responsibilities. She believes that she has been growing along with her organization and that she has been able to learn many new skills. She is happy that she receives fair pay and promotions on time. Which of the following is Nadya experiencing?
2. Organizational citizenship
3. Mood contagion
4. The Halo effect
5. Job satisfaction
6. Machiavellianism

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following would result in job satisfaction?
2. Opportunities for promotion
3. Job attendance
4. Cognitive dissonance
5. Machiavellianism
6. Mood contagion

Learning Objective: 15.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Roger works at Tracer Consulting Ltd. He receives task-related support from his managers and has friendly and trustworthy colleagues. His job is stress-free and secure. These working conditions help in increasing Roger’s _____.
2. mood contagion
3. job satisfaction
4. locus of control
5. cognitive dissonance
6. Machiavellianism

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is true about job satisfaction?
2. Job satisfaction tends to be lower in small firms and higher in large firms.
3. The relationship between job satisfaction and temporary absenteeism is not strong.
4. Performance does not influence job satisfaction.
5. There is a strong relationship between job satisfaction and performance.
6. A strong relationship exists between job satisfaction and actual job turnover.

Learning Objective: 15.3

Difficulty: Moderate

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A strong positive feeling about one’s job and employer is referred to as _____.
2. mood contagion
3. emotional intelligence
4. cognitive dissonance
5. employee engagement
6. Machiavellianism

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Gerard looks up to his organization and speaks positively about it. He involves himself in group discussions and brainstorming sessions to improve his skills and help in the overall growth of the organization. He is always ready to help his coworkers. From this information, which of the following does Gerard possess?
2. Mood contagion
3. Employee engagement
4. Emotional intelligence
5. Cognitive dissonance
6. Machiavellianism

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following refers to job involvement?
2. The extent to which an individual is dedicated to a job
3. The extent to which one experiences cognitive dissonance in their job
4. The comfort one feels with one’s coworkers
5. The predisposition of employees to act in a certain way
6. The willingness to “go beyond the call of duty” in one’s work

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Bella generally stays at her office beyond normal work hours in order to complete special projects. She also comes to work every weekend and on other holidays. From this information, it is likely that Bella has high _____.
2. personal wellness
3. Machiavellianism
4. self-serving bias
5. openness to experience
6. job involvement

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following refers to organizational commitment?
2. The willingness to “go beyond the call of duty” in one’s work
3. The loyalty of an individual to an organization
4. The predisposition of employees to act in a certain way
5. The extent to which someone is emotionally detached and manipulative
6. The degree to which someone is able to adjust behavior in response to external factors

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of organizational commitment?
2. Organizational commitment refers to the extent to which an individual experiences cognitive dissonance at his or her job.
3. Rational commitments are based primarily on values and interests of others.
4. Rational commitments are generally more powerful in positively influencing performance than are emotional commitments.
5. Emotional commitments are only based on pay and self-interests.
6. Individuals with a high organizational commitment identify strongly with their organization.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. As Angelo shares many mutual interests with his coworkers and respects their values, he has a high regard for the company that he works for. This indicates that Angelo has high _____.
2. personal wellness
3. rational commitment
4. Machiavellianism
5. self-serving bias
6. emotional commitment

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Rational commitments are primarily based on _____.
2. values
3. the interests of other employees
4. self-interests
5. effective employee relationships
6. personal wellness

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Franco is loyal to his organization as he is very happy with his pay, his incentives, and all other employee benefits. This implies that he has a(n) _____ toward his organization.
2. emotional commitment
3. rational commitment
4. self-serving bias
5. cognitive dissonance
6. affective commitment

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following refers to organizational citizenship?
2. It is the loyalty of an individual toward an organization.
3. It is a willingness to “go beyond the call of duty in one's work.”
4. It is an ability to understand emotions and manage relationships effectively.
5. It is the spillover of an employee’s positive or negative moods onto others.
6. It is a strong positive feeling about one’s job and the organization that one works for.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Ben is a financial analyst at Capron Inc. He works over the weekends and on all public holidays to do additional work, without claiming extra pay or compensatory benefits. Ben’s employee behavior is an example of _____.
2. organizational citizenship
3. personal wellness
4. cognitive dissonance
5. emotional intelligence
6. emotional stability

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. ___ is antisocial behavior that shows up as individual or group displays of disrespect, social exclusion, and language that is hurtful to others.
2. Bullying
3. Incivility
4. Introversion
5. Projection
6. Withdrawal

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Bill does not think anybody else works as hard as he does, so he does not like spending time with anybody. He sits at lunch alone and ignores people or sneers at them when they talk to him. This is an example of ____.
2. Bullying
3. Incivility
4. Introversion
5. Projection
6. Withdrawal

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. ____ is antisocial behavior that is intentionally aggressive, intimidating, demeaning, and/or abusive.
2. Bullying
3. Incivility
4. Introversion
5. Projection
6. Withdrawal

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Bill tells his co-workers that they are not working hard enough. One day, he was so harsh with one of the new employees that the co-worker started to cry. This is an example of ____.
2. Bullying
3. Incivility
4. Introversion
5. Projection
6. Withdrawal

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is true of emotions?
2. Emotions always tend to be long term.
3. Emotions are generalized positive and negative feelings.
4. Emotions are states of mind that may persist for some time.
5. Emotions tend to be clearly targeted.
6. Emotions are not directed toward any person or any particular thing.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Maria works for a children’s magazine. She worked hard and did intensive research to write an article. When her boss criticized her article, she felt very upset for some time. This feeling experienced by Maria is an example of a(n) _____.
2. mood
3. attitude
4. emotion
5. behavior
6. projection

Learning Objective: 15.4

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is true of moods?
2. Moods are clearly targeted.
3. Moods are generalized positive and negative feelings.
4. Moods tend to be short term.
5. Moods are strong feelings directed toward someone or something.
6. Moods are feelings that do not last for a long time.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is a difference between an emotion and a mood?
2. An emotion is a generalized feeling, while a mood is a strong feeling directed toward someone.
3. Emotions have a general effect on attitude and behavior, as opposed to moods that have a specific effect on attitude and behavior.
4. While an emotion tends to persist for some time, a mood tends to be brief.
5. An emotion is a positive feeling, while a mood represents a negative feeling.
6. Emotions are clearly targeted feelings, whereas moods are generalized states of mind.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Mood contagion refers to the:
2. spillover of one’s positive or negative moods onto others.
3. ability to understand moods and manage relationships effectively.
4. collection of strong feelings directed toward someone or something.
5. positive mood created by cognitive dissonance.
6. discomfort felt when attitude and behavior are inconsistent.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Giselle felt very good when she reached her office on time and completed her tasks before her deadline. This positive feeling spilled over onto her coworkers because she interacted with them in a very cheerful manner. This is an example of _____.
2. emotional intelligence
3. organizational citizenship
4. eustress
5. mood contagion
6. self-serving bias

Learning Objective: 15.4

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Which of the following is true of eustress?
2. It impairs the performance of an individual.
3. It occurs when intense stress breaks down a person’s mental system.
4. It encourages diligence in one’s work.
5. It acts in a negative way to decrease effort and inhibit creativity.
6. It is a feeling of physical and mental exhaustion from work stress.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following is true of strain?
2. It is sometimes called constructive stress.
3. It is dysfunctional.
4. It helps prevent job burnout among employees.
5. It acts in a positive way to increase effort and stimulate creativity.
6. It enhances diligence.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Which of the following refers to job burnout?
2. Showing aggressive behavior toward coworkers or a work setting
3. A situation where an individual ends up in a job that does not match his or her talents
4. A potential outcome of eustress
5. The spillover of one’s positive or negative moods onto others
6. The physical and mental exhaustion from work stress

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Leopold regularly gets into arguments with his colleagues due to excessive stress at work. He also engages in physical confrontations. This is an example of:
2. constructive stress.
3. workplace rage.
4. eustress.
5. job burnout.
6. a low-Mach personality.

Learning Objective: 15.4

Difficulty: Moderate

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

1. Peter has been working night shifts for about six months now, and owing to this, his performance level has decreased significantly. Benjamin, his manager, thinks that Peter has become complacent and is trying to avoid work. Which of the following would best describe Benjamin’s behavior?
2. Self-serving bias
3. Stereotyping
4. Halo effect
5. Fundamental attribution error
6. Projection

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

132. Michael comes across as a friendly personality. His bold and confident voice impresses Timothy, the marketing manager of Goldwyn Inc., during an interview. Owing to these attributes, Timothy hires him assuming that he will be a hard-working and smart employee. Timothy's assumption is a result of the _____.

1. mood contagion error
2. Machiavellian effect
3. halo effect
4. fundamental attribution error
5. projection effect

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

133. Julia, a manager at a logistics company, found that her subordinate, Olivia, frequently missed her deadlines for projects. When asked for an explanation, Olivia responded saying that she had to meet unrealistic deadlines. Olivia's co-workers have similar workloads and deadlines, but they always finish their work on time. Olivia has arrived at the conclusion that her deadlines are unrealistic mostly because of _____.

1. her mood contagion bias
2. the Machiavellian effect
3. the Halo effect
4. her fundamental attribution error
5. her self-serving bias

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

134. Desmond is a shrewd manager, but he tends to be dishonest and takes advantage of people. He doesn’t care about manipulating people as long as goals are achieved. Which of the following terms best represents Desmond’s description?

1. Authoritarian
2. High-Mach
3. External locus of control
4. Internal locus of control
5. Self-monitoring

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

135. Vincent is a project manager at a software development firm. One of Vincent's best employees, Brian, is considering leaving the company because he wants to pursue his passion of photography. Vincent's bosses want him to manipulate Brian into staying, but Vincent refuses to do so and allows Brian to make his own decisions. From this information, it can be said that Vincent has a (n) _____ personality.

1. self-serving
2. high-Mach
3. low-Mach
4. Type A
5. authoritarian

Learning Objective: 15.1

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

136. Steven was ordered by his boss, Michael, to shred some incriminating documents that might have led to a lawsuit against their company. Steven obeyed Michael and shredded the documents. From the given information, it is likely that Steven has a (n) _____ personality.

1. contagion
2. conscientious
3. low-Mach
4. Type A
5. authoritarian

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

137. Rose has a Type A personality and works for a software company. Her company has been receiving fewer projects lately, so she spends most of her time at work doing nothing. She is most likely to _____.

1. have high job satisfaction
2. attend work irregularly
3. pay little attention to her tasks
4. quit her job
5. have high levels of employee engagement

Learning Objective: 15.2

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

138Carson had promised to himself to jog every morning for a month to lose some weight. At the end of the month, he had gone for jogging for a total of seven days only. He reassured himself by saying, “I am not that overweight anyway.” Which of the following best describes Carson’s behavior?

1. Fundamental attribution error
2. Withdrawal behavior
3. Cognitive dissonance
4. Self-serving bias
5. Halo effect

Learning Objective: 15.3

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

139. In a team meeting, Simon, the manager, was cheerful and happy. Everyone in the room felt good, and the meeting seemed to conclude in no time at all. Which of the following best describes the situation?

1. Halo effect
2. Constructive stress
3. Personal wellness
4. Job involvement
5. Mood contagion

Learning Objective: 15.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

140. George has been working long hours for several weeks now. His work is very stressful. As a result, his efficiency is decreasing, and his health is deteriorating. Which of the following best describes George’s condition?

1. Job burnout
2. Workplace rage
3. Eustress
4. Self-serving bias
5. Fundamental attribution error

Learning Objective: 15.4

Difficulty: Hard

AACSB: Application of knowledge

Bloom’s Taxonomy: Application

Essay

141. Briefly explain the concept of impression management.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

142. What are the three main distinctions of Jung’s model of personality differences?

The third is how they vary in ways of evaluating information—by thinking (using reason and analysis) or by feeling (responding to the feelings and desires of others).

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. What is a technology personality? Researchers have identified seven technology personality types. List and describe these seven types. Evaluate yourself: which technology personality type (or types) most closely identifies you?
2. Always On – early adopters who use technology to create content, actively engage with others, and make connections with people they’d like to know, not merely the people they already know
3. Live Wires – very connected, use technology to stay in touch with family and friends, own smartphones and tablets
4. Social Skimmers – highly connected, use social media sites, connect with family and friends via mobile technology, primarily use technology to gather information rather than engage with others
5. Broadcasters – less connected, selectively use technology to tell others what they are doing, less likely on social media, tend not to text
6. Toe Dippers – low connectivity, use technology to converse, own desktops and laptops but usually do not own a smartphone, prefer person-to-person contact
7. Bystanders – relatively unconnected, mostly own desktops, use technology to keep up with the news and occasionally connect with friends and family
8. Never-Minders – relative outliers, do not use cell phones, texting, or social media, are apprehensive about technology use, see technology as isolating

Learning Objective: 15.2

Difficulty: Moderate

AACSB: Analytical thinking, Application of knowledge

Bloom’s Taxonomy: Comprehension, Application

144. What are the most commonly discussed and measured facets of job satisfaction?

• Work itself—Does the job offer responsibility, interest, challenge?

• Quality of supervision—Are task help and social support available?

• Co-workers—How much harmony, respect, friendliness exists?

• Opportunities—Are there avenues for promotion, learning, growth?

• Pay—Is compensation, actual and perceived, fair and substantial?

• Work conditions—Do conditions offer comfort, safety, support?

• Security—Is the job and employment secure?

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

Text Entry

1. __________ is the process through which people receive, organize, and interpret information from the environment.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Fundamental ____ error overestimates internal factors and overestimates external factors driving individual behavior.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) ___ effect occurs when one attribute is used to develop an overall impression of a person or situation.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ is the assignment of personal attributes to other individuals.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Impression management is the ____ attempt to influence how others perceive us.

Learning Objective: 15.1

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. __________ is the profile of characteristics making a person unique from others.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ is being good-natured, cooperative, and trusting.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ of control is the extent to which one believes that what happens is within one’s control.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. _____ describes the extent to which someone is emotionally detached and manipulative.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A Type ____ personality is a person oriented toward extreme achievement, impatience, and perfectionism.

Learning Objective: 15.2

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Cognitive dissonance is discomfort felt when attitude and behavior are ____.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job ____ is the degree to which an individual feels positive or negative about a job.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Withdrawal behaviors occur as temporary absenteeism and actual job ____.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Job ____ is the extent to which an individual feels dedicated to a job.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. ____ is antisocial behavior in the forms of disrespectful acts, social exclusion, and use of hurtful language.

Learning Objective: 15.3

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. A(n) ____ is a strong feeling directed toward someone or something.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Mood ____ is the spillover of one’s positive or negative moods to others.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Eustress is a ____ stress outcome that can increase effort, stimulate creativity, and encourage diligence in one’s work.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Workplace ____ is showing aggressive behavior toward co-workers or the work setting.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge

1. Personal ____ is the pursuit of one’s full potential through a personal health-promotion program.

Learning Objective: 15.4

Difficulty: Easy

AACSB: Analytical thinking

Bloom’s Taxonomy: Knowledge