Test Bank For Organizational Behaviour: Understanding And Managing Life At Work, 9/E by Gary Johns, Concordia University Alan M. Saks, University of Toronto

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Test Bank for Johns/Saks, Organizational Behaviour, Ninth Edition

Chapter 2

 

1) An individual’s personality encompasses

1. a relatively stable set of psychological characteristics.
2. a constantly shifting set of personal characteristics.
3. all aspects of the individual’s consciousness.
4. behaviours which are mostly learned through childhood experience.
5. all aspects of the individual’s physical and emotional response to their environment.

 

Answer: a

Diff: 2

Type: MC

Page Reference: 44

Skill: Recall

Objective: 2.1 Define “personality” and discuss its general role in influencing organizational behaviour.

 

2) Personality will have the most impact in which situation? a. Weak situations of loosely defined roles with few rules

1. Strong situations with well defined roles, rules, and contingencies
2. Both weak and strong situations
3. Situations of medium strength
4. Weak situations with well defined roles, rules, and contingencies

 

Answer: a

Diff: 3

Type: MC

Page Reference: 45

Skill: Recall

Objective: 2.1 Define “personality” and discuss its general role in influencing organizational behaviour.

 

3) Personality is most commonly thought to consist of ________ general dimensions. a. four

1. five
2. three
3. seven
4. six

 

Answer: b Diff: 1

Type: MC

Page Reference: 46

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

4) The personality dimension of extraversion is defined as

1. the extent to which a person is outgoing and enjoys social situations.
2. the degree to which a person has appropriate emotional control.
3. the extent to which a person is friendly and approachable.
4. the degree to which a person thinks flexibly and is receptive to new ideas.
5. the degree to which a person is responsible and achievement oriented.

 

Answer: a Diff: 1

Type: MC

Page Reference: 46

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

5) The personality dimension of emotional stability is defined as

1. the extent to which a person is outgoing and enjoys social situations.
2. the degree to which a person has appropriate emotional control.
3. the extent to which a person is friendly and approachable.
4. the degree to which a person thinks flexibly and is receptive to new ideas.
5. the degree to which a person is responsible and achievement oriented.

 

Answer: b Diff: 1

Type: MC

Page Reference: 46

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

6) Extraversion is especially important for jobs that require a. low interpersonal interaction and independence.

1. in-depth research and analysis with great independence.
2. extensive education and credibility, e.g., Ph.D.
3. a lot of interpersonal interaction such as sales and management.
4. being a solo practitioner.

 

Answer: d Diff: 2

Type: MC

Page Reference: 46

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

7) The personality dimension of agreeableness is defined as

1. the extent to which a person is outgoing and enjoys social situations.
2. the degree to which a person has appropriate emotional control.
3. the extent to which a person is friendly and approachable.
4. the degree to which a person thinks flexibly and is receptive to new ideas.
5. the degree to which a person is responsible and achievement oriented.

 

Answer: c Diff: 1

Type: MC

Page Reference: 47

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

8) Emotional stability helps support positive work performance because

1. the person is neurotic about their responsibilities and is fanatically detail oriented.
2. the person is more calm and has highly effective interactions with co-workers and customers.
3. the person is obsessive with customer service quality.
4. the person expresses great detachment and apathy.
5. the person sticks to their established patterns and ignores updated information.

 

Answer: b Diff: 2

Type: MC

Page Reference: 46

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

9) The personality dimension of conscientiousness is defined as

1. the extent to which a person is outgoing and enjoys social situations.
2. the degree to which a person has appropriate emotional control.
3. the extent to which a person is friendly and approachable.
4. the degree to which a person thinks flexibly and is receptive to new ideas.
5. the degree to which a person is responsible and achievement oriented.

 

Answer: e Diff: 1

Type: MC

Page Reference: 47

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

10) The personality dimension of openness to experience is defined as

1. the extent to which a person is outgoing and enjoys social situations.
2. the degree to which a person has appropriate emotional control.
3. the extent to which a person is friendly and approachable.
4. the degree to which a person thinks flexibly and is receptive to new ideas.
5. the degree to which a person is responsible and achievement oriented.

 

Answer: d Diff: 1

Type: MC

Page Reference: 47

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

11) The personality dimension which helps foster cooperation and nurturing of others and teamwork is

1. emotional stability.
3. general self-efficacy.
4. self-monitoring.

 

Answer: e Diff: 1

Type: MC

Page Reference: 47

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

12) Recent studies suggest that extraversion is related to absenteeism in a positive direction. This means that

1. extraverts tend to be absent less often than introverts.
2. the more extraverted a person is, the less absent they are.
3. extraverts tend to be absent more often than introverts.
4. the more introverted a person is, the more absent they are.
5. people become more extraverted through higher absenteeism.

 

Answer: c Diff: 3

Type: MC

Page Reference: 47

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

13) Edward has recently been told that he is very effective at networking with potential customers. However, his follow-up after initial contact is sloppy and his files are not up to date. In order to be more effective on the job he needs to keep working on the ________ part of his personality. a. emotional stability

1. openness to experience
2. neuroticism
3. conscientiousness
4. independence

 

Answer: d Diff: 2

Type: MC

Page Reference: 47

Skill: Applied

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

14) Janet has shown her boss how effective she is on the job because she is naturally curious about what is happening with her company, has broad interests, and has a vibrant imagination. She is demonstrating great

1. willingness to get along with everyone.
2. openness to experience.
3. focus on getting promoted and is highly ambitious.
4. emotional stability.
5. reluctance to work long hours.

 

Answer: b Diff: 2

Type: MC

Page Reference: 47

Skill: Applied

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

15) Gary Reynolds is the CEO of Reynolds Software Limited. He attributes his success to careful planning, hard work, and a good business education. In terms of locus of control, Gary is most likely a(n) a. external.

4. high self-monitor.

 

Answer: d Diff: 2

Type: MC

Page Reference: 48

Skill: Applied

Objective: 2.4 Describe and discuss the consequences of “locus of control,” “selfmonitoring,” and “self-esteem.”

 

16) A person who is a high self-monitor will

1. observe the situation when determining how to behave.
2. ignore the situation when determining how to behave.
3. be rather rigid in his or her leadership style.
4. be prone to uncontrollable emotional outbursts.
5. have difficulty regulating their behaviour in social situations.

 

Answer: a Diff: 2

Type: MC

Page Reference: 49

Skill: Applied

Objective: 2.4 Describe and discuss the consequences of “locus of control,” “selfmonitoring,” and “self-esteem.”

 

17) A person with low self-esteem will likely

1. react well to ambiguous stressful situations.
2. be able to deal with negative feedback.
3. be less susceptible to external and social influences.
4. respond well to mentoring.
5. be less pliable than someone with high self-esteem.

 

Answer: d Diff: 2

Type: MC

Page Reference: 50

Skill: Applied

Objective: 2.4 Describe and discuss the consequences of “locus of control,” “selfmonitoring,” and “self-esteem.”

 

18) Learning is

1. a relatively temporary change in behaviour potential due to experience.
2. a relatively permanent change in behaviour potential due to experience.
3. not directly related to behaviour or experience.
4. related to behaviour more than experience.
5. concerned with both permanent and temporary changes.

 

Answer: b Diff: 2

Type: MC

Page Reference: 53

Skill: Recall

Objective: 2.6 Define “learning” and what is learned in organizations.

 

19) Which of the following is not one of the four primary categories of learning content in organizations? a. Practical skills

1. Intrapersonal skills
2. Interpersonal skills
3. Cultural awareness
4. Financial management

 

Answer: e Diff: 1

Type: MC

Page Reference: 53

Skill: Recall

Objective: 2.6 Define “learning” and what is learned in organizations.

 

20) Social cognitive theory is most strongly associated with which of the following concepts?

1. Punishment
2. Delayed reinforcement
3. Partial reinforcement
4. Modelling
5. Extinction

 

Answer: d Diff: 2

Type: MC

Page Reference: 61

Skill: Recall

Objective: 2.10 Explain social cognitive theory and discuss “observational learning,” “self-efficacy beliefs,” and “self-regulation.”

 

21) To obtain the best compromise between the speed of acquisition of a desired response and resistance to its extinction, which reinforcement strategy should be used in training? (In other words, how do we get the fastest learning combined with the strongest resistance to extinction?)

1. Continuous reinforcement
2. Begin with self-management and then go to modeling.
3. Begin with delayed and partial reinforcement and gradually go to immediate and continuous reinforcement.
4. Begin with immediate and continuous reinforcement and gradually go to delayed and partial reinforcement.
5. Begin with negative reinforcement and gradually change to continuous positive reinforcement.

 

Answer: d Diff: 3

Type: MC

Page Reference: 57

Skill: Applied

Objective: 2.8 Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

 

22) Ron is a sensitive person, and he works very hard so that his boss doesn’t criticize him. Criticism is a(n) ________ of Ron’s work. a. positive reinforcer

1. extinguisher
2. negative reinforcer
3. punisher
4. continuous reinforcer

 

Answer: c Diff: 2

Type: MC

Page Reference: 55

Skill: Applied

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

23) A company converted its machine operators from piece rate pay to hourly pay and found that accidents involving the machines were reduced to almost zero from a previously high level. What can we conclude?

1. Safe working practices were positively reinforced.
2. Unsafe working practices were punished.
3. Safe working practices were negatively reinforced.
4. Unsafe working practices were extinguished.
5. Hourly pay resulted in bigger paycheques for the machine operators.

 

Answer: d Diff: 3

Type: MC

Page Reference: 58

Skill: Applied

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

24) A supervisor complimented each of his workers as he or she arrived promptly to work every morning. Due to time constraints, the supervisor had to stop this practice, resulting in a much higher rate of tardiness among his workers. Which of the following statements best explains this situation in operant terms?

1. The supervisor was inadvertently punishing his workers by not complimenting them, so the workers didn’t arrive on time any more.
2. The supervisor’s negative reinforcement strategy was stopped, thus extinguishing the behaviour of arriving promptly.
3. The supervisor was using a continuous, immediate reinforcement strategy, and behaviour learned under such conditions is easily extinguishable.
4. The supervisor was using a partial reinforcement strategy, and behaviour learned under such conditions is easily extinguishable.
5. The supervisor was using a delayed reinforcement strategy, and behaviour learned under such conditions is easily extinguishable.

 

Answer: c Diff: 3

Type: MC

Page Reference: 57

Skill: Applied

Objective: 2.8 Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

 

25) Which of the following statements concerning extinction is false?

1. Extinction works best when coupled with the reinforcement of a desired substitute behaviour.
2. Behaviours learned under delayed or partial reinforcement schedules are more difficult to extinguish than those learned under continuous, immediate reinforcement.
3. Extinction can be successful in reducing an unwanted behaviour by removing the reinforcer of that behaviour.
4. Using the application of an unpleasant stimulus after an unwanted behaviour, extinction can reduce the probability of that behaviour occurring again.
5. Behaviours which are eliminated through extinction may reappear if they become positively reinforced again.

 

Answer: d Diff: 3

Type: MC

Page Reference: 58

Skill: Applied

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

26) Which of the following represents the least effective reinforcement strategy? a. Delayed reinforcement

1. Immediate reinforcement
2. Continuous reinforcement
3. Negative reinforcement
4. This question cannot be answered accurately as stated.

 

Answer: e Diff: 2

Type: MC

Page Reference: 57

Skill: Applied

Objective: 2.8 Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

 

27) In learning terms, a model is a person who a. imitates the behaviour of others.

1. administers a high degree of positive reinforcement.
2. has his or her behaviour imitated.
3. engages in self-management.
4. seeks a mentor.

 

Answer: c Diff: 1

Type: MC

Page Reference: 61

Skill: Recall

Objective: 2.10 Explain social cognitive theory and discuss “observational learning,” “self-efficacy beliefs,” and “self-regulation.”

 

28) If a behaviour is increasing in probability, we can be certain that it is not being a. extinguished.

1. positively reinforced.
3. negatively reinforced.

 

Answer: a Diff: 1

Type: MC

Page Reference: 58

Skill: Recall

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

29) When we say that organizations sometimes confuse rewards with reinforcers, we mean that

1. rewards cannot serve as reinforcers.
2. people differ as to which rewards are reinforcing.
3. the rewards are not made contingent on a desired behaviour.
4. the reinforcers are not backed up with attractive rewards.
5. only monetary rewards work as effective reinforcers.

 

Answer: c Diff: 2

Type: MC

Page Reference: 55

Skill: Recall

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

30) A positive reinforcer is a. pay.

1. interesting work.
2. a holiday.
3. a company car.
4. There is insufficient information to accurately answer this question.

 

Answer: e Diff: 1

Type: MC

Page Reference: 54

Skill: Recall

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

31) The concepts of observational learning and self-regulation both assume

1. that cognitive learning cannot occur.
2. that extinction is superior to punishment.
3. that people can reinforce themselves.
4. that learning can occur without reinforcement.
5. that all workers prefer the same reinforcers.

 

Answer: c Diff: 2

Type: MC

Page Reference: 61

Skill: Recall

Objective: 2.10 Explain social cognitive theory and discuss “observational learning,” “self-efficacy beliefs,” and “self-regulation.”

 

32) ________ decreases the probability of a behaviour by the application of a negative stimulus after that behaviour occurs. a. Punishment

1. Extinction
2. Negative reinforcement
3. Positive reinforcement
4. Modelling

 

Answer: a Diff: 1

Type: MC

Page Reference: 58

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

33) ________ increases the probability of a behaviour by the removal of a negative stimulus after that behaviour occurs. a. Punishment

1. Extinction
2. Negative reinforcement
3. Positive reinforcement
4. Modelling

 

Answer: c Diff: 1

Type: MC

Page Reference: 55

Skill: Recall

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

34) To reduce the probability of some unwanted behaviour we can use a. positive reinforcement.

2. negative reinforcement.
3. continuous reinforcement.
4. immediate reinforcement.

 

Answer: b Diff: 2

Type: MC

Page Reference: 58

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

35) Positive reinforcement ________ the probability of a behaviour by applying a ________ stimulus after that behaviour occurs. a. increases; nasty

1. increases; pleasant
2. decreases; pleasant
3. decreases; nasty
4. increases; neutral

 

Answer: b Diff: 2

Type: MC

Page Reference: 54

Skill: Recall

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

36) Which of the following statements concerning punishment is generally true? a. Punishment involves the same process as extinction.

1. Managers seldom use punishment to control organizational behaviour.
2. Punishment differs from negative reinforcement in that punishment removes a nasty stimulus following some behaviour.
3. While punishment signals which behaviours are inappropriate, it fails to illustrate correct behaviour.
4. Managers should punish subordinates in front of other employees to set an example.

 

Answer: d Diff: 3

Type: MC

Page Reference: 58

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

37) A manager who scolds her employees for being late with the hope that this will stop them from being late is using a. punishment.

1. negative reinforcement.
3. positive reinforcement.

 

Answer: a Diff: 2

Type: MC

Page Reference: 58

Skill: Applied

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

38) Persistent learning is best achieved through a. partial, delayed reinforcement.

1. continuous, immediate reinforcement.
2. partial, immediate reinforcement.
3. continuous, delayed reinforcement.

 

Answer: a Diff: 2

Type: MC

Page Reference: 57

Skill: Recall

Objective: 2.8 Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

 

39) ________ increase or maintain the probability of some response by their ________ the situation in question.

1. Positive reinforcers; removal from
2. Negative reinforcers; application or addition to
3. Positive reinforcers; application or addition to
4. Negative reinforcers; modelling of
5. Rewards; removal from

 

Answer: c Diff: 2

Type: MC

Page Reference: 54

Skill: Recall

Objective: 2.7 Explain “operant learning theory” and differentiate between positive and negative reinforcements.

 

40) In order to obtain the fastest acquisition of some response, reinforcement should be used

1. immediately and continuously.
2. immediately and partially.
3. after a long delay and continuously.
4. after a long delay and partially.
5. intermittently and cautiously.

 

Answer: a Diff: 2

Type: MC

Page Reference: 57

Skill: Recall

Objective: 2.8 Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

 

41) Managers should be especially careful in administering punishment because

1. over a long period of time, repeated punishment becomes positively reinforcing.
2. punishment has a tendency to provoke a strong emotional reaction on the part of the punished individual.
3. punishment usually has no impact on the behaviour they are trying to eliminate.
4. punishment will always lead to the emergence of other undesirable behaviours.
5. punishment must be administered in front of other employees, and this often results in lowered morale.

 

Answer: b Diff: 3

Type: MC

Page Reference: 59

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

42) Which of the following statements represents bad advice on administering punishment?

1. Punishment should start off with a very mild warning, gradually proceeding to stronger punishment if the offense continues.
2. The chosen punishment should be truly aversive to the individual being punished.
3. Punishment should be coupled with an indication of the correct behaviour in the situation.
4. Do not reward unwanted behaviours before or after punishment.
5. Do not inadvertently punish desirable behaviour.

 

Answer: a Diff: 2

Type: MC

Page Reference: 59

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

43) A manager realizes that her complaints about employee horseplay seem to encourage more horseplay. She resolves to ignore their horseplay in the future. In operant terms, what has she decided to do?

1. Positively reinforce proper work behaviour
2. Negatively reinforce horseplay
3. Extinguish horseplay
4. Punish horseplay
5. Model horseplay

 

Answer: c Diff: 2

Type: MC

Page Reference: 58

Skill: Applied

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

44) There are two strategies that can be used to reduce the probability of learned behaviour. They are

1. organizational behaviour modification and reinforcement.
2. extinction and punishment.
3. negative reinforcement and punishment.
4. negative reinforcement and extinction.
5. modelling and positive reinforcement.

 

Answer: b Diff: 1

Type: MC

Page Reference: 58

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

45) What is the most sensible strategy for administering punishment, as long as conditions permit?

1. Partially and immediately
2. Partially with delay
3. Continuously with delay
4. Continuously and immediately
5. Intermittently and cautiously

 

Answer: d Diff: 2

Type: MC

Page Reference: 59

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

46) The book described a company that posted a feedback chart in the workplace to indicate the percentage of safe behaviours observers noted every three days. Which of the following is not true about this practice?

1. It was an example of positive reinforcement.
2. It was an example of organizational behaviour modification.
3. It was an example of self-regulation.
4. The scheme was designed to improve safe working practices.
5. The posting of safe behaviours every three days is essentially a delayed, continuous reinforcement strategy.

 

Answer: c Diff: 3

Type: MC

Page Reference: 65

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

47) Stop reinforcement to ________ a behaviour. a. punish

1. extinguish
2. model
3. strengthen
4. learn

 

Answer: b Diff: 1

Type: MC

Page Reference: 58

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

48) The most difficult tactic for a manager to use effectively is a. positive reinforcement.

1. negative reinforcement.

 

Answer: c Diff: 2

Type: MC

Page Reference: 59

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

49) The process of self-regulation can include a. observation of models.

1. collection of self-observation data.
2. goal setting.
4. all of the above.

 

Answer: e Diff: 1

Type: MC

Page Reference: 64

Skill: Recall

Objective: 2.10 Explain social cognitive theory and discuss “observational learning,” “self-efficacy beliefs,” and “self-regulation.”

 

50) Which of the following represents the most effective punishment strategy? a. Continuous

1. Delayed
2. Partial
3. Intermittent
4. This question cannot be answered accurately as stated.

 

Answer: a Diff: 2

Type: MC

Page Reference: 59

Skill: Recall

Objective: 2.9 Distinguish between “extinction” and “punishment” and explain how to use punishment effectively.

 

51) To make behaviour most resistant to extinction, it should be learned under __________ reinforcement. a. continuous and delayed

1. continuous and immediate
2. partial and delayed
3. partial and immediate
4. negative

 

Answer: c Diff: 2

Type: MC

Page Reference: 57

Skill: Recall

Objective: 2.8 Explain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement.

 

52) In the text, observational learning is described as a process of a. reinforcing others.

1. punishing others.
2. imitating others.
3. showing others.
4. managing others.

 

Answer: c Diff: 1

Type: MC

Page Reference: 61

Skill: Recall

Objective: 2.10 Explain social cognitive theory and discuss “observational learning,” “self-efficacy beliefs,” and “self-regulation.”

 

53) According to the ________ approach, organizational behaviour is a function of both dispositions and the situation.  a. personality

1. interactionist
2. operant learning
3. social cognitive
4. contingency

 

Answer: b Diff: 1

Type: MC

Page Reference: 45

Skill: Recall

Objective: 2.2 Describe the dispositional, situational, and interactionist approaches to organizational behaviour and trait activation theory.

 

54) If an organization decides to change the characteristics of work tasks in order to improve employee satisfaction and performance, what approach to organizational behaviour are they following? a. dispositional approach

1. personality approach
2. situational approach
3. interactionist approach
4. operant learning approach

 

Answer: c Diff: 2

Type: MC

Page Reference: 45

Skill: Applied

Objective: 2.2 Describe the dispositional, situational, and interactionist approaches to organizational behaviour and trait activation theory.

 

55) If an organization decides to use personality tests in the hiring of employees in order to improve employee satisfaction and performance, what approach to organizational behaviour are they following? a. dispositional approach

1. situational approach
2. interactionist approach
3. testing approach
4. military approach

 

Answer: a Diff: 2

Type: MC

Page Reference: 45

Skill: Applied

Objective: 2.2 Describe the dispositional, situational, and interactionist approaches to organizational behaviour and trait activation theory.

 

56) Which of the following is the most widely accepted perspective within organizational behaviour?

1. The five-factor approach
2. The dispositional approach
3. The situational approach
4. The interactionist approach
5. The personality approach

 

Answer: d Diff: 1

Type: MC

Page Reference: 45

Skill: Recall

Objective: 2.2 Describe the dispositional, situational, and interactionist approaches to organizational behaviour and trait activation theory.

 

57) Which of the following is related to the probability of obtaining employment? a. Extraversion

1. Emotional stability
2. Agreeableness
3. Conscientiousness
4. Openness to experience

 

Answer: d Diff: 2

Type: MC

Page Reference: 48

Skill: Recall

Objective: 2.3 Discuss the Five-Factor Model of personality.

 

58) According to behavioural plasticity theory,

1. people with high self-esteem are more likely to benefit from external and social influences.
2. people with low self-esteem are more susceptible to external and social influences.
3. people’s self-esteem can easily be changed in response to external and social influences.
4. people’s behaviour will only change when their self-esteem is threatened.
5. the best way to change people’s behaviour is to use external and social influence.

 

Answer: b Diff: 2

Type: MC

Page Reference: 50

Skill: Recall

Objective: 2.4 Describe and discuss the consequences of “locus of control,” “selfmonitoring,” and “self-esteem.”

 

59) Which of the following is an emotional disposition that predicts people’s general emotional tendencies?

1. General self-efficacy
2. Self-esteem
3. Proactive personality
4. Positive affectivity
5. Locus of control

 

Answer: d Diff: 2

Type: MC

Page Reference: 51

Skill: Recall

Objective: 2.5 Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations and their consequences.

 

60) A person who is relatively unconstrained by situational forces and acts to change and influence the environment has what kind of personality? a. High self-esteem

1. Internal locus of control
2. Proactive personality
3. Positive affect
4. General self-efficacy

 

Answer: c

Diff: 2

Type: MC

Page Reference: 52

Skill: Recall

Objective: 2.5 Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations and their consequences.

 

61) Which of the following is an example of a motivational trait? a. Positive affectivity

1. Self-esteem
2. Core self-evaluations
3. Emotional stability
4. General self-efficacy

 

Answer: e Diff: 2

Type: MC

Page Reference: 52

Skill: Recall

Objective: 2.5 Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations and their consequences.

 

62) Which one of the dimensions of the five-factor model of personality is also one of the traits of core self-evaluations? a. Extraversion

1. Emotional stability
2. Agreeableness
3. Conscientiousness
4. Openness to experience

 

Answer: b Diff: 2

Type: MC

Page Reference: 46

Skill: Recall

Objective: 2.5 Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations and their consequences.

 

63) Which of the following is not one of the traits of core self-evaluations? a. General self-efficacy

1. Self-esteem
2. Locus of control
3. Neuroticism
4. Negative affectivity

 

Answer: e Diff: 2

Type: MC

Page Reference: 52

Skill: Recall

Objective: 2.5 Discuss positive and negative affectivity, proactive personality, general self-efficacy, and core self-evaluations and their consequences.

 

64) Which of the following best describes the effects of organizational behaviour modification on task performance?

1. The effects are strongest in service organizations.
2. The effects are strongest in military organizations.
3. The effects are strongest in manufacturing organizations.
4. The effects are the same in all organizations.
5. It depends on the type of positive reinforcement used.

 

Answer: c Diff: 3

Type: MC

Page Reference: 66

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

65) Which of the following most accurately indicates the forms of positive reinforcement that have been found to be effective for organizational behaviour modification? a. Money and feedback but not social recognition

1. Money and social recognition but not feedback
2. Social recognition and feedback but not money
3. Only money
4. Money, feedback, and social recognition

 

Answer: e Diff: 2

Type: MC

Page Reference: 66

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

66) Which of the following is a key part of an employee recognition program? a. The type of award

1. The amount of financial reward
2. Public acknowledgement
3. The fairness of the program
4. The type of recognition

 

Answer: c Diff: 2

Type: MC

Page Reference: 66

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

67) What are the components of career development? a. Career planning and career management

1. Career choice and career planning
2. Career decision making and career management
3. Career planning and career decision making
4. Career management and career advancement

 

Answer: a Diff: 2

Type: MC

Page Reference: 69

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

68) One of the most widely used and effective methods of training is a. organizational behaviour modification.

1. self-regulation training.
2. behaviour modelling training.
3. self-efficacy training.
4. social cognitive training.

 

Answer: c Diff: 1

Type: MC

Page Reference: 68

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

69) Research on behaviour modelling training has concluded that it has a positive effect on

1. learning and skills.
2. learning only.
3. learning and behaviour.
4. learning, skills, and behaviour.
5. learning and behaviour.

 

Answer: d Diff: 2

Type: MC

Page Reference: 68

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and development programs, and career development.

 

70) The effects of behaviour modelling training are greatest when a. trainees are instructed to set goals.

1. rewards and sanctions are used in the work environment.
2. trainees are instructed to set goals and rewards and sanctions are used in the work environment.
3. trainees are instructed to set goals and rewards are used in the work environment.
4. trainees are instructed to set goals and sanctions are used in the work environment.

 

Answer: c Diff: 3

Type: MC

Page Reference: 68

Skill: Recall

Objective: 2.11 Describe the following organizational learning practices: organizational behaviour modification, employee recognition programs, training and dev