Individual Behavior Complete Test Bank Ch15 - Management Canada 5e | Complete Test Bank by John R. Schermerhorn Jr. DOCX document preview.
CHAPTER 15
INDIVIDUAL BEHAVIOUR
Question type: True/False
1) Perception affects the impressions we form of ourselves, other people, and daily life experiences.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
2) The process through which people receive, organize, and interpret information from their environment is called impression management.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
3) Individual perceptions are influenced by values, cultural backgrounds, and personal and situational circumstances.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
4) A healthy psychological contract offers a balance between the contributions of individuals made on behalf of their organization and the inducements they receive.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
5) The ideal work situation is one in which the exchange of values in the psychological contract favours the employee.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
6) The idea of a psychological contract between an individual and an organization suggests that the individual also makes contributions in exchange for inducements.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
7) Attribution is the process of developing causal explanations for things that happen to people.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
8) Fundamental attribution error neglects internal explanations for poor-quality work.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
9) Attribution theory describes how people try to explain the behaviour of themselves and other people in various situations that are encountered in the workplace.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
10) A supervisor who attributes a worker’s low productivity on laziness when the worker is using a machine that breaks down frequently is an example of self-serving bias.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
11) A fundamental attribution error occurs when a person overestimates internal factors and underestimates external factors as influences on his or her behaviour.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
12) Self-serving bias attributes personal success to internal causes and personal failures to external causes thereby creating a false sense of confidence.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
13) The self-serving bias and the fundamental attribution error provide explanations of the factors that people use in explaining their own and others’ behaviour.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
14) Stereotypes are always negative and ill-intended.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
15) Stereotyping occurs when attributes commonly associated with a group are oversimplified and assigned to an individual.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
16) The glass ceiling effect is an example of workplace stereotyping.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
17) Assigning one’s personal attributes to another individual is an instance of the halo effect.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
18) A halo effect occurs in an interview situation when one attribute is used to develop an overall impression of a person or situation.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
19) An employee for a mid-sized firm was told during their most recent performance evaluation that they would not be receiving a pay increase, other than a cost of living adjustment which all employees receive because they did not smile in the morning. The employee was told this even though their work was excellent, and was actually superior to their colleagues work. They were further told that a smile in the morning goes a long way to creating a positive relationship with their work colleagues. This is an example of the halo effect.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
20) Under selective perception, information that makes us uncomfortable is screened out; comfortable information is allowed in.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
21) Identifying an individual with a group and using oversimplified attributes of the group to describe the individual is the perceptual distortion mechanism of selective perception.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
22) Selective perception rarely interferes with a manager’s view of situations or individuals.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
23) Selective perception rarely interferes with a manager’s view of situations or individuals.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
24) Projection is the assignment of personal attributes to other individuals.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
25) Singling out for attention those aspects of a situation or attributes of a person that reinforce or are consistent with one’s beliefs, values, or needs is referred to as projection.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
26) Projection errors can be controlled through self-awareness and a willingness to communicate and empathize with others.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
27) Impression management is the systematic attempt to influence how others perceive us.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
28) Some basic impression management tactics include making eye contact and smiling while engaged in conversation, knowing when to “dress up” or when to “dress down,” and displaying a level of energy appropriate to the circumstance.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
29) When an individual does a poor job of impression management it can harm their chances of career development and progression, as the actions taken by the individual will likely be perceived as phony and will likely result in a poor self-image.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
30) Wearing a dark blue, pinstriped business suit to an interview with a large Swiss banking institution is an example of impression management.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
31) Personality refers to the combination or overall profile of characteristics that make one person unique from every other.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
32) Agreeableness is one of the “Big Five” personality traits that reflects the degree to which someone is outgoing, sociable, and assertive.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
33) An introvert is comfortable and confident in interpersonal relationships and an extravert is more withdrawn and reserved in interpersonal relationships.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
34) Conscientiousness is one of the “Big Five” personality traits that reflects the degree to which someone is responsible, and able to focus on what is required to be achieved in the workplace.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
35) A conscientious person focuses on what can be accomplished and meets commitments; a person lacking conscientiousness is careless, often trying to do too much and failing, or doing little.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
36) Emotional stability is one of the “Big Five” personality traits that reflects the degree to which someone is calm and confident in the face of daily work experiences.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
37) An open person is broad-minded, receptive to new things, and open to change; a person lacking openness is narrow-minded, has few interests, and is resistant to change.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
38) Managers must be able to understand and respond to personality differences when building teams but not when making job assignments and engaging in daily work activities.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
39) Conscientiousness has been found to be a strong predictor of job performance.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
40) Personality tests not specifically designed for hiring decisions may result in lawsuits for bias or discrimination.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
41) The Myers-Briggs Type Indicator (MBTI) assesses personalities based on a questionnaire that probes into how people act or feel in various situations.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
42) The Myers-Briggs Type Indicator (MBTI) is based on the four personality distinctions as identified by Carl Jung.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
43) 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: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
44) 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: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
45) The thinking vs. feeling dimension of the Myers-Briggs Type Indicator assesses whether a person prefers order and control or acts with spontaneity.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
46) A person with an ENFP Myers-Briggs profile would be extraverted, focused on the big picture, uses emotions when dealing with problems, and acts with flexibility and spontaneity.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
47) A person with an INTJ Myers-Briggs profile would be someone who would be very good at working in a matrix structure environment as they are team players.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
48) A person with an ISLF Myers-Briggs profile would be someone who would be very good in a leadership capacity as they are often visionaries.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
49) Technology personality is an indication of an individual’s personality based on when and how social media is used.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
50) Charlie is very adept at using a computer for work purposes; however, Charlie still prefers to have personal contact with clients. Charlie displays the bystander type of technology personality.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
51) Dominic admits to having days waiting in line to be the first to get the latest cell phone model as well as the latest version of PS4 games. Dominic displays the live wire type of technology personality.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
52) Avery hasn’t used a land line telephone in years, is a popular food blogger, and keeps in touch with family and friends via Facebook and Skype. Avery displays a live wire type of technology personality.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
53) Locus of control is the belief that what happens is not within one’s control.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
54) Individuals with an external locus of control accept responsibility for their own actions, whereas individuals with an internal locus of control blame others and outside forces for what happen to them.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
55) Authoritarianism is the degree to which a person defers to authority and accepts interpersonal status differences.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
56) People with an authoritarian personality have subservient tendencies within their personalities.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
57) The “low-Mach” personality is exploitative and unconcerned about others, whereas the “high-Mach” personality is deferential in allowing power to be exerted over him/her.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
58) A person with a high-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: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
59) Self-monitoring is the extent to which people believe they are in control of their destinies versus believing that that what happens to them is beyond their control.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
60) A person low in self-monitoring is predictable and tends to act in a consistent way regardless of circumstances, while a person high in self-monitoring tends to be a learner, comfortable with feedback, and both willing and able to change.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
61) Self-monitoring reflects the degree to which someone is able to adjust and modify behaviour in response to the situation and external factors.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
62) A person with a Type A personality feels guilty when relaxing.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
63) A person who arrives at work an hour early to get a jump start on their day, and consistently stays an hour late to get things ready for the next day is an example of a Type A personality.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
64) An attitude is the inclination to act in a certain way towards our environment.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
65) The cognitive component of an attitude reflects a belief or an opinion.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
66) The affective component of an attitude reflects an intention to behave in a manner consistent with a belief or feeling.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
67) The behavioural component of an attitude reflects an intention to behave consistently with a specific belief and feeling.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
68) Cognitive dissonance describes the discomfort a person feels when attitudes and behaviour are inconsistent.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
69) Behavioural dissonance describes the discomfort a person feels when attitudes and behaviour are inconsistent.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
70) Job satisfaction is the extent to which individuals feel positively or negatively about their job.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
71) Job satisfaction is closely correlated with overall life satisfaction, age and the position held in an organization.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
72) Common aspects of job satisfaction include satisfaction with pay, tasks, the work setting, advancement opportunities, supervision, and co-workers.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
73) Employees who are more satisfied with their jobs tend to be absent less frequently than employees with lower job satisfaction.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
74) Job involvement and organizational commitment have few, if any, quality of work-life implications.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
75) Employee engagement refers to the willingness to “go above and beyond the call of duty” or “go the extra mile” in one’s work.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
76) Employee engagement refers to the extent to which an individual is dedicated to a job.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
77) When people go above and beyond their normal job requirements, they are exhibiting organizational citizenship behaviours.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
78) “Going the extra mile” in one’s work is a phrase that illustrates the concept of organizational citizenship.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
79) In reality it is possible for an employee to like their job, be very satisfied and still not perform at a high level.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
80) The opportunity to do one’s best every day, believe that one’s opinions count, that their colleagues are committed to quality, and that there is a direct connection between one’s work and the company’s mission are attitudes that are positively correlated with higher profits for the company.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
81) Job performance refers to the quantity and quality of tasks accomplished by an individual or group at work.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
82) Job performance is the “bottom line” for people at work, and the cornerstone for overall organizational productivity.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
83) If high performance is to be achieved in any work setting, the individual contributor must possess the right abilities, work effectively at each assigned task, and have the necessary organizational support.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
84) Even the most capable, well-supported workers won’t achieve the highest performance levels unless they are willing to put in the work.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
85) Research has shown that it is highly likely that job satisfaction and job performance influence one another.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
86) Emotional intelligence is an ability to understand emotions and manage relationships effectively and allows us to avoid having emotions “get the better of us.”.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
87) A manager who “flies off the handle”, frequently raises their voice to employees and does not understand why employees continually fail to speak up at meetings is exhibiting a high level of positive emotional intelligence.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
88) Moods tend to be short term and clearly targeted.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
89) Positive emotions of leaders can be “contagious” resulting in more positive moods in followers.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
90) The contagion effect is generally more powerful for negative posts on social media than for positive postings.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
91) An instructor always comes into the classroom with a smile and in an upbeat mood and always greets the class by saying “good morning” or “good afternoon”. As a result, the students rarely miss class and have a very positive attitude towards the material being taught and the school in general. This is an example of mood contagion.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
92) The state of tension experienced by people who face extraordinary demands, constraints, or opportunities is called stress.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
93) Stressors are things that cause stress and originate in work, personal, and non-work situations.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
94) The work factors that have the greatest potential to cause excessive stress include role conflicts, role ambiguities, and role overloads.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
95) Work related stress factors include excessively high- or low-task demands, role conflicts or ambiguities, poor interpersonal relations, and career progress that is too slow or too fast.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
96) Family events, personal economics, and personal medical events are non-work related factors that may influence the level of stress an individual experiences at work.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
97) Mistaken identity is the work-related stress syndrome where performance expectations are impossible, or the support is totally inadequate to the task.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
98) “Set up to fail” is the work-related stress syndrome where the individual ends up in a job that that does not match their talents or that they do not like.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
99) Constructive stress acts in a positive way to increase effort, stimulate creativity, and encourage diligence in one’s work.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
100) Destructive stress impairs the performance of an individual and is dysfunctional for the individual and/or the organization.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
101) A form of physical and mental exhaustion that can be incapacitating, both personally and with respect to one’s work, is workplace rage.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
102) A form of physical and mental exhaustion that can be incapacitating, both personally and with respect to one’s work, is job burnout.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
103) Excessively high or destructive stress in the workplace can lead to reduced performance, absenteeism, errors, and accidents.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
104) Poor health due to workplace stress may cause employees to reduce their contribution to the organization.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Medium
AACSB: Analytic
105) Personal wellness is a stress management strategy that includes taking individual responsibility for maintaining one’s health through a disciplined approach to such things as smoking, alcohol or drug use, maintaining a nutritious diet, and engaging in a regular exercise and a physical-fitness program.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
106) A growing trend in business is to create fringe benefits linked to an employee’s personal wellness.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
Question type: Multiple Choice
107) ___ is the process through which people receive, organize, and interpret information from the environment.
a) Attribution
b) Perception
c) Projection
d) Conversion
e) Distortion
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
108) Which of the following is true about perceptions?
a) Perceptions have a marginal influence on individual behaviour.
b) Perceptions have no impact on daily life experiences.
c) People perceive the same people, things, or situations differently.
d) Cultural background does not affect people’s perceptions.
e) Perceptions refer to the desire to achieve or to accomplish something.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
109) A psychological contract refers to
a) the loyalty of an employee to an organization.
b) the extent to which an individual is dedicated to a job.
c) the mental exhaustion from work stress.
d) a strong positive feeling about one’s job and an organization.
e) the set of individual expectations about an employment relationship.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
110) The idea of a psychological contract between an individual and an organization suggests that the individual ___ in exchange for ___.
a) makes commitments; power
b) makes contributions; inducements
c) provides performance; contributions
d) offers inputs; outputs
e) makes sacrifices; money
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
111) Which of the following is a consequence of an unbalanced psychological contract?
a) eustress
b) fundamental attribution error
c) projection
d) absenteeism
e) willful blindness
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
112) Contributions, provided by the individual in the psychological contract, include ___.
a) effort, time, creativity, loyalty, and commitment
b) things that make the individual a desirable resource
c) valued work activities
d) all of the above
e) none of the above
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
113) In the psychological contract, inducements made by the organization to the employee can include all of the following except ___.
a) compensation and benefits
b) job security
c) advancement opportunities
d) training
e) no opportunity for overtime
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
114) Which of the following refers to attribution?
a) The set of individual expectations about an employment relationship.
b) The process of explaining perceptions about their own behaviour and the behaviour of colleagues.
c) It is the process through which people receive, organize, and interpret information from the environment.
d) Attribution is the tendency to define problems from one’s own point of view.
e) It is the assignment of personal attributes to other individuals.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
115) Which of the following items does not accurately characterize attribution?
a) People try to explain what they observe and what happens to them.
b) The process of developing a causal explanation for things that happen to people.
c) The self-serving bias and the fundamental attribution error provide explanations of the factors that people use in explaining their own and others’ behaviour.
d) Attributions can have a profound effect in work settings.
e) People tend to perceive the same things in the same way.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
116) When an observer blames another person’s performance failures or problems more on internal factors relating to the individual than on external factors relating to the environment, the observer is ___.
a) making a fundamental attribution error
b) promoting a self-serving bias
c) doing a legitimate performance appraisal
d) applying the Internal Factor Theory
e) applying the External Factor Theory
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
117) Ashley has been working night shifts for about six months now and has noticed a change in both eating and sleeping habits. As a result the level of Ashley’s performance has decreased significantly. Ashley’s manager Dani, thinks that Ashley has become complacent and is trying to avoid work. Which of the following would best describe Dani’s behaviour?
a) Self-serving bias
b) Stereotyping
c) Halo effect
d) Fundamental attribution error
e) Projection
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
118) Morgan’s performance at work was steadily declining as unrealistic daily targets needed to be met. Even though Morgan was able to meet these daily targets, the quality of work was not up the organization’s standards. Morgan’s supervisor assumed that this was due to a lack of concentration and laziness. This scenario is an instance of a ___.
a) stereotyping error
b) halo effect
c) fundamental attribution error
d) projection error
e) self-serving bias
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
119) When a person blames their personal failures or problems on external causes and attributes their successes to their own personality and qualities, that individual is ___.
a) using the halo effect
b) perceiving things accurately
c) relying on the self-serving bias
d) engaging in selective perception
e) doing a proper performance analysis
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
120) Jules, is a mid-level manager at a logistics company and has noticed recently that one of the employees in the department is frequently missing key project deadlines. When asked for an explanation, the employee responded by saying that the deadlines were unrealistic. Jules pointed out to the employee that all of the other employees have similar workloads and deadlines, and are always able to finish their work on time. The employee is displaying traits of ___.
a) mood contagion bias
b) the Machiavellian effect
c) the Halo effect
d) a fundamental attribution error
e) a self-serving bias
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
121) Perceptual distortions include all of the following except
a) Halo effect.
b) Stereotyping.
c) Perceptual selectivity.
d) Paranoia.
e) Projection.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
122) Which of the following occurs when attributes commonly associated with a group are assigned to an individual?
a) Fundamental attribution error
b) Psychological contract
c) Selective perception
d) Self-serving bias
e) Stereotype
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
123) Identifying an individual with a group or category and using oversimplified attributes of the group or category to describe the individual is the perceptual distortion mechanism of ___.
a) stereotyping
b) the halo effect
c) selective perception
d) willful blindness
e) projection
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
124) A stereotype often associated to individuals belonging to the millennial generation is that they are
a) hard workers requiring little attention and few rewards.
b) extremely competitive expecting rewards only for top-notch individual performance.
c) spoiled and selfish who expect much personal attention and rewards.
d) extremely company oriented with little regard for personal free time.
e) willing to exert more effort for less reward than were previous generations.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
125) When a man has lunch with his boss, who also happen to be a man is often considered to be on his way up in the organization. When a woman has lunch with her boss who also happen to be the pair are often thought to be having an affair. This is an example of ___.
a) gender stereotyping
b) selective perception
c) impression management
d) projection
e) the halo effect
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
126) Two recent computer science undergraduates each applied for a job in computer programming at the same company. Both had similar qualifications and had received awards for academic excellence at their respective universities. One of the applicants happens to be deaf. The hiring manager decided to not offer the job to the deaf person because of concerns about how they would perform the job and be able to communicate with colleagues. What type of stereotyping has affected the manager’s perceptions?
a) Racial stereotyping
b) Ethnic stereotyping
c) Gender stereotyping
d) Ability stereotyping
e) Age stereotyping
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
127) Suppose that a manager assumes employees who are older the forty years of age cannot perform well in important and challenging jobs because they lack creativity and are risk averse. Which stereotype is this manager using?
a) Racial stereotype
b) Ethnic stereotype
c) Gender stereotype
d) Ability stereotype
e) Age stereotypes
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
128) Using a single attribute to develop an overall impression of a person or situation is called ___.
a) stereotyping
b) the halo effect
c) selective perception
d) impression management
e) projection
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
129) Taylor comes across as a friendly personality, with a bold and confident voice. These attributes impress Charlie, the marketing manager of Goldwyn Inc., during an interview. Owing to these attributes, Taylor is immediately hired because the assumption is that Taylor will be a hard-working and smart employee. Charlie's assumption is a result of the ___.
a) mood contagion error
b) Machiavellian effect
c) halo effect
d) fundamental attribution error
e) projection effect
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
130) A promotion was granted to Jean because all quality and productivity standards were met, despite Jean’s ineffective interpersonal and communication skills. Jean was promoted due to performance skills without taking people skills into consideration. Which of the following perceptual tendencies is displayed here?
a) Anchoring effect
b) Selective perception
c) Projection
d) Fundamental attribution error
e) Halo effect
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
131) Singling out those aspects of a situation or attributes of a person that reinforce or are consistent with one’s beliefs, values, or needs is termed ___.
a) stereotyping
b) the halo effect
c) selective perception
d) impression management
e) projection
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
132) Selective perception refers to
a) the tendency to define problems from one’s own point of view.
b) the assignment of personal attributes to other individuals.
c) using a single attribute to develop an overall impression of a person or situation.
d) the systematic attempt to influence how others perceive us.
e) assigning the attributes commonly associated with a group to an individual.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
133) Suppose that a task force is addressing a rather ambiguous problem. A representative from the marketing department views it clearly as a marketing problem and a representative from the manufacturing department views it clearly as a manufacturing problem. In this case, the chair of the task force must be careful to avoid biased decision making caused by ___.
a) stereotypes
b) the halo effect
c) selective perception
d) projection
e) mixed messages
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
134) The revenues of Venus Media Inc. have been steadily declining for the past few months. The marketing department of the firm believed that the economic slowdown caused by the recent COVID-19 pandemic was the primary reason for the firm’s poor performance and did consider any other reason put forth by the other departments. Which of the following perceptual tendencies is displayed in this case?
a) stereotype
b) selective perception
c) projection
d) fundamental attribution error
e) self-serving bias
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
135) ___ involves the assignment of personal attributes to other individuals.
a) Fundamental attribution error
b) Self-serving bias
c) Projection
d) Halo effect
e) Stereotyping
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
136) Dakota, a team lead, is quick at understanding concepts and in executing projects and assumes that all of the team members have the same ability to complete projects. Which of the following perceptual tendencies is displayed here?
a) Stereotype
b) Selective perception
c) Fundamental attribution error
d) Self-serving bias
e) Projection
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
137) Suppose that a manager has refused your request to work from home, even though your level of productivity would increase substantially. The reason the manager provides for refusing to allow you to work from home is “Well, how it would look to the other employees if you were allowed to stay home day after day, and they had to come into the office each day. Imagine what would happen to our business if everyone did that and ended up only working when they felt like it”. This manager is practicing ___.
a) stereotyping
b) projection
c) the halo effect
d) networking
e) selective perception
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
138) The systematic attempt to influence how others perceive us is called
a) the halo effect.
b) stereotyping.
c) selective perception.
d) projection.
e) impression management.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
139) All of the following are basic tactics of impression management except
a) making eye contact.
b) smiling while engaged in conversation.
c) knowing when to “dress up” and when to “dress down.”
d) assigning personal attributes to other individuals.
e) displaying a high level of energy.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
140) When an employee does something that they should know is wrong and won’t admit that the action is wrong, that employee is committing ___________.
a) selective perception
b) the halo effect
c) projection
d) willful blindness
e) machiavellianism
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
141) The profile of characteristics making an individual unique from others is referred to as ___.
a) a stereotype
b) personality
c) self-serving bias
d) the locus of control
e) cognitive dissonance
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
142) Which of the following is not one of the Big Five personality dimensions?
a) Extraversion
b) Agreeableness
c) Conscientiousness
d) Emotional intelligence
e) Openness
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
143) The degree to which someone is outgoing, sociable, and assertive is referred to as ___.
a) agreeableness
b) perceptiveness
c) cognitive dissonance
d) extraversion
e) conscientiousness
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
144) ___ is one of the “Big Five” personality traits that reflects the degree to which someone is good-natured, cooperative, and trusting.
a) Extraversion
b) Agreeableness
c) Conscientiousness
d) Emotional stability
e) Openness
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
145) Kelly is a senior executive at Brown Inc., and is well-mannered, trusted and has the ability to cooperate with all his colleagues. When employees have work-related or personal issues, they go to Kelly for support. Which of the following personality traits does Kelly most likely possess?
a) Agreeableness
b) Introversion
c) Self-serving bias
d) Locus of control
e) Extraversion
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
146) Which of the following statements about the personality trait of extraversion is/are accurate?
a) Extraversion is the degree to which someone is outgoing, sociable, and assertive.
b) An introvert is comfortable and confident in interpersonal relationships.
c) An extravert is more withdrawn and reserved in interpersonal relationships.
d) a and b
e) a and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
147) ___ is one of the “Big Five” personality traits that reflects the degree to which someone is responsible, dependable, and careful.
a) Extraversion
b) Agreeableness
c) Conscientiousness
d) Emotional stability
e) Openness
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
148) Which of the following statements about the personality trait of conscientiousness is/are accurate?
a) Conscientiousness is the degree to which someone is responsible, dependable, and careful.
b) A conscientious person focuses on what can be accomplished and meets commitments.
c) A person lacking conscientiousness is careless, often trying to do too much and failing, or doing little.
d) a and b
e) a, b, and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
149) Harper often tries to multi-task and, as a result, fails to do well in any task. Harper also tends to be careless and irresponsible while working on projects. This implies that Harper most likely
a) lacks conscientiousness.
b) has low agreeableness.
c) lacks emotional stability.
d) lacks openness to experience.
e) has low extraversion.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
150) Which of the following statements about the personality trait of emotional stability is/are accurate?
a) Emotional stability is the degree to which someone is relaxed, secure, and unworried.
b) An emotionally unstable person is calm and confident.
c) An emotionally stable person is anxious, nervous, and tense.
d) b and c
e) a, b, and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
151) Which of the following examples displays the personality trait of emotional stability?
a) A manager who encourages suggestions from employees for the promotion of a product.
b) A CEO being careful about making merger decisions.
c) Staying calm and confident when a manager’s team fails to meet quarterly targets.
d) When a proprietor implements needed changes in their organization
e) A team leader exhibiting good communication skills with the team members.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
152) Which of the following is true of the personality trait of openness to experience?
a) Openness to experience refers to the degree to which someone is outgoing and sociable.
b) An open person is always a source of conflict and discomfort for others.
c) Openness to experience refers to the degree to which someone is good-natured, cooperative, and trusting.
d) Openness to experience refers to the degree to which someone is responsible, dependable, and careful.
e) An open person is broad-minded and receptive to new things.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
153) ___ is one of the “Big Five” personality traits that reflects the degree to which someone is curious, open to new ideas, and unworried.
a) Extraversion
b) Agreeableness
c) Conscientiousness
d) Emotional stability
e) Openness
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
154) Managers must be able to understand and respond to personality differences when ___.
a) making job assignments
b) building teams
c) engaging in daily work activities
d) a and c
e) a, b, and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
155) Jesse, a vice-president of a mid-sized organization, is broad minded and well informed and believes in adapting to changes in the environment. Jesse also encourages co-workers to suggest new ideas to help in the growth of the organization. This implies that Jesse has ___.
a) low conscientiousness
b) low agreeableness
c) high openness to experience
d) high selective perception
e) low emotional stability
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
156) Ainsley, the commercial loans manager at a bank, is cooperative, sociable, dependable, and unworried. However, Ainsley lacks the interest to bring about any changes in the operations of the bank and is narrow minded. This implies that Ainsley lacks ___.
a) conscientiousness
b) openness to experience
c) agreeableness
d) extraversion
e) emotional stability
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
157) Which of the following is not one of the personality differences as outlined by Carl Jung?
a) How people differ in the ways they gather information.
b) How people differ in the ways they evaluate information
c) How people differ in the ways they relate to the outside world
d) How people differ in the ways they relate to others.
e) All of the above are personality differences outlined by Jung.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
158) Referencing the Myers-Briggs Type Indicator®, sensing refers to
a) focusing on details while gathering data.
b) relying on emotions while making decisions.
c) focusing on the big picture in dealing with problems while gathering data.
d) acting with flexibility and spontaneity while gathering data.
e) being quiet and shy when interacting with people.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
159) Referencing the Myers-Briggs Type Indicator®, perceiving refers to
a) focusing on details while gathering data.
b) focusing on details while working.
c) acting with flexibility and spontaneity while working.
d) acting with order and control while working.
e) relying on rules and regulations while working.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
160) Brook has a full year to prepare for a product launch and rather than wait decided to immediately get to work on the project by creating several Gantt charts to track the production, marketing and sales strategies. On the judging scale of the Myers-Briggs Type Indicator® Brook is oriented ___.
a) outwardly
b) toward gathering data
c) toward planning
d) inwardly
e) emotionally
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
161) Dana enjoys moderating meetings and mingling with co-workers. On the Myers-Briggs Type Indicator® Dana is a(n) ___ personality.
a) inward
b) thinking
c) toward planning
d) extraverted
e) emotional
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
162) Drew is a COO who makes decisions based on “gut feeling” rather than hard data. Drew would probable score high on which aspect of the Myers-Briggs Type Indicator®?
a) Sensing rather than intuition
b) Judging rather than perceiving
c) Thinking rather than feeling
d) feeling rather than thinking
e) intuition rather than sensing
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
163) Riley is fully capable of using the laptop computer for work purposes, however still prefers to have personal contact with clients. This displays what type of technology personality?
a) Always on
b) Social skimmer
c) Broadcaster
d) Toe dipper
e) Bystander
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
164) Sean has invested too much time, money, and effort into his VHS collection and would never consider watching a movie at home any other way. Sean displays what type of technology personality?
a) Always on
b) Social skimmer
c) Broadcaster
d) Toe dipper
e) Never minder
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
165) Corey admits to having spent hours, and more often than not day waiting in line in order to be the first to get the latest cell phone version. Corey displays what type of technology personality?
a) Always on
b) Social skimmer
c) Broadcaster
d) Toe dipper
e) Never minder
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Hard
AACSB: Analytic
166) Caelan hasn’t used a land line telephone phone in years, is an avid food blogger, and keeps in touch with family and friends using only Facebook or Skype. Caelan displays what type of technology personality?
a) Always on
b) Social skimmer
c) Live wire
d) Toe dipper
e) Never minder
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
167) Which of the following is true of locus of control?
a) It is the degree to which a person defers to authority and accepts status differences.
b) People with an internal locus of control are more prone to blame others for what happens to them.
c) Individuals with an external locus of control are more self-confident and accept responsibility for their own actions.
d) People with an internal locus of control tend to be more satisfied and less alienated from their work.
e) It describes the extent to which someone is emotionally detached and manipulative.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
168) A hockey player who blames a loss on a loud audience conditions would be likely to have ___.
a) an external locus of control
b) an internal locus of control
c) no locus of control
d) high self-monitoring
e) type A personality
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
169) HootSuite founder, Ryan Holmes, shares these lessons about work and life: trust your instincts; take time to listen to others, but in the end don’t forget to listen to yourself; be persistent; and do everything it takes to reach your goal. Ryan’s personality would be described as having ___.
a) an external locus of control
b) an internal locus of control
c) no locus of control
d) high self-monitoring
e) a Type A personality
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
170) People with ___ are control-oriented in leadership positions and subservient as followers.
a) an external locus of control
b) a Machiavellian personality
c) an authoritarian personality
d) a sensation-thinker problem-solving style
e) a high self-monitoring personality
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
171) Which of the following is true of authoritarianism?
a) Authoritarianism is a system that opposes status differences.
b) An individual with an authoritarian personality tends to act rigidly and be control-oriented in a follower capacity.
c) An individual with an authoritarian personality is likely to be subservient and follow rules when in a leadership capacity.
d) People with authoritarian principles never act unethically or illegally.
e) Authoritarianism is the degree to which a person defers to authority and accepts interpersonal status differences.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
172) Roan was ordered by the manager, Brook, to shred some incriminating documents that might have led to a lawsuit against their company. Roan did as Brook instructed and shredded the documents. From the given information, it is likely that Roan has a(n) ___ personality.
a) contagion
b) conscientious
c) low-Mach
d) Type A
e) authoritarian
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
173) Bailey is a senior executive at PLM Inc., and accepts the status differences in the organization and tends to be control-oriented when asked to lead a team of employees. Bailey is prepared to obey upper management unquestioningly . This implies that Bailey has a(n) ___ personality.
a) Type A
b) authoritarian
c) high-Mach
d) introverted
e) self-monitored
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
174) Which of the following refers to Machiavellianism?
a) the extent to which someone is able to adjust their behaviour in response to external factors
b) the extent to which a person tends to defer to authority
c) the extent to which someone is curious, open to new ideas, and imaginative
d) the extent to which someone is emotionally detached and manipulative
e) the extent to which someone is relaxed, secure, and unworried
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
175) Which of the following statements about the personality trait of Machiavellianism is/are accurate?
a) Machiavellianism describes the extent to which someone is emotionally detached and manipulative in using power.
b) The “low-Mach” personality is exploitative and unconcerned about others.
c) The “high-Mach” personality is deferential in allowing power to be exerted over themselves.
d) b and c
e) a, b, and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
176) Which of the following is true of Machiavellianism?
a) A person with a “high-Mach” personality is deferential in allowing others to exert power over themselves.
b) A person with a “high-Mach” personality often acts with the assumption that the end justifies the means.
c) A person with a “low-Mach” personality tends to be very manipulative.
d) A person with a “low-Mach” personality is viewed as exploitative and unconcerned about others.
e) Machiavellianism is the extent to which one believes that what happens is within one’s control.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
177) A person with a “low-Mach” personality
a) often acts with the assumption that the end justifies the means.
b) is viewed as exploitative and unconcerned about others.
c) is emotionally detached and manipulative.
d) is deferential in allowing others to exert power over him or her.
e) is not interested in others’ emotions and values.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
178) Dana is a project manager at a software development firm. One of Dana's best employees, Morgan, is considering leaving the company because of a desire to pursue a passion for photography. Dana's has been asked by senior management to manipulate Morgan into staying, however Dana refuses to do so and allows Morgan to make the decision that best suits Morgan. From this information, it can be said that Dana has a (n) ___ personality.
a) Self-serving
b) High-Mach
c) Low-Mach
d) Type A
e) Authoritarian
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
179) Pat is a shrewd manager, who tends to be dishonest and takes advantage of people. Pat does not care about manipulating people as long as goals are achieved. Which of the following terms best represents Pat’s personality?
a) Authoritarian
b) High-Mach
c) External locus of control
d) Internal locus of control
e) Self-monitoring
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
180) Rudy has been describe by colleagues as a “cutthroat” salesperson because Rudy is always willing to do whatever it takes to make a sale, even if it means manipulating the customer. Rudy displays a ___ personality.
a) external locus of control
b) high Machiavellianism
c) low Machiavellianism
d) low authoritarianism
e) feeler
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
181) Julian works for a financial consulting firm and is seen as generally manipulative and unconcerned about the interests and values of co-workers. Julian does not care about others’ emotions and lacks basic social skills. This implies that Julian has
a) high self-monitoring skills.
b) low authoritarianism.
c) a high-Mach personality.
d) high extraversion.
e) an internal locus of control.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
182) ___ reflects the degree to which someone is able to adjust and modify behaviour in response to the situation and external factors.
a) Locus of control
b) Authoritarianism
c) Machiavellianism
d) Problem-solving style
e) Self-monitoring
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
183) Which of the following statements regarding self-monitoring is/are correct?
a) A low self-monitor tends to be a learner, comfortable with feedback, and both willing and able to change.
b) A high self-monitor is predictable, tending to act consistently regardless of circumstances.
c) Self-monitoring reflects the degree to which someone is able to adjust and modify behaviour in response to the situation and external factors.
d) a and b
e) a, b, and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
184) Which of the following is true of self-monitoring?
a) A person high in self-monitoring is not comfortable with feedback.
b) An individual low in self-monitoring is highly unpredictable.
c) A person high in self-monitoring tends to act consistently regardless of circumstances.
d) Someone high in self-monitoring tends to be a learner.
e) A person low in self-monitoring is flexible in changing behaviour from one situation to the next.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
185) Taylor is an executive analyst in the merchandising department of Kira Inc. and thrives on feedback which Taylor uses to improve overall work performance. Taylor is a fast learner and has the ability to modify behaviour in response to the immediate situation and to external factors. This implies that Taylor ___.
a) has an introverted personality
b) has a high-Mach personality
c) is high in self-monitoring
d) is an authoritarian
e) is low in self-monitoring
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
186) An individual low in self-monitoring skills would display which of the following characteristics?
a) learning skills
b) internal locus of control
c) willingness to change
d) flexibility
e) predictability
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
187) A person with a Type A personality
a) believes in taking breaks during work.
b) is oriented toward extreme achievement and perfectionism.
c) never interrupts the speech of others.
d) believes in doing one task at a time.
e) is oriented toward extreme patience.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
188) Bailey is a high-achieving, stressed-out multi-tasker who works long hours. What type of personality is Bailey?
a) Type B personality
b) low Machiavelliansm
c) high emotional stability
d) Type A personality
e) introverted
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
189) Avery, who works for a software development company has a Type A personality. Over the past few months the company has been receiving fewer projects, leaving Avery to spend more time at work doing odd little jobs. Avery is most likely to ___.
a) have high job satisfaction
b) attend work irregularly
c) pay little attention to her tasks
d) quit her job
e) have high levels of employee engagement
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
190) Salim always works toward achieving all goals and targets on time and completed to perfection. Salim engages in many tasks at once and tends to hurry others along when they are speaking. Which of the following individual personality variations does Salim possess?
a) authoritarianism
b) Machiavellianism
c) low self-monitoring
d) Type A orientation
e) external locus of control
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
191) Which of the following patterns of behaviour would be observed in a Type A personality?
a) slow-eating patterns
b) patience
c) multitasking
d) laziness
e) lack of stress
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
192) ___ is a predisposition to act in a certain way toward people and things in one’s environment.
a) An attitude
b) A norm
c) A behaviour
d) A need
e) Locus of control
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
193) Attitudes, whether positive or negative, have a(n) ___ component.
a) emotional
b) behavioural
c) cognitive
d) a and c
e) a, b, and c
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
194) Which of the following components of individual attitudes reflects a belief or an opinion?
a) cognitive component
b) affective component
c) normative component
d) emotional component
e) behavioural component
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
195) Jade enrolled in a particular law school in Toronto based solely on the belief that the school was good. This is an example of the ___ component of individual attitudes.
a) affective
b) normative
c) emotional
d) behavioural
e) cognitive
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
196) The ___ component of an attitude reflects a specific feeling.
a) cognitive
b) intentional
c) affective
d) opinion
e) behavioural
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
197) Gabriel is an advertising professional and loves the work because of the opportunity to be creative. This is an example of the ___ component of Gabriel’s attitude.
a) cognitive
b) affective
c) intentional
d) opinion
e) behavioural
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
198) The ___ component of an attitude reflects an intention to act in a manner that is consistent with a belief and feeling.
a) cognitive
b) emotional
c) affective
d) intentional
e) behavioural
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
199) Coty received negative feedback for a recent project and has therefore decided to concentrate and put in more effort in order to improve the quality of work that is completed. This is an example of the ___ component of attitude.
a) behavioural
b) affective
c) intentional
d) emotional
e) cognitive
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
200) Which of the following refers to cognitive dissonance?
a) Cognitive dissonance is the predisposition to act in a certain way.
b) This is the extent to which someone is emotionally detached and manipulative.
c) The degree to which someone is able to adjust behaviour in response to external factors is cognitive dissonance.
d) Cognitive dissonance is the degree to which individuals feel positive about their job.
e) It is the discomfort felt when attitude and behaviour are inconsistent with one another.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
201) Kari had promised to jog every morning for a month in order to lose some weight. At the end of the month, Kari had gone for jogging for a total of only seven days. Kari was not concerned and inwardly said, “I am not that overweight anyway.” Which of the following best describes Kari’s behaviour?
a) Fundamental attribution error
b) Withdrawal behaviour
c) Cognitive dissonance
d) Self-serving bias
e) Halo effect
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
202) Michon does not believe in the use of animals for testing cosmetics, equating it to cruelty toward animals. Previously Michon worked in an organization that was known for using alternative testing methods. When a special investigative team revealed that the firm actually used animals for testing purposes, Michon experienced a psychological discomfort. This discomfort is an example of ___.
a) mood contagion
b) cognitive dissonance
c) constructive stress
d) destructive stress
e) workplace rage
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
203) Job satisfaction is___.
a) the sum total of the individual’s positive work experiences
b) too personal for a manager to take into account for all individuals
c) seldom researched because it cannot be objectively measured
d) the degree to which individuals feel positively or negatively about various aspects of their work
e) none of the above
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
204) Which of the following is true about job satisfaction?
a) Job satisfaction tends to be lower in small firms and higher in large firms.
b) The relationship between job satisfaction and temporary absenteeism is not strong.
c) Performance does not influence job satisfaction.
d) There is a strong relationship between job satisfaction and performance.
e) A strong relationship exists between job satisfaction and actual job turnover.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
205) The most commonly measured facets of job satisfaction are
a) emotions, personality, attitudes and desire.
b) work itself, quality of supervision, co-workers, opportunities, pay, work conditions and security.
c) conceptual, interpersonal and technical skills.
d) conceptual, intrapersonal and social skills.
e) industry optics and ego satisfaction.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
206) Common aspects of job satisfaction include all of the following except
a) satisfaction with tasks.
b) satisfaction with information technology.
c) satisfaction with the work setting.
d) satisfaction with supervision.
e) satisfaction with co-workers.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
207) Which of the following items accurately describe a common aspect of job satisfaction?
a) satisfaction with pay
b) satisfaction with advancement opportunities
c) satisfaction with organizational strategy
d) Both a and b are common aspects of job satisfaction.
e) Both b and c are common aspects of job satisfaction.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
208) Research has demonstrated a strong relationship between ___ and ___.
a) Job satisfaction; absenteeism and turnover.
b) Job satisfaction; monetary compensation.
c) Job involvement; usage of computers.
d) Job enrichment; job rotation.
e) Job design; effective hiring practices.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
209) Addison has a job that is challenging because of the many important responsibilities and tasks it includes. Further, Addison believes that the job has provided opportunities for growth and development, both personal and professional. Addison is happy to receive fair pay and promotions on time. Which of the following is Addison experiencing?
a) Organizational citizenship
b) Mood contagion
c) The halo effect
d) Job satisfaction
e) Machiavellianism
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
210) Aubrey works at Tracer Consulting Ltd. and has job that stress free and secure. Aubrey receives task-related support from the department managers and has friendly and trustworthy colleagues. These working conditions help in increasing Aubrey’s ___.
a) mood contagion
b) job satisfaction
c) locus of control
d) cognitive dissonance
e) Machiavellianism
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
211) Which of the following is not a form of withdrawal behaviour?
a) habitual lateness
b) job turnover
c) excessive sick leave
d) vacation time
e) habitually taking extra time for lunch and breaks
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
212) A strong positive feeling about one’s job and employer is referred to as ___.
a) mood contagion
b) emotional intelligence
c) cognitive dissonance
d) employee engagement
e) Machiavellianism
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
213) The willingness to do extra duties, help others, and have a positive feeling toward the organization is called
a) being a company man.
b) organizational lunacy.
c) employee engagement.
d) management structure.
e) taking one for the team.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
214) Bobbie admires and speaks only positively about the company and gets involved in group discussions and brainstorming sessions to improve skills and help in the overall growth of the company. Bobbie is always ready to help colleagues, and has even started a brown-bag lunch session every Wednesday, where anyone can attend and share work ideas. From this information, which of the following does Bobbie possess?
a) Mood contagion
b) Employee engagement
c) Emotional intelligence
d) Cognitive dissonance
e) Machiavellianism
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
215) Which of the following refers to job involvement?
a) The extent to which an individual is dedicated to a job.
b) The degree to which one experiences cognitive dissonance in their job.
c) How comfortable one feels with one’s co-workers.
d) The predisposition of employees to act in a certain way.
e) One’s willingness to “go beyond the call of duty” in one’s work.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
216) Gray generally stays at the office beyond normal work hours in order to complete special projects, and often comes to work on weekends and holidays. From this information, it is likely that Gray has high ___.
a) personal wellness
b) Machiavellianism
c) self-serving bias
d) openness to experience
e) job involvement
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
217) Which of the following describes organizational commitment?
a) The willingness to “go beyond the call of duty” in one’s work.
b) How loyal an individual is to an organization.
c) The predisposition of employees to act in a certain way.
d) The degree to which someone is emotionally detached and manipulative.
e) How extensively someone is able to adjust behaviour in response to external factors.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
218) Which of the following is true of organizational commitment?
a) Organizational commitment refers to the extent to which an individual experiences cognitive dissonance at his or her job.
b) Rational commitments are based primarily on values and interests of others.
c) Rational commitments are generally more powerful in positively influencing performance than are emotional commitments.
d) Emotional commitments are only based on pay and self-interests.
e) Individuals with a high organizational commitment identify strongly with their organization.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
219) Hayden shares many mutual interests with co-workers and respects their values, and has a high regard for the company. This indicates that Hayden has high ___.
a) personal wellness
b) rational commitment
c) Machiavellianism
d) self-serving bias
e) emotional commitment
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
220) Rational commitments are primarily based on ___.
a) values
b) the interests of other employees
c) self-interests
d) effective employee relationships
e) personal wellness
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
221) Jamie is very happy with the compensation, incentives, and all other employee benefits the organization provides. As a result Jamie feels very loyal to the organization. This implies that Jamie has a(n) ___ toward his organization.
a) emotional commitment
b) rational commitment
c) self-serving bias
d) cognitive dissonance
e) affective commitment
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
222) Which of the following refers to organizational citizenship?
a) It is the loyalty of an individual toward an organization.
b) It is a willingness to “go beyond the call of duty in one's work.”
c) It is an ability to understand emotions and manage relationships effectively.
d) It is the spillover of an employee’s positive or negative moods onto others.
e) It is a strong positive feeling about one’s job and the organization that one works for.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
223) Peyton is a financial analyst at Capron Inc. and typically works over the weekends and on all public holidays to do additional work. Peyton does not claim any extra pay or compensatory benefits for this work. This behaviour is an example of ___.
a) organizational citizenship
b) personal wellness
c) cognitive dissonance
d) emotional intelligence
e) emotional stability
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
224) Which statement concerning job performance is incorrect?
a) Job performance is the quality and quantity of task contributions from the individual or group doing the job.
b) Job performance should contribute to the accomplishment of organizational objectives.
c) Job performance should add value to the organization’s production of useful goods and/or services.
d) Job performance is the “bottom line” for people at work, and the cornerstone for overall organizational productivity.
e) Job performance is achieved through individual trade-offs with job satisfaction.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Evaluation
Difficulty: Hard
AACSB: Analytic
225) “The happy worker is a productive worker” is an expression that is used to express the idea that
a) job satisfaction has nothing to do with work performance.
b) job satisfaction begets work performance.
c) job performance creates work satisfaction.
d) job dissatisfaction is related to low pay.
e) if an employee is happy already, you need not increase their pay.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Comprehension
Difficulty: Easy
AACSB: Analytic
226) The link between job satisfaction and job performance is best described as
a) absolute, meaning a 100% perfect correlation.
b) zero, no correlation between the two.
c) modest, meaning there is some correlation between the two however it is complicated and has not been well-defined.
d) only defined in mechanistic organizations.
e) only evident at the management level.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
227) “Performance followed by rewards creates satisfaction; satisfaction influences future performance” is an expression that
a) provides the basis for pay for performance systems like merit pay and bonuses.
b) is no longer considered to have any meaning in the job satisfaction-job performance discussion.
c) is an expression of Communist ideology.
d) is too expensive to consider in any organization.
e) is often used to justify downsizing.
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Evaluation
Difficulty: Hard
AACSB: Analytic
228) Which of the following is true of emotions?
a) Emotions always tend to be long term.
b) Emotions are generalized positive and negative feelings.
c) Emotions are states of mind that may persist for some time.
d) Emotions tend to be clearly targeted.
e) Emotions are not directed toward any person or any particular thing.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
229) An important component of ___ is the ability to manage ourselves and our relationships effectively, which is also known as ___.
a) human skills; emotional intelligence.
b) human skills; self-management.
c) informational roles; self-management.
d) emotional intelligence; interpersonal roles.
e) emotional intelligence; interactional skills.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Comprehension
Difficulty: Medium
AACSB: Analytic
230) Charlie works for a local magazine. Charlie worked hard and did intensive research to write an article for an upcoming issue. When the article was criticized by the editor Charlie felt very upset for some time. This feeling experienced by Charlie is an example of a(n) ___.
a) mood
b) attitude
c) emotion
d) behaviour
e) projection
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
231) Which of the following is true of moods?
a) Moods are clearly targeted.
b) Moods are generalized positive and negative feelings.
c) Moods tend to be short term.
d) Moods are strong feelings directed toward someone or something.
e) Moods are feelings that do not last for a long time.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
232) Which of the following is a difference between an emotion and a mood?
a) An emotion is a generalized feeling, while a mood is a strong feeling directed toward someone.
b) Emotions have a general effect on attitude and behaviour, as opposed to moods that have a specific effect on attitude and behaviour.
c) While an emotion tends to persist for some time, a mood tends to be brief.
d) An emotion is a positive feeling, while a mood represents a negative feeling.
e) Emotions are clearly targeted feelings, whereas moods are generalized states of mind.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
233) Mood contagion refers to the
a) spillover of one’s positive or negative moods onto others.
b) ability to understand moods and manage relationships effectively.
c) collection of strong feelings directed toward someone or something.
d) positive mood created by cognitive dissonance.
e) discomfort felt when attitude and behaviour are inconsistent.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
234) Walking into a team meeting, Taylor, 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?
a) halo effect
b) constructive stress
c) personal wellness
d) job involvement
e) mood contagion
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
235) Gray felt very good after arriving at the office on time and completed all of the scheduled tasks before their deadline. This positive feeling spilled over onto colleagues because Gray interacted with them in a very cheerful manner. This is an example of ___.
a) emotional intelligence
b) organizational citizenship
c) eustress
d) mood contagion
e) self-serving bias
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
236) ___ goes hand-in-hand with the dynamic and sometimes uncertain nature of the managerial role.
a) Job-related depression
b) Job-related stress
c) The Type A personality
d) Job turmoil
e) Managerial upheaval
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
237) Which of the following is true of eustress?
a) It impairs the performance of an individual.
b) It occurs when intense stress breaks down a person’s mental system.
c) It encourages diligence in one’s work.
d) It acts in a negative way to decrease effort and inhibit creativity.
e) It is a feeling of physical and mental exhaustion from work stress.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
238) Which of the following is true of strain?
a) It is sometimes called constructive stress.
b) It is dysfunctional.
c) It helps prevent job burnout among employees.
d) It acts in a positive way to increase effort and stimulate creativity.
e) It enhances diligence.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
239) The ___ personality is high in achievement orientation, impatience, and perfectionism.
a) authoritarian
b) Type A
c) Type B
d) Machiavellian
e) extrovert
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
240) Family events, personal economics, and personal affairs are examples of ___ that may influence the stress individuals experience at work.
a) personal factors
b) work factors
c) constructive factors
d) non-work factors
e) destructive factors
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
241) ___ acts in a positive way to increase effort, stimulate creativity, and encourage diligence in one’s work.
a) Visionary stress
b) Constructive stress
c) Solid stress
d) Motivational stress
e) Energizing stress
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
242) ___ stress impairs the performance of an individual and is dysfunctional for the individual and/or the organization.
a) Destructive
b) Constructive
c) Negative
d) Intense
e) Positive
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
243) A form of physical and mental exhaustion that can be incapacitating both personally and with respect to one’s work is ___.
a) job stress
b) Type A behaviour
c) job burnout
d) workplace rage
e) eustress
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
244) ___ is acting overtly aggressive behaviour toward co-workers and the work setting in general.
a) Job stress
b) Type A behaviour
c) Job burnout
d) Workplace rage
e) Eustress
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
245) All but one of the following statements about the negative consequences of stress is true. Which statement is not true?
a) Destructive stress results from intense or long-term stress that overloads or breaks down a person’s physical and mental systems.
b) Destructive stress can lead to job burnout.
c) Excessive stress seldom, if ever, leads to overtly aggressive behaviour toward co-workers and the work setting in general.
d) Managers must know how to maintain the positive edge of constructive stress while avoiding destructive stress.
e) Too much stress can reduce resistance to disease and increase the likelihood of physical and/or mental illness.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
246) Which of the following statements is incorrect regarding the responsibility of managers for dealing with stress in the workplace?
a) For reasons of better productivity, healthy employees make fewer errors and must be replaced less frequently.
b) People are more creative when they feel well, so managers should keep stress at comfortable levels.
c) Poor health due to stress may cause employees to reduce their contribution to the organization, so the return on investment to the company is lost.
d) People who are under a lot of stress at work will work harder in order to stay competitive with other employees, so the manager actually benefits by keeping stress levels high.
e) For humanitarian reasons alone, managers should enhance the employees’ work setting and reduce stress-producing situations as much as possible.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
247) Bailey regularly gets into arguments, and sometime physical confrontations with colleagues due to excessive stress at work. This is an example of _______.
a) constructive stress
b) workplace rage
c) eustress
d) job burnout
e) a low-Mach personality
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
248) Charlie has been working long hours for several weeks now to complete a large and important project. As a result, Charlie’s health is deteriorating and efficiency is decreasing. Which of the following best describes Charlie’s condition?
a) Job burnout
b) Workplace rage
c) Eustress
d) Self-serving bias
e) Fundamental attribution error
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
249) ___ is a stress management strategy that includes taking individual responsibility for maintaining one’s health through a disciplined approach to such things as smoking, alcohol or drug use, maintaining a nutritious diet, and engaging in a regular exercise and a physical-fitness program.
a) Stress prevention
b) Stress coping
c) Stress reduction
d) Personal wellness
e) Humanitarianism
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
250) All of the following statements about personal wellness are accurate except
a) Personal wellness describes the pursuit of one’s physical and mental potential through a personal health-promotion program.
b) Personal wellness is an important fringe benefit in progressive companies.
c) Personal wellness is a form of preventive stress management.
d) Personal wellness is a lifestyle that reflects a true commitment to health.
e) People who aggressively maintain personal wellness are better prepared to deal with the inevitable stresses of work and work-life conflicts.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
251) Lentilla is a department manager who keeps working behind closed doors and has difficulty connecting with the employees in the department. Lentilla needs to have and develop ___.
a) social awareness
b) relationship management
c) self-awareness
d) self-management
e) mood contagion
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
Question type: Essay
252) Briefly explain the concept of impression management.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
253) Using the contributions and inducements that are referred to in the psychological contract between the individual and the organization, explain the nature of the employment relationship that you have had with an organization for which you now work or have worked in the past.
The students should apply this framework to an existing or prior employment relationship, clearly identifying the contributions and inducements. They should also indicate whether they believed the psychological contract was fair and provide an explanation for their judgments.
Learning Objective 15.1: Summarize perceptual tendencies and distortions that influence behaviour.
Section Reference 15.1: Perception
Bloom’s: Application
Difficulty: Medium
AACSB: Reflective Thinking
254) List and describe 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: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
255) Identify and define the “Big Five” personality traits. Describe the behavioural characteristics and tendencies of the polar opposites on each of these personality traits.
Learning Objective 15.2: Explain common personality differences and their behavioural implications.
Section Reference 15.2: Personality
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
256) List and describe 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: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Knowledge
Difficulty: Easy
AACSB: Analytic
257) What is job performance? What are the key factors involved in individual job performance and how are they related to one another in influencing individual performance?
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Application
Difficulty: Medium
AACSB: Analytic
258) Define “organizational citizenship.” Why would a worker want to act in the manner described by the definition?
Learning Objective 15.3: Discuss the components of attitudes and the importance of job satisfaction.
Section Reference 15.3: Attitudes
Bloom’s: Analysis
Difficulty: Medium
AACSB: Reflective Thinking
259) Emotional intelligence is the ability to understand emotions and manage relationships effectively. The text defines an emotion as a strong feeling directed toward someone or something. Describe the other two aspects of individual psychology that are of interest to management scholars.
Moods are generalized positive and negative feelings or states of mind that may persist for some time. Human beings seem to have occasional moods which can represent the full range of possibilities. Researcher findings indicate that positive and negative emotions of leaders can be “contagious,” causing followers to display similarly positive and negative moods. The main implication here for leaders undertaking the primal task of managing their moods and the moods of others is this: Humour hastens the spread of an upbeat climate. But like the leader’s mood in general, humour must resonate with the organization’s culture and its reality. Smiles and laughter, we would posit, are only contagious when they’re genuine.
Good moods galvanize good performance, but it doesn’t make sense for a leader to be as chipper as a blue jay at dawn if sales are tanking or the business is going under. The most effective executives display moods and behaviours that match the situation at hand, with a healthy dose of optimism mixed in. They respect how other people are feeling—even if it is glum or defeated—but they also model what it looks like to move forward with hope and humour.
Stress is a state of tension experienced by individuals facing extraordinary demands, constraints, or opportunities. Stressors are things that cause stress. Whether they originate directly from a change environment, other aspects of the work setting, or personal and non-work situations, stressors can influence attitudes, emotions and moods, behaviour, job performance, and even health. Work factors have an obvious potential to create job stress. As high stress accelerates mental performance beyond certain limits, executives and employees alike start operating almost unconsciously with low creativity and reduced perspective and integration.
At a certain point, doing things faster and multitasking at ever-higher levels begins to damage employee performance and judgment—and directly thwart the inflow of business insights. Furthermore, as pace and stress increase, people's ability to relate genuinely from the heart and establish meaningful business relationships sharply decreases. Salespeople in a hurry are mostly ineffective.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
260) Briefly explain the two types of stress and provide an example of each one.
Eustress is constructive stress. For example, when a student considers final examinations as a challenge to be met, he or she experiences eustress. Eustress can be viewed as a motivator that contributes to an increase in performance. For example, in project environments, when project teams face deadlines or challenges to cut costs, they often put forward their best efforts to overcome problems. Typically, individuals experiencing eustress feel that they have control over the situation (e.g., a confident project manager presenting a project plan). Generally, these individuals use their conceptual skills to develop a sound plan and their interpersonal and communications skills to carry it out.
Distress is destructive stress. A student who views a final examination as an insurmountable crisis experiences distress. Distress is a de-motivator that reduces the ability to perform. Its presence may cause physical and/or emotional suffering and disturbance. Individuals experiencing distress feel that they have little or no control over the situation. For example, a technical project manager lacking in human skills may be nervous about leading the project team and managing the project. Because of this fear, he or she may lose self-confidence and self-esteem, consequently reducing the quantity and quality of performance.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Application
Difficulty: Medium
AACSB: Reflective Thinking
261) Locus of Control, authoritarianism, Machiavellianism, self-monitoring and Type A personality are considered as personality traits. Describe three of the above-mentioned personality traits.
Authoritarianism – is the degree to which a person defers to authority and accepts status differences. The tendency of people with authoritarian personalities to obey orders can cause problems if they follow higher-level directives to the point of acting unethically—or even illegally.
Machiavellianism – describes a personality who loves to manipulate people for the sheer joy that comes from the activity. The text describes Machiavellianism as the extent to which someone is emotionally detached and manipulative in using power. Machiavellians, especially the really high-scoring ones (high-Machs), have an uncanny ability to say the things that give others warm, fuzzy feelings. They can sell snow to people in Nome, Alaska. They have impeccable timing for the phrase that will change your mind. In short, if you did not study them, you would overlook a terrific opportunity to pick up tips.
Self-monitoring reflects the degree to which someone is able to adjust and modify behaviour in response to the immediate situation and to external factors. A person high in self-monitoring tends to be a learner, comfortable with feedback, and both willing and able to change.
A Type A personality is a person oriented toward extreme achievement, impatience, and perfectionism. One of the important tendencies of Type A persons is to bring stress on themselves, even in situations others may find relatively stress free.
Learning Objective 15.4: Illustrate how emotions, moods, and stress influence individual behaviour.
Section Reference 15.4: Emotions, Moods, and Stress
Bloom’s: Analysis
Difficulty: Medium
AACSB: Analytic
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Management Canada 5e | Complete Test Bank
By John R. Schermerhorn Jr