Performance Management and Appraisal – Chapter 6 Test Bank – 6th

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A Framework for Human Resource Management, 6e (Dessler)

Chapter 6 Performance Management and Appraisal

1) The process of evaluating an employee's current and/or past performance relative to his or her performance standards is called ________.

A) recruitment

B) employee selection

C) performance appraisal

D) organizational development

Diff: 1 Page Ref: 170

Objective: Chapter objective 1

2) When goal setting, performance appraisal, and development are consolidated into a single, common system designed to ensure that employee performance supports a company's strategy, it is called ________.

A) strategic organizational development

B) performance management

C) performance appraisal

D) human resource management

Diff: 1 Page Ref: 183

Objective: Chapter objective 1

3) Managers following a traditional performance appraisal system will typically meet with employees on a ________ basis.

A) weekly

B) monthly

C) bi-monthly

D) yearly

Diff: 2 Page Ref: 170

Objective: Chapter objective 1

4) Which of the following is not one of the guidelines for effective goal setting?

A) assign specific goals

B) assign measurable goals

C) assign challenging but doable goals

D) assign consequences for performance

Diff: 2 Page Ref: 172

Objective: Chapter objective 1

5) The S in the acronym for SMART goals stands for ________.

A) specific

B) straightforward

C) strategic

D) support

Diff: 1 Page Ref: 170

Objective: Chapter objective 1

6) The M in the acronym for SMART goals stands for ________.

A) moderate

B) measurable

C) meaningful

D) merit

Diff: 2 Page Ref: 172

Objective: Chapter objective 1

7) The A in the acronym for SMART goals stands for ________.

A) actionable

B) appropriate

C) attainable

D) asset

Diff: 2 Page Ref: 172

Objective: Chapter objective 1

8) Participatively set goals result in higher performance than assigned goals when ________.

A) participatively set goals are more difficult

B) assigned goals are more difficult

C) the rewards are also higher

D) the goals are doable

Diff: 3 Page Ref: 172

Objective: Chapter objective 1

9) When using goal setting in performance management, the goals should be ________.

A) difficult

B) doable

C) specific

D) all of the above

Diff: 1 Page Ref: 172

Objective: Chapter objective 1

10) Who is the primary person responsible for doing the actual appraising of an employee's performance?

A) the employee's direct supervisor

B) the company appraiser

C) the EEO contact person

D) none of the above

Diff: 2 Page Ref: 172

Objective: Chapter objective 2

11) Because in most organizations there is a hierarchy of goals, employee performance standards ________.

A) should be standard

B) should make sense in terms of the broader organizational goals

C) should be decided by the top executive

D) all of the above

Diff: 3 Page Ref: 183

Objective: Chapter objective 1

12) Which of the following is a reason to appraise subordinates' performance?

A) appraisals provide important data for promotion and salary decisions

B) appraisal let supervisors and subordinates develop plans to correct performance deficiencies

C) appraisals serve as useful career planning purposes.

D) all of the above

Diff: 1 Page Ref: 183

Objective: Chapter objective 1

13) Besides the supervisor, which of the following is available to managers as an alternative source of performance appraisal information?

A) peers

B) rating committees

C) the employee

D) all of the above

Diff: 1 Page Ref: 172-173

Objective: Chapter objective 2

14) Which of the following is a valid appraisal source?

A) self-ratings

B) 360-degree feedback

C) subordinates

D) all of the above

Diff: 1 Page Ref: 172-173

Objective: Chapter objective 2

15) Which of the following is a way to increase 360-degree appraisals?

A) anchor the 360-degree items with behavioral competencies

B) assess the costs of the program and carefully train the people giving and receiving feedback

C) make sure the feedback given is productive, unbiased ad development oriented

D) all of the above

Diff: 1 Page Ref: 172

Skill: AACSB: Reflective Thinking

Objective: Chapter objective 3

16) Which performance appraisal technique lists traits and a range of performance?

A) alternation ranking

B) graphic rating scale

C) Likert

D) MBO

E) constant sum rating scale

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

17) The ________ method of performance appraisal involves listing all the subordinates to be rated, indicating the employee who is the highest on each characteristic being measured and who is the lowest, and then alternating between the next highest and lowest until all employees have been ranked.

A) alternation ranking

B) graphic rating scale

C) MBO

D) constant sum rating scale

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

18) Alternation ranking refers to an appraisal method, which ________.

A) is based on progress made toward the accomplishment of measurable goals

B) requires that the supervisor keep a log of positive and negative examples of a subordinate's work-related behavior

C) requires a supervisor to evaluate performance by assigning predetermined percentages of those being rated into performance categories

D) involves listing all the subordinates to be rated, indicating the employee who is the highest on each characteristic being measured and who is the lowest, and then alternating between the next highest and lowest until all employees have been ranked

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

19) Suppose you have five employees to rate. You make a chart of all possible pairs of employees for each trait being evaluated. Then, you indicate the better employee of the pair for each pair. Finally, you add up the number of positives for each employee. In this case, you have used the ________ method of performance appraisal.

A) graphic ranking scale

B) alternation ranking

C) paired comparison

D) forced distribution

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

20) Forced distribution refers to an appraisal method, which ________.

A) is based on progress made toward the accomplishment of measurable goals

B) combines the benefits of narratives, critical incidents, and quantified scales by assigning scale points with specific examples of good or poor performance

C) requires a supervisor to evaluate performance by assigning predetermined percentages of those being rated into performance categories

D) involves listing all the subordinates to be rated, indicating the employee who is the highest on each characteristic being measured and who is the lowest, and then alternating between the next highest and lowest until all employees have been ranked

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

21) When a supervisor evaluates performance by assigning predetermined percentages of ratees into performance categories, he or she has used the ________ method of performance appraisal.

A) constant sum ranking scale

B) alternation ranking

C) paired comparison

D) forced distribution

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

22) John, the supervisor of the manufacturing department, is in the process of evaluating his staff's performance. He has determined that 15% of the group will be identified as high performers, 20% as above average performers, 30% as average performers, 20% as below average performers, and 15% as poor performers. John is using a ________ method.

A) graphic rating scale

B) constant sum ranking scale

C) forced distribution

D) alternation ranking

Diff: 3 Page Ref: 174

Skill: AACSB: Reflective Thinking

Objective: Chapter objective 3

23) Which of the following measurement methods rates employee performance relative to other employees?

A) graphic rating scale

B) forced distribution

C) likert scale

D) critical incident method

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

24) Which of the following is a criticism of the forced distribution method?

A) it damages morale

B) it promotes unfairly

C) it promotes those who play the game well

D) none of the above

Diff: 2 Page Ref: 177

Objective: Chapter objective 3

25) To protect against bias claims when using the forced distribution method employers should ________.

A) appoint a review committee to review any employee's low ranking

B) train raters to be objective

C) consider using multiple raters in conjunction with the method

D) all of the above

Diff: 3 Page Ref: 177

Objective: Chapter objective 3

26) With the ________ method, the supervisor keeps a log of positive and negative examples of a subordinate's work-related behavior.

A) alternation ranking

B) constant sums rating

C) narrative forms

D) critical incident

Diff: 1 Page Ref: 177

Objective: Chapter objective 3

27) The critical incident technique refers to an appraisal method, which ________.

A) is based on progress made toward the accomplishment of measurable goals

B) combines the benefits of narratives, critical incidents, and quantified scales by assigning scale points with specific examples of good or poor performance

C) requires that the supervisor keep a log of positive and negative examples of a subordinate's work-related behavior

D) involves listing all the subordinates to be rated, crossing out the names of any not known well enough to rank, indicating the employee who is the highest on each characteristic being measured and who is the lowest, and then alternating between the next highest and lowest until all employees have been ranked

Diff: 2 Page Ref: 177

Objective: Chapter objective 3

28) All of the following are advantages of using the critical incident method for appraising performance except that

A) it provides examples of good performance

B) it does not include a numerical rating

C) it provides examples of poor performance

D) incidents can be tied to performance goals

Diff: 3 Page Ref: 178

Skill: AACSB: Analytical Skills

Objective: Chapter objective 3

29) Which appraisal method combines the benefits of narratives, critical incidents, and quantified scales by assigning scale points with specific examples of good or poor performance?

A) behaviorally anchored rating scale

B) graphic rating scale

C) alternation ranking

D) none of the above

Diff: 1 Page Ref: 178

Objective: Chapter objective 3

30) Behaviorally anchored rating scale (BARS) refers to an appraisal method, which ________.

A) is based on progress made toward the accomplishment of measurable goals

B) combines the benefits of narratives, critical incidents, and quantified scales by assigning scale points with specific examples of good or poor performance

C) requires that the supervisor keep a log of positive and negative examples of a subordinate's work-related behavior

D) requires a supervisor to evaluate performance by assigning predetermined percentages of those being rated into performance categories

Diff: 2 Page Ref: 178

Objective: Chapter objective 3

31) Management by objectives (MBO) refers to an appraisal method, which ________.

A) is based on progress made toward the accomplishment of measurable goals

B) combines the benefits of narratives, critical incidents, and quantified scales by assigning scale points with specific examples of good or poor performance

C) requires that the supervisor keep a log of positive and negative examples of a subordinate's work-related behavior

D) involves listing all the subordinates to be rated, crossing out the names of any not known well enough to rank, indicating the employee who is the highest on each characteristic being measured and who is the lowest, and then alternating between the next highest and lowest until all employees have been ranked

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

32) What is the first step in the Management by Objectives Method?

A) set the organization's goals

B) set departmental goals

C) discuss departmental goals

D) define expected results

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

33) What is the second step in the Management by Objectives Method?

A) set the organization's goals

B) set departmental goals

C) discuss departmental goals

D) define expected results

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

34) What is the third step in the Management by Objectives Method?

A) set the organization's goals

B) set departmental goals

C) discuss departmental goals

D) define expected results

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

35) What is the fourth step in the Management by Objectives Method?

A) set the organization's goals

B) set departmental goals

C) discuss departmental goals

D) define expected results

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

36) What is the fifth step in the Management by Objectives Method?

A) conduct performance reviews and measure the results

B) set departmental goals

C) discuss departmental goals

D) define expected results

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

37) In how many ways is performance management different from performance appraisal?

A) 4

B) 3

C) 2

D) none

Diff: 2 Page Ref: 183

Objective: Chapter objective 6

38) Which of the following is a reason for the use of performance management in organizations?

A) it contributes to total quality

B) it is better than performance appraisal

C) it is important because it helps in strategic planning

D) all of the above

Diff: 2 Page Ref: 183

Objective: Chapter objective 6

39) What is the last step in the Management by Objectives Method?

A) provide feedback

B) set departmental goals

C) discuss departmental goals

D) define expected results

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

40) When different supervisors define levels of performance (good, fair, poor) differently, unfair appraisals could result due to a problem with ________.

A) unclear standards

B) halo effects

C) complexity

D) leniency

Diff: 2 Page Ref: 185

Objective: Chapter objective 5

41) ________ is defined as the influence of a rater's general impression on ratings of specific ratee qualities.

A) Impression management

B) Halo effect

C) Central tendency

D) Bias

Diff: 2 Page Ref: 185

Objective: Chapter objective 5

42) Jason is generally considered unfriendly at work. His supervisor rates him low on the trait "gets along well with others" but also rates him lower on other traits unrelated to socialization at work. Jason's performance appraisal may be unfair due to ________.

A) impression management

B) stereotyping

C) halo effects

D) strictness

Diff: 3 Page Ref: 185

Skill: AACSB: Analytical Skills

Objective: Chapter objective 5

43) Some supervisors, when filling in rating scales, tend to avoid the highs and lows on the scale and rate most people in the middle. This ________ means that all employees may be rated average.

A) stereotyping

B) central tendency

C) strictness

D) leniency

Diff: 2 Page Ref: 185

Skill: AACSB: Analytical Skills

Objective: Chapter objective 5

44) The best way of reducing the problem of central tendency in performance appraisals is to ________.

A) rank employees

B) be aware of the problem

C) train supervisors to avoid it

D) consider the purpose of the appraisal

Diff: 3 Page Ref: 185

Objective: Chapter objective 5

45) The ________ problem occurs when supervisors tend to rate all their subordinates consistently high.

A) leniency

B) strictness

C) bias

D) halo effect

Diff: 1 Page Ref: 185

Objective: Chapter objective 5

46) The ________ problem occurs when supervisors tend to rate all their subordinates consistently low.

A) central tendency

B) leniency

C) strictness

D) bias

Diff: 1 Page Ref: 185

Objective: Chapter objective 5

47) Which big five personality trait is associated with performance appraisal ratings that are too strict?

A) agreeableness

B) extroversion

C) conscientiousness

D) openness

Diff: 3 Page Ref: 185

Objective: Chapter objective 5

48) Which big five personality trait is associated with performance appraisal ratings that are too lenient?

A) agreeableness

B) extroversion

C) conscientiousness

D) openness

Diff: 3 Page Ref: 185

Objective: Chapter objective 5

49) One way of reducing the problems of leniency or strictness in performance appraisals is to ________.

A) rank employees

B) be aware of the problem

C) train supervisors to avoid it

D) consider the purpose of the appraisal

Diff: 3 Page Ref: 185

Objective: Chapter objective 5

50) When an employee's personal characteristics such as age, race, and gender influence a supervisor's evaluation of his or her performance, the problem of ________ has occurred.

A) bias

B) stereotyping

C) central tendency

D) halo affect

Diff: 1 Page Ref: 185

Skill: AACSB: Analytical Skills

Objective: Chapter objective 5

51) Which of the following could result in a legally questionable appraisal process?

A) conduct a job analysis to establish criteria and standards for successful performance

B) base appraisals on subjective supervisory observations

C) administer and score appraisals in a standardized fashion

D) use clearly defined job performance dimensions

Diff: 3 Page Ref: 187

Skill: AACSB: Analytical Skills

Objective: Chapter objective 5

52) Who is in the best position to observe and evaluate an employee's performance for the purposes of a performance appraisal?

A) peers

B) rating committees

C) top management

D) immediate supervisor

Diff: 1 Page Ref: 172

Skill: AACSB: Analytical Skills

Objective: Chapter objective 5

53) Performance appraisals may be conducted by ________.

A) the immediate supervisor

B) peers

C) rating committees

D) all of the above

Diff: 1 Page Ref: 172-173

Objective: Chapter objective 2

54) Rating committees, made up of an employees immediate supervisor along with other supervisors, usually have ________ members.

A) 1-2

B) 3-4

C) 6-7

D) 8-9

Diff: 1 Page Ref: 172

Objective: Chapter objective 2

55) Peer appraisals have been shown to result in a(n) ________.

A) reduction of social loafing in the team

B) reduction of group cohesion

C) decrease in satisfaction with the group

D) tendency to inaccurately predict who would be promoted

Diff: 3 Page Ref: 172

Skill: AACSB: Reflective Thinking

Objective: Chapter objective 2

56) What usually occurs when employees rate themselves in a performance appraisal?

A) interrater reliability is higher

B) appraisals are subject to halo effects

C) ratings are higher than when rated by supervisors or peers

D) ratings are about the same as when determined by peers

Diff: 1 Page Ref: 173

Objective: Chapter objective 2

57) Firms that use ________ let subordinates anonymously rate their supervisor's performance.

A) downward feedback

B) upward feedback

C) narratives

D) critical incidents

Diff: 2 Page Ref: 173

Objective: Chapter objective 2

58) What process allows top management to diagnose the management styles of supervisors, identify potential "people" problems, and take corrective action with individual supervisors as necessary?

A) strategic performance appraisal

B) organizational development

C) upward feedback

D) critical incidents

Diff: 3 Page Ref: 173

Skill: AACSB: Analytical Skills

Objective: Chapter objective 2

59) When subordinates provide feedback for supervisors, the comments should be anonymous because identifiable responses tend to result in ________.

A) more critical ratings

B) more negative attitudes from managers receiving the feedback

C) more inflated ratings

D) all of the above

Diff: 3 Page Ref: 173

Skill: AACSB: Communication

Objective: Chapter objective 2

60) ________ is a process for enabling employees to better understand and develop their career skills and interests and to use these skills and interests most effectively within the company and afterwards.

A) Organizational development

B) Career management

C) Career development

D) Career planning

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

61) Career management refers to the ________.

A) the lifelong series of activities that contributes to a person's career exploration, establishment, success, and fulfillment

B) process for enabling employees to better understand and develop their career skills and interests and to use these skills and interests most effectively within the company and afterwards

C) process of using activities like training and appraisal to provide a career focus

D) occupational positions a person has over his or her lifetime

Diff: 2 Page Ref: 190

Objective: Chapter objective 7

62) The lifelong series of activities that contributes to a person's career exploration, establishment, success, and fulfillment is called ________.

A) organizational development

B) career management

C) career development

D) career planning

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

63) Career development refers to the ________.

A) process through which someone becomes aware of personal skills, interests, knowledge, motivations; acquires information about opportunities; identifies career goals; and establishes action plans to attain those goals

B) the lifelong series of activities that contributes to a person's career exploration, establishment, success, and fulfillment

C) process for enabling employees to better understand and develop their career skills and interests and to use these skills and interests most effectively within the company and afterwards

D) process of using activities like training and appraisal to provide a career focus

Diff: 2 Page Ref: 190

Objective: Chapter objective 7

64) Career planning refers to the ________.

A) process through which someone becomes aware of personal skills, interests, knowledge, motivations; acquires information about opportunities; identifies career goals; and establishes action plans to attain those goals

B) the lifelong series of activities that contributes to a person's career exploration, establishment, success, and fulfillment

C) process of using activities like training and appraisal to provide a career focus

D) occupational positions a person has over his or her lifetime

Diff: 2 Page Ref: 190

Objective: Chapter objective 7

65) The process through which someone becomes aware of personal skills, interests, knowledge, motivations; acquires information about opportunities; identifies career goals; and establishes action plans to attain those goals is called ________.

A) organizational development

B) career management

C) career development

D) career planning

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

66) Jackie is working with a coach to identify her personal skills and interests. Then she plans to get information about opportunities that fit her skills and interests and set career goals for what she seeks to accomplish. Jackie is the midst of ________.

A) organizational development

B) career development

C) career planning

D) training

Diff: 1 Page Ref: 190

Skill: AACSB: Analytical Skills

Objective: Chapter objective 7

67) Who is responsible for the planning, guiding, and developing an employee's career?

A) the immediate supervisor

B) the employee

C) the organization

D) the development officer

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

68) Responsibility for career development should always be left to the ________.

A) employee

B) supervisor

C) manager

D) career success team

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

69) Sometimes an employee finds that he or she is happy with the occupation and the employer, but the job is not organized in an optimal way. What action might be recommended for this employer?

A) change employers

B) change occupations

C) consider alternative work arrangements like flextime

D) conduct informational interviews with people whose jobs are interesting

Diff: 2 Page Ref: 191

Skill: AACSB: Reflective Thinking

Objective: Chapter objective 7

70) A "stretch assignment" refers to a job function that ________.

A) includes a physical exertion component

B) provides time for working out at the company gym

C) will let one work on something challenging

D) eliminates some job functions

Diff: 2 Page Ref: 190

Objective: Chapter objective 7

71) Michele has asked her current supervisor, Jason, to serve as her mentor. Jason seems like a good choice to Michele because he was promoted quickly in the company and is well respected by others. However, she feels uncomfortable discussing her weaknesses with him. This is a problem for Michele because she would like advice on career growth. What went wrong?

A) an appropriate mentor does not have direct supervisory responsibility over the mentee

B) Jason isn't willing to commit the necessary time to Michele's professional development

C) Michele didn't use an agenda to guide discussion topics

D) Michele isn't respecting Jason's time

Diff: 2 Page Ref: 190

Skill: AACSB: Analytical Skills

Objective: Chapter objective 7

72) Michele is meeting with her mentor, Jason, today. Each month they meet for lunch, but Michele is concerned that she isn't really benefiting from the relationship. What might be the problem?

A) Jason isn't willing to commit the necessary time to Michele's professional development

B) Michele didn't make it clear what she expected in terms of advice

C) Michele didn't use an agenda to guide discussion topics

D) both B and C

Diff: 2 Page Ref: 190

Skill: AACSB: Analytical Skills

Objective: Chapter objective 7

73) Assessing interests, seeking out career information, and utilizing development opportunities are all part of the ________'s role in career development.

A) individual

B) manager

C) supervisor

D) company

Diff: 2 Page Ref: 190

Objective: Chapter objective 7

74) When Amanda interviewed for a job with the employment commission, the interviewer warned her that the job could be very stressful with long hours and a lot of bureaucracy. The interviewer was trying to provide ________.

A) reality shock

B) a realistic job interview

C) disincentive

D) a challenge

Diff: 2 Page Ref: 191

Objective: Chapter objective 7

75) Miranda wants to make partner at her law firm. She is worried, though, because everyone understands that 70-hour work weeks are the norm for someone striving to make partner. Miranda wants to be fair to her family as well as excel at work. To address this problem, the law firm could help by ________.

A) providing Miranda with a career coach

B) encouraging Miranda to join a career success team

C) eliminating institutional barriers that disproportionately affect women

D) encouraging Miranda to temporarily work in a different job

Diff: 2 Page Ref: 192

Skill: AACSB: Analytical Skills

Objective: Chapter objective 7

76) Which of the following best captures the meaning of the term, glass ceiling?

A) structural, yet subtle barriers in corporate environments which inhibit the rise of talented women to positions of leadership

B) inadequate networking opportunities which result in a lack of an "old girl's network" to mirror that of men

C) unspoken decision by corporate leadership that women should not be encouraged to advance beyond middle management levels

D) the lack of desire among women to pursue jobs with extreme levels of responsibility and authority

Diff: 2 Page Ref: 192

Skill: AACSB: Multicultural and Diversity

Objective: Chapter objective 7

77) What is another term for 360-degree feedback?

A) feedback loop

B) multi-source feedback

C) upward feedback

D) wheel feedback

Diff: 2 Page Ref: 173

Skill: AACSB: Reflective Thinking

Objective: Chapter objective 2

78) When conducting an appraisal interview, supervisors should do all of the following except

A) compare the person's performance to a standard

B) encourage the employee to talk

C) give specific examples of poor performance

D) compare the person's performance to that of other employees

Diff: 3 Page Ref: 188

Skill: AACSB: Communication

Objective: Chapter objective 4

79) When a supervisor must criticize a subordinate in an appraisal interview, it is best to ________.

A) hold the meeting with other people who can diffuse the negative situation

B) provide examples of critical incidents

C) acknowledge the supervisor's personal biases in the situation

D) provide feedback once per year

Diff: 3 Page Ref: 188

Objective: Chapter objective 4

80) Subordinates may feel dissatisfied with their appraisal interview when they ________.

A) feel threatened during the interview

B) have an opportunity to express their ideas

C) have an opportunity to influence the course of the interview

D) have a constructive interviewer conduct the interview

Diff: 2 Page Ref: 188

Skill: AACSB: Analytical Skills

Objective: Chapter objective 4

81) Performance appraisals assume that the employee understood what his or her performance standards were.

Diff: 1 Page Ref: 183

Objective: Chapter objective 1

82) Managers should appraise employees with respect to the specific goals by which he or she expected to be measured.

Diff: 1 Page Ref: 170

Objective: Chapter objective 1

83) There is a hierarchy of goals in a company.

Diff: 1 Page Ref: 172

Objective: Chapter objective 1

84) Setting useful goals is easy to do.

Diff: 1 Page Ref: 172

Objective: Chapter objective 1

85) Most managers are very willing and able to set measurable goals for their subordinates.

Diff: 1 Page Ref: 172

Objective: Chapter objective 1

86) 360-Degree feedback is usually used for developmental purposes rather than pay purposes.

Diff: 1 Page Ref: 173

Objective: Chapter objective 2

87) The forced distribution method is sometimes referred to as the "rank and yank" method.

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

88) The critical incident method forces supervisors to consider all the important aspects of an employee's performance.

Diff: 1 Page Ref: 178

Objective: Chapter objective 3

89) In practice appraisal forms often blend several approaches to appraisal into one.

Diff: 2 Page Ref: 178

Objective: Chapter objective 3

90) Electronic performance monitoring seems to raise employee stress levels.

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

91) Employee Appraiser, a Web-based or PC-based software provider, presents a menu of more than a dozen evaluation dimensions that can be used when conducting a performance appraisal.

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

92) A properly designed performance management system utilizes yearly meetings to ensure continuous improvement in the employee's capacity and performance.

Diff: 2 Page Ref: 183

Objective: Chapter objective 1

93) Goals should be challenging, but not so difficult that they appear impossible or unrealistic.

Diff: 1 Page Ref: 173

Objective: Chapter objective 2

94) The evidence suggests that participatively set goals consistently result in higher performance than assigned goals.

Diff: 2 Page Ref: 173

Skill: AACSB: Analytical Skills

Objective: Chapter objective 1

95) The HR department conducts performance appraisals, develops the appraisal tools, and monitors the appraisal system.

Diff: 3 Page Ref: 173

Objective: Chapter objective 2

96) Once you have a supervisor to conduct a performance appraisal there is no need to worry about anything else.

Diff: 3 Page Ref: 172

Objective: Chapter objective 2

97) The alternation ranking method is the simplest and most popular technique for appraising performance.

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

98) Quantitative goals are best.

Diff: 2 Page Ref: 172

Objective: Chapter objective 1

99) The forced distribution method is similar to grading on a curve meaning that predetermined percentages of those being rated are placed into performance categories.

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

100) The basic problem with rankings is that while it is not difficult to identify the extreme good and bad performers, it is difficult to differentiate meaningfully between the others.

Diff: 3 Page Ref: 174

Objective: Chapter objective 3

101) BARS is a rating approach that involves keeping a record of uncommonly good or undesirable examples of an employee's work-related behavior and reviewing it with the employee at predetermined times.

Diff: 1 Page Ref: 178

Objective: Chapter objective 3

102) MBO relates an employee's work goals to his or her departmental goals and to the organization's goals.

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

103) Electronic performance monitoring (EPM) allows supervisors to electronically monitor the amount of computerized data an employee is process each day.

Diff: 1 Page Ref: 180

Skill: AACSB: Use of IT

Objective: Chapter objective 3

104) The advantages of the BARS appraisal tool include accuracy, clear standards, and consistency.

Diff: 2 Page Ref: 180

Objective: Chapter objective 3

105) Graphic rating scales are the most reliable for rating performance.

Diff: 2 Page Ref: 174

Objective: Chapter objective 3

106) Central tendency is defined as the influence of a rater's general impression on ratings of specific ratee qualities.

Diff: 2 Page Ref: 185

Objective: Chapter objective 3

107) Rater idiosyncratic biases account for the largest percentage of the observed variance in performance ratings.

Diff: 3 Page Ref: 185

Objective: Chapter objective 3

108) Peer appraisals have been shown to have an immediate positive impact on improving task motivation, cohesion, and satisfaction, while reducing social loafing.

Diff: 2 Page Ref: 172

Objective: Chapter objective 2

109) Managers who receive feedback from subordinates who identify themselves view the upward appraisal process more negatively than do managers who receive anonymous feedback.

Diff: 3 Page Ref: 173

Objective: Chapter objective 2

110) An appraisal interview is used to make plans for new hires as they move through the selection and training process.

Diff: 2 Page Ref: 188

Objective: Chapter objective 4

111) Career development is the lifelong series of activities that contributes to a person's career exploration, establishment, success, and fulfillment.

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

112) A career is the occupational positions one holds at a single organization.

Diff: 1 Page Ref: 189

Objective: Chapter objective 7

113) While careers were traditionally thought of in terms of climbing a ladder because they tended to be an upward, linear progression, future careers could be viewed as climbing a series of short hills.

Diff: 2 Page Ref: 192

Objective: Chapter objective 7

114) The employee, the manager, and the employer should all share the responsibility for an employee's career development and career success.

Diff: 1 Page Ref: 190

Objective: Chapter objective 7

115) Matching individual strengths and weaknesses with occupational opportunities and threats is the key to the career planning process.

Diff: 2 Page Ref: 189

Objective: Chapter objective 7

116) The barriers for women to advance at work are referred to as the glass ceiling because it is so easy to break through it.

Diff: 2 Page Ref: 192

Objective: Chapter objective 7

117) 360-degree feedback is generally used for development purposes, rather than for pay increases.

Diff: 2 Page Ref: 173

Objective: Chapter objective 2

118) 360-degree feedback is sometimes called the wheel of feedback because ratings are collected from all around an employee.

Diff: 1 Page Ref: 173

Objective: Chapter objective 2

119) Explain what the SMART acronym tells us about goal setting.

Diff: 2 Page Ref: 170-172

Skill: AACSB: Communication

Objective: Chapter objective 2

120) Why do we have performance management?

Diff: 2 Page Ref: 181-183

Skill: AACSB: Communication

Objective: Chapter objective 6

121) Explain the three steps in the performance appraisal process.

Diff: 3 Page Ref: 173

Skill: AACSB: Reflective Thinking

Objective: Chapter objective 1

122) Explain how an MBO program works and describe the six steps involved in this type of program.

• Step 1: Set the organization's goals. The first step involves the establishment of an organization-wide plan for the coming year and to set company goals.

• Step 2: Set departmental goals. Next, department heads will take these company goals and, in conjunction with their superiors, set goals for their departments.

• Step 3: Discuss departmental goals. Department heads will discuss the departmental goals with all subordinates and ask employees to set their own preliminary individual goals. These individual goals should show how each employee can contribute to the department's goals.

• Step 4: Define expected results. Department heads and their employees set short-term individual performance targets.

• Step 5: Performance reviews. Department heads compare each employee's actual and targeted performance.

• Step 6: Provide feedback. Department heads and employees discuss and evaluate the employee's progress.

Diff: 2 Page Ref: 179-180

Skill: AACSB: Communication

Objective: Chapter objective 2

123) There are several guidelines for developing an appraisal that is legally defensible. Identify four of these guidelines.

Seven guidelines are suggested in the text.

• Base performance appraisal criteria on a documented job analysis.

• At the start of the period communicate performance standards in writing.

• Base appraisals on separate evaluations of each of the job's performance dimensions.

• Include an employee appeals process.

• One appraiser should never have absolute authority to determine a personnel action.

• Document all information in writing.

• Train supervisors to use the appraisal instruments.

The student needs to elaborate on the four chosen to show comprehension of the material.

Diff: 3 Page Ref: 187

Skill: AACSB: Communication

Objective: Chapter objective 5

124) What is the main difference between performance appraisal and performance management?

Diff: 2 Page Ref: 183

Objective: Chapter objective 1

125) What roles and responsibilities should a manager have in an employee's career development?

Diff: 1 Page Ref: 191

Skill: AACSB: Communication

Objective: Chapter objective 7

126) What steps can organizations take to enhance the promotional and career prospects for their female employees?

Diff: 2 Page Ref: 191

Skill: AACSB: Communication

Objective: Chapter objective 7