Ch5 The Analysis And Design Of Work Exam Prep - HR Management People Data & Analytics 1e | Test Bank by Talya Bauer by Talya Bauer. DOCX document preview.
Chapter 5: The Analysis and Design of Work
Test Bank
Multiple Choice
1. Jackie, a human resource professional, needs to decide on the knowledge and skills that an applicant must possess for a specific position. What does she do to decide?
A. a job analysis
B. classify the job
C. a work analysis
D. a job description
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: The Analysis of Work and Its Critical Role in HR Practice
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
2. A ______ is the analysis of work and the employee characteristics needed to perform the work successfully.
A. job analysis
B. job enlargement
C. job enrichment
D. job rotation
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Comprehension
REF: Cognitive Domain: Knowledge
Answer Location: The Analysis of Work and Its Critical Role in HR Practice
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
3. Steve is responsible for developing the pay and reward structures for jobs at his company. Which HR function forms the basis for his decision-making process?
A. employee relations
B. job analyses
C. labor law
D. training and development
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: The Analysis of Work and Its Critical Role in HR Practice
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
4. “Assess patients’ blood pressure using a stethoscope and blood pressure cuff” is an example of ______.
A. necessary knowledge
B. job description
C. a skill
D. an ability
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
5. Testing the blood sugar of a patient is an example of a learned ______.
A. skill
B. knowledge
C. job
D. ability
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
6. ______ are the elements of a job analysis which are typically used to describe the job itself.
A. Skills
B. Tasks
C. Abilities
D. Requirements
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
7. In a job analysis, ______ generally refer(s) something a person could learn from a book (e.g., laws pertinent to the HR profession).
A. knowledge
B. skills
C. abilities
D. tasks
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
8. In the hospital where Sue works, there is a job classification of “nurse.” There are many individuals, however, who hold various types of nursing ______ within the hospital, such as pediatric nurse, intensive care nurse, and medical–surgical nurse.
A. uniforms
B. shifts
C. specifications
D. positions
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
9. Carl, a human resource professional, seeks out Joe while completing a job analysis to learn about what his position entails. Joe was recommended by his supervisor as someone who is highly knowledgeable and skilled and able to give unique information about the job. Joe is considered a ______.
A. manager
B. subject matter expert
C. competency model
D. administrative assistant
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
10. Kelsey is a unit clerk at the hospital. She is highly valued and appreciated for her organizational skills. She seems to know just how to keep the unit running smoothly by keeping things orderly and predictable. Kelsey’s innate talent for organization is an example of ______.
A. knowledge
B. a capacity
C. a task
D. an ability
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
11. Julie’s social personality and friendly demeanor stood out in the interview process for the position of activity director at a nursing home. When considering knowledge, skills, abilities, and other characteristics, what is Julie’s bubbly personality considered?
A. knowledge
B. a skill
C. an ability
D. other characteristic
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
12. An organization’s attempt to understand the attributes and behaviors required for a group of jobs is called ______.
A. essential functioning
B. subject matter expertise
C. competency modeling
D. job classifying
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
13. Nada, a job analyst, is writing a list of job tasks. Each job task typically begins with a(n) ______.
A. action verb
B. adverb
C. adjective
D. noun
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of Knowledge
SHRM: Workforce Management
14. Which is the best example of a job task?
A. bakes bread to deliver to restaurants
B. bread is baked
C. restaurants order bread
D. bakes for deliveries
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
15. The goals of ______ are to understand what types of attributes and behaviors are required for a group of jobs, perhaps over an entire organization.
A. job demands-resources modeling
B. job characteristics modeling
C. competency modeling
D. job demands-control modeling
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
16. Throughout Jason’s career, human resource professionals expect that his job will evolve and change as his industry rapidly changes. Consequently, it is likely that Jason’s company replaces a job analysis with ______.
A. job demands modeling
B. a work analysis
C. competency modeling
D. job demands-control modeling
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Analysis
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
17. ______ implies that, over time, an employee may need to perform a variety of evolving jobs within an organization.
A. Work analysis
B. Competency modeling
C. Job demands-control modeling
D. Job demands-resources modeling
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
18. Kelly applies for a job and is shown a short document of tasks that are required. Kelly is looking at a ______.
A. job description
B. contract
C. work analysis
D. job analysis
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
19. Candace, an executive at the company where Carl works as a human resource professional, is ready to retire. Carl has been working with Candace to identify employees who are qualified to replace her. This process is called ______.
A. retirement planning
B. performance planning
C. succession planning
D. development planning
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Application
Answer Location: What Are the Purposes of Job Analysis?
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
20. Carl needs to ensure that compensation at this company is competitive in the current market. To develop a pay scale, Carl completes a ______.
A. competency model
B. job evaluation
C. competitive pay analysis
D. workflow analysis
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: What Are the Purposes of Job Analysis?
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
21. When completing a workflow analysis, starting with ______ is recommended.
A. a job model
B. the desired outcome
C. available resources
D. an equipment assessment
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: Seeing the Big Picture: Work Flow Analysis
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
22. There are many topics that a subject matter expert might be able to respond to when being interviewed for a job analysis such as ______.
A. their perspective on the company’s advantage in the market
B. their view of the top management team’s leadership
C. their account of critical situations faced on the job
D. their opinion about the company’s benefit package
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Comprehension
Answer Location: Collecting Job Analysis Data
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
23. As a human resource professional, when conducting a job analysis, it may be necessary to ______ people who perform technical jobs in addition to interviewing them.
A. eliminate
B. observe
C. prepare
D. skip
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Comprehension
Answer Location: Collecting Job Analysis Data
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
24. Conducting job analysis via ______ can facilitate obtaining a representative sample for large organizations where there may be variations in the way the work is done across the organization.
A. surveys
B. interviews with subject matter experts
C. archival data analysis
D. observations of workers
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Knowledge
Answer Location: Collecting Job Analysis Data
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
25. When choosing subject matter experts, it is critical to choose a ______ of the employees for the particular job being analyzed.
A. random sample
B. representative sample
C. stratified sample
D. cluster
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Comprehension
Answer Location: Logistical Issues in Job Analysis
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
26. Ali wants to conduct a job analysis focused on collecting general information about the specific job. ______ is an example of a generic tool she might use.
A. A survey
B. An interview
C. Task–KSAO analysis
D. The Position Analysis Questionnaire
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Application
Answer Location: Specific Job Analysis Methods and Approaches
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
27. Jamila conducts a job analysis focused on collecting very detailed information about the knowledge, skills, abilities, and other characteristics required for the specific job. ______ is an example of a tool she might use.
A. Position Analysis Questionnaire
B. Task–KSAO analysis
C. O*NET content model
D. Critical incident technique
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Application
Answer Location: Specific Job Analysis Methods and Approaches
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
28. What is the first step in a task–KSAO analysis?
A. determine a list of tasks as well as the knowledge, skills, abilities, and other characteristics that are needed to complete them
B. collect a list of all the similar job titles and compare the required tasks to the job being analyzed
C. administer a survey to the subject matter experts asking them to differentiate between critical and noncritical job tasks
D. the job analyst generates a list of tasks that describe the job and has the subject matter experts review the list
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Task–KSAO Analysis
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
29. Traditionally, job analysis focused on the ______ tasks of a job.
A. detailed
B. time-consuming
C. observable
D. cognitive
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Develop an Initial List of Tasks and KSAOs
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
30. ______ focuses on mental tasks that may not be observable by others but could be described by a subject matter expert.
A. Cognitive task analysis
B. Job demands-resources modeling
C. Cognitive modeling
D. Job demands-control modeling
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Develop an Initial List of Tasks and KSAOs
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
31. Which is the best example of a cognitive task?
A. analyzes data to identify gaps and make recommendations
B. bakes bread to serve to customers
C. prepares ingredients for the chef to use for meals
D. juggles balls and scarves to entertain kids at parties
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Application
Answer Location: Develop an Initial List of tasks and KSAOs
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
32. Once tasks and the necessary knowledge, skills, abilities, and other characteristics for a job are identified, the next step is to ______.
A. apply a selection process
B. select the top 30 or so for the job description
C. provide incentives for applicants
D. document that they are critical to the job
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Document the Criticality of Tasks and KSAOs
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
33. A ______ is a tool used to determine how essential tasks and KSAOs are to the performance of a job.
A. Likert-type scale
B. criticality survey
C. task–KSAO analysis
D. Position Analysis Questionnaire
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Document the Criticality of Tasks and KSAOs
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
34. All stated knowledge, skills, abilities, and other characteristics in a task–KSAO analysis must be tied to a(n) ______.
A. linkage survey
B. critical task
C. subject matter expert
D. incentive
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Demonstrate That the KSAOs Are Linked to Critical Tasks
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
35. In job analysis, a ______ survey has subject matter experts indicate how important each of the KSAOs is to each job task. Any KSAOs that are not connected to any critical job tasks would be eliminated from the job analysis.
A. criticality
B. relational
C. linkage
D. critical incident
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Demonstrate That the KSAOs Are Linked to Critical Tasks
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
36. A technique that involves talking with subject matter experts about critical situations that happen on the job is called the ______.
A. linkage technique
B. survey technique
C. prime example technique
D. critical incidents technique
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Critical Incidents Technique
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
37. Martha is developing a set of interview questions for hiring new employees to a customer service position. She wants to ask questions that elicit information about how an applicant would respond in a difficult, real-life scenario that is common on the job. Which of these should she use when writing these interview questions?
A. the Position Analysis Questionnaire
B. the Occupational Information Network
C. a linkage survey
D. the critical incidents technique
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Analysis
Answer Location: Critical Incidents Technique
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
38. A job analyst interviews ______ before completing the Position Analysis Questionnaire.
A. subject matter experts
B. job applicants
C. former employees
D. the top management team
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Position Analysis Questionnaire
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
39. Sandra, a job analyst, is looking for a tool that will help her to gather data about the variety that occurs in a specific job within her organization across nation contexts. Which tool is helpful?
A. Position Analysis Questionnaire
B. linkage survey
C. Occupational Information Network
D. criticality survey
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Occupational Information Network (O*NET)
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
40. The Occupation Information Network is published by ______.
A. a university library
B. the Society for Human Resource Management
C. the U.S. Department of Labor
D. the Equal Employment Opportunity Commission
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Occupational Information Network (O*NET)
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
41. Jake, a job analyst, prefers to use competency modeling to analyze jobs because ______.
A. it is more inclusive than other methods
B. it is not as lengthy as other methods
C. it is a less complicated method
D. it is more comprehensive method
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Competency Modeling
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
42. In competency modeling, linking the model to organizational goals and objectives is considered ______.
A. unnecessary
B. best practice
C. optional
D. respectful
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Competency Modeling
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
43. Salim realizes that when designing a job, taking into consideration how a worker experiences that job impacts ______.
A. motivation
B. diversity
C. inclusion
D. criticality
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Designing Jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
44. ______ involves the addition of more responsibilities to a job so that it is less boring and more motivating for workers.
A. Job enlargement
B. Job enrichment
C. Job rotation
D. Job redesign
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Designing Jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
45. Kara, an instructional designer, typically creates instructor-led classes focusing on increasing specific job competencies as her primary job function in the training department. She is asked to lead a project developing an onboarding curriculum. This is an example of ______.
A. job enlargement
B. job enrichment
C. job diversity
D. job evaluation
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Application
Answer Location: Designing Jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
46. As the project lead, Kara is empowered to make decisions rather than seek approval first. This is an example of ______.
A. job enlargement
B. job rotation
C. job enrichment
D. job advancement
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Application
Answer Location: Designing Jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
47. Frank is bored with his job and requests to be part of a new program at work that allows workers to move from one job to another. Frank looks forward to the opportunity to decrease his boredom and learn new skills. This is an example of ______.
A. job enrichment
B. job rotation
C. job enlargement
D. job advancement
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Application
Answer Location: Designing jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
48. Following the principle of the scientific management approach, jobs are designed so that workers perform ______.
A. simple, repetitive tasks
B. complex, diverse tasks
C. creative, innovative tasks
D. social, group-oriented tasks
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
49. The Hawthorne Studies influenced job design by ______.
A. suggesting more repetition and independence
B. suggesting less social interaction and more simplicity
C. suggesting consideration for the need for social interaction
D. suggesting consideration for more supervision
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
50. The Hawthorne Studies suggest that social processes, group norms, and ______ all play a role in work performance.
A. diversity
B. inclusion
C. variety
D. simplicity
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
51. The Job Characteristics Model explains job characteristics most important for ______.
A. safety and health
B. retention and longevity
C. accuracy and innovation
D. motivation and productivity
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Easy
TOP: AACSB Standard: Application of Knowledge
SHRM: Workforce Management
52. The Job Characteristic Model is based on the theory that meaningful work, autonomy, and feedback about results influence a worker’s ______.
A. job description
B. performance
C. work–life balance
D. social relatedness
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
53. Developed in the 1960s, Hackman and Oldham’s ______ was the first complete model of job design. Most of the subsequent job design models are largely based on it.
A. Job Demands-Control Model (JDC)
B. Job Demands-Resources Model (JDR)
C. Job Craft Model (JCM)
D. Job Characteristics Model (JCM)
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
54. The ______ of job design focused on the interaction between employee stress levels, job requirements, and employees’ perceived power over job performance.
A. Job Enrichment Model
B. Job Demands-Resources Model
C. Job Demands-Control Model
D. Job Characteristics Model
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
55. Having little control over one’s job increases ______.
A. productivity
B. motivation
C. performance
D. stress
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
56. Job control can ______ the stress related to increased workload and time pressures.
A. contribute to
B. eliminate
C. counteract
D. increase
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
57. Fatima is a manager. She meets regularly with her team as a way to provide support. Since she started this practice, she has noticed that her employees seem more motivated on the job and even healthier. ______ supports Fatima’s observations.
A. Demands-Control Model
B. Hawthorne studies
C. Job Demands-Resources Model
D. Scientific management approach
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
58. According to Morgeson and Humphrey, there are number of job characteristics known as ______ that can be used to enhance jobs.
A. motivators
B. levers
C. satisfiers
D. devices
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
59. When Fatima designs job characteristics related to social needs, she sees an increase in worker ______.
A. satisfaction
B. sick time
C. drama
D. ability
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Application
Answer Location: Job Design Considerations
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
60. Rosa, a human resource professional, is redesigning several jobs at the factory where she works. She recognizes that most of the factory workers have little interaction with coworkers during the day. She believes this is a reason for low productivity and performance. She decides to resign the jobs to include more group processes and social interactions. Why?
A. improving the psychological characteristics of the job will improve performance
B. increased social interactions increase groupthink
C. improved social support helps to better identify who is slacking on the job
D. improving the psychological characteristics of the job reveals worker’s weaknesses
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Analysis
Answer Location: Job Design Considerations
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
61. More meaningful work leads to less ______.
A. social interactions
B. criticality
C. group processes
D. burnout
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
62. ______ refers to workers redesigning their own jobs to fit their needs and personalities while staying within the guidelines of the organization.
A. Job analysis
B. Job crafting
C. Job enrichment
D. Job enlargement
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Knowledge
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
63. Fatima realizes that her employees are capable of redesigning their own jobs to meet their needs. This is an example of ______.
A. job rotation
B. job crafting
C. job innovation
D. job consideration
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Application
Answer Location: Job Crafting
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
64. A janitor chats with office workers to determine how he can best support them by making their workspace better and lends a hand to the secretary to help move boxes of supplies when they are delivered. Even though these tasks are not in his job description, these tasks help him feel like he contributes to the team in a meaningful way. What is this janitor doing to increase his own job satisfaction?
A. job rotating
B. job crafting
C. job innovation
D. job creating
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Application
Answer Location: Job Crafting
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
65. A flexible work arrangement helps workers achieve better ______.
A. knowledge
B. work–life balance
C. social skills
D. job skills
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Comprehension
Answer Location: Flexible Work Arrangements
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
66. Greta, a human resource professional, describes to applicants the opportunity to choose from several different work schedules. This is an example of ______.
A. work–life balance
B. flextime
C. job rotation
D. telecommuting
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Application
Answer Location: Flexible Work Arrangements
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
67. ABC Company has several employees with young children. These employees communicate higher stress levels due to an increased need to take time off to pick up their children from school or day care. What can ABC Company implement to improve these employees’ well-being?
A. contingent hiring
B. job crafting
C. job rotation
D. flextime
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Analysis
Answer Location: Flexible Work Arrangements
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
68. Jax goes into the office 2 days per week and works from home the rest of the week. This is a ______ arrangement.
A. job enrichment
B. job crafting
C. telecommuting
D. job enlargement
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Application
Answer Location: Flexible Work Arrangements
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
69. Luis enjoys a variety of projects and engages in short-term contract work with companies. Luis is considered a ______.
A. telecommuter
B. contingent worker
C. flexible worker
D. venture worker
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Comprehension
Answer Location: Contingent Employees
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
70. The gig economy is a type of ______ work that uses highly skilled workers to link up with organizations using a digital platform.
A. talent
B. flexible
C. remote
D. contingent
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Knowledge
Answer Location: Contingent Employees
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
True/False
1. Job analysis is an essential HR function that forms the basis for all other HR functions, except succession planning.
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Comprehension
Answer Location: The Analysis of Work and Its Critical Role in HR Practice
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
2. Task statements typically describe a job.
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: Technical Terms Used in Job Analysis and Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
3. A job analysis is similar to the process of competency modeling used by many organizations in the private sector.
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Knowledge
Answer Location: The Analysis of Work and Its Critical Role in HR Practice
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
4. Job analyses are always carried out from scratch.
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Knowledge
Answer Location: Collecting Job Analysis Data
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
5. A job analysis may be viewed as threatening to employees.
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Knowledge
Answer Location: Logistical Issues in Job Analysis
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
6. Michael never prepares subject matter experts for job analysis interviews. It is better if subject matter experts are forced to think on their feet when responding to questions.
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Comprehension
Answer Location: Preparing SMEs for Job Analysis
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
7. The first step of task–KSAO analysis is to develop a list of tasks that describe the job and the KSAOs a person needs to do them.
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Task–KSAO Analysis
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
8. A cognitive task analysis focuses on the observable tasks for physical jobs.
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Comprehension
Answer Location: Develop an Initial List of Tasks and KSAOs
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
9. Knowledge, skills, abilities, and other characteristics can be documented using a linkage survey.
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Demonstrate That the KSAOs Are Linked to Critical Tasks
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
10. Competency model and job analyses need to be both accurate and legally defensible.
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Knowledge
Answer Location: Competency Modeling
Difficulty Level: Easy
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
11. A worker taking on an assignment that is different from his or her usual assignment so that the job is less boring is job enlargement.
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Designing Jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
12. Applying one skill for a part of a larger project in a repetitious way leads to meaningfulness of work.
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
13. Enhancing job characteristics leads to improved organization outcomes.
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Design Considerations
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
14. Increasing challenging job demands, through job crafting, improves job performance.
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Comprehension
Answer Location: Job Crafting
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
15. Contingent workers are usually highly skilled, highly qualified individuals hired to complete a short-term project.
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Comprehension
Answer Location: Contingent Employees
Difficulty Level: Medium
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
Essay
1. Analyze of how a job analysis is essential for all other human resources functions.
KEY: Learning Objective: 5.1: Define job analysis and competency models and describe their purposes in organizations.
REF: Cognitive Domain: Analysis
Answer Location: The Analysis of Work and Its Critical Role in HR Practice
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
2. Analyze the different ways of collecting job analysis information and discuss related logistics and barriers that apply.
KEY: Learning Objective: 5.2: Demonstrate the use of different ways of collecting job analysis information.
REF: Cognitive Domain: Analysis
Answer Location: Collecting Job Analysis Data
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
3. Compare and contrast the various job analysis frameworks including task analysis, critical incidents technique, and competency modeling.
KEY: Learning Objective: 5.3: Differentiate between job analysis and competency modeling and evaluate the advantages of each approach.
REF: Cognitive Domain: Analysis
Answer Location: Specific Job Analysis Methods and Approaches
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
4. Compare the concepts of job enlargement and job enrichment and provide examples to demonstrate the differences.
KEY: Learning Objective: 5.4: Explain how job design can be used to increase employee motivation, job attitudes, and performance.
REF: Cognitive Domain: Analysis
Answer Location: Designing Jobs to Enhance Motivation, Attitudes, Well-Being, and Performance
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
5. Analyze how flexible work arrangements, including flextime and telecommuting, contribute positively to employee well-being.
KEY: Learning Objective: 5.5: Describe how flexible work environments affect employee well-being.
REF: Cognitive Domain: Analysis
Answer Location: Flexible Work Arrangements
Difficulty Level: Hard
TOP: AACSB Standard: Application of knowledge
SHRM: Workforce Management
Document Information
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