OB Practice
A) Genealogy
B) Talent
C) Skill
D) Personality
E) Knowledge
Competency One – Individual Behavior Ch 5-7
A) Introverted
B) Perceiving
C) Solitary
D) Brooder
E) Extroverted
Competency One – Individual Behavior Ch 5-7
A) An individual’s personality is determined by the social background one is brought up in.
B) An individual’s personality is determined by molecular structure of the genes.
C) An individual’s personality is influenced by the economic settings he is surrounded by.
D) A person’s personality traits are created by the company he keeps i.e., his friends and family.
E) A person’s personality traits are largely influenced by global trends and characteristics.
Competency One – Individual Behavior Ch 5-7
A) Extroversion
B) Agreeableness
C) Conscientiousness
D) Emotional Stability
E) Openness to experience
Competency One – Individual Behavior Ch 5-7
A) They are committed to their goals and set ambitious goals.
B) They view themselves as powerless over their environment.
C) They tend to question their capabilities and capacities.
D) They lack persistence to achieve goals.
E) They tend to be disliked by superiors and co-workers.
Competency One – Individual Behavior Ch 5-7
A) They give high importance to achievement and material success.
B) They rate highest in friendship and pleasure on the RVS.
C) They are more questioning and entrepreneurial than the other generations.
D) They lead lives shaped mainly by globalization.
E) They give the highest importance to flexibility and life options.
Competency One – Individual Behavior Ch 5-7
A) They react passively to situations.
B) They tend to display their true dispositions and attitudes in every situation.
C) They tend to be selfish and exploitative and believe others exist for their benefit.
D) They are more likely than others to be seen as leaders.
E) They are narcissistic in nature and require constant admiration.
Competency One – Individual Behavior Ch 5-7
A) They are void of a judgmental element.
B) They are invariably fluid and flexible in nature.
C) They have content and intensity attributes.
D) They never change irrespective of external factors.
E) They are always established in a person’s later years.
Competency One – Individual Behavior Ch 5-7
A) economic success
B) social recognition
C) personal discipline
D) world peace
E) meaning in life
Competency One – Individual Behavior Ch 5-7
A) An employee is late to work because of a punctured tire.
B) An employee postpones a meeting because he overslept.
C) An employee was fired because he violated a company policy.
D) An employee was promoted when he achieved more than the assigned objectives.
E) An employee closed a sale with an important corporate client because of his excellent negotiation skills.
Competency One – Individual Behavior Ch 5-7
A) low on distinctiveness
B) low on adaptability
C) low on consistency
D) high on stability
E) low on consensus
Competency One – Individual Behavior Ch 5-7
A) confirmation bias
B) attribution theory
C) self-fulfilling prophecy
D) bandwagon effect
E) contrast effect
Competency One – Individual Behavior Ch 5-7
A) It takes into consideration the limited information-processing capability of individuals.
B) It involves constructing simplified models without capturing all their complexity.
C) It deals with satisficing decisions by seeking solutions that are satisfactory and sufficient.
D) It assumes that an individual is able to identify all relevant options in an unbiased manner.
E) It is an unconscious decision-making process created from distilled experience.
Competency One – Individual Behavior Ch 5-7
A) bounded rationality
B) active selection
C) incremental decision making
D) optimal decision making
E) intuitive decision making
Competency One – Individual Behavior Ch 5-7
A) anchoring
B) distinction
C) impact
D) confirmation
E) omission
Competency One – Individual Behavior Ch 5-7
A) self-serving bias
B) availability
C) impact
D) distinction
E) hindsight
Competency One – Individual Behavior Ch 5-7
A) She will let her employees choose their own goals.
B) She will trust her employees to use their discretion in most matters.
C) She will strictly control all the details of any project she is managing.
D) She will delegate authority extensively to junior managers.
E) She will empower her subordinates.
Competency One – Individual Behavior Ch 5-7
Which of these five employees is most suitable for handling your responsibilities when you are on a vacation?
A) Doug B) Joe C) Sarah D) Tim E) Mary
Competency One – Individual Behavior Ch 5-7
A) safety
B) physiological
C) social
D) esteem
E) psychological
Competency One – Individual Behavior Ch 5-7
A) there exists a hierarchy of needs within every human being, and as each need is satisfied, the next one becomes dominant
B) most employees inherently dislike work and must therefore be directed or even coerced into performing it
C) employees view work as being as natural as rest or play, and therefore learn to accept, and even seek, responsibility
D) the aspects that lead to job satisfaction are separate and distinct from those that lead to job dissatisfaction
E) achievement, power, and affiliation are three important needs that help explain motivation
Competency One – Individual Behavior Ch 5-7
A) self-serving theory
B) motivation-hygiene theory
C) two-factor theory
D) self-determination theory
E) goal setting theory
Competency One – Individual Behavior Ch 5-7
A) Goal commitment is more likely when individuals have an external locus of control.
B) Externally generated feedback is more powerful than self-generated feedback.
C) Generalized goals produce a higher level of output as compared to specific goals.
D) People do better when they get feedback on how well they are progressing toward their goals.
E) Assigned goals generate greater goal commitment in low rather than high power-distance cultures.
A) arousal
B) vicarious modeling
C) verbal persuasion
D) enactive mastery
E) cognitive learning
Competency One – Individual Behavior Ch 5-7
A) conclusion
B) reinforcer
C) goal
D) objective
E) referent
Competency One – Individual Behavior Ch 5-7
A) He will reduce the amount of work that he does on a daily basis.
B) He will compare his earnings to those of another group of employees.
C) He will increase his productivity and/or the overall quality of his work.
D) He will seek a position within the company commensurate with his pay.
E) He will begin to look for a position outside of the company.
Competency One – Individual Behavior Ch 5-7
A) stipulation of expected behaviors by the organization
B) predetermined designation of tasks of members.
C) pursuit of particular organizational goals.
D) fulfillment of the need for social contact
E) creation of timelines and rationale
Competency Two – Group Development Ch 9, 14
A) uncertainty about the purpose, structure, and leadership of the group
B) pride in the accomplishments of the group
C) strong feelings of group identity among members of the group
D) cohesiveness and close relationships among members of the group
E) intragroup conflict within the group
Competency Two – Group Development Ch 9, 14
A) storming
B) norming
C) inertia
D) forming
E) performing
Competency Two – Group Development Ch 9, 14
A) similarity
B) role expectation
C) diversity
D) dispersion of responsibility
E) uncertainty reduction
Competency Two – Group Development Ch 9, 14
A) reference
B) appearance
C) organizational
D) social arrangement
E) performance
Competency Two – Group Development Ch 9, 14
A) reference group
B) organizational group
C) control group
D) nominal group
E) intervention group
Competency Two – Group Development Ch 9, 14
A) contribution to goals
B) talent
C) personality
D) ability to conform to group norms
E) control over the resources needed by the group
Competency Two – Group Development Ch 9, 14
A) increasing the rewards the group is given if it succeeds
B) increasing the amount by which the group’s progress is monitored
C) ensuring that individual contributions to the group’s outcome are identified
D) increasing the size of the group
E) increasing the group’s workload
Competency Two – Group Development Ch 9, 14
A) increased pace of decision making
B) increased ambiguous responsibility
C) increased diversity of views
D) increased conformity pressures
E) increased dispersion of accountability
Competency Two – Group Development Ch 9, 14
A) Assertiveness
B) Social dominance
C) Authoritativeness
D) Cohesiveness
E) Diversity
Competency Two – Group Development Ch 9, 14
A) increasing the group size
B) encouraging group leaders to develop a stronger sense of group identity
C) preventing all team members from engaging in a critical evaluation of ideas at the beginning
D) asking the group members to first focus on the positives of an alternative rather than the negatives
E) seeking input from employees before the group leader presents his opinions
Competency Two – Group Development Ch 9, 14
A) reference groups
B) nominal groups
C) brainstorming
D) interacting groups
E) in-group
Competency Two – Group Development Ch 9, 14
A) group members view themselves in better light when compared to members of the out-group
B) group members tend to exaggerate the initial positions they hold when discussing a given set of alternatives and arriving at a solution
C) group members notice and emphasize identities that reflect how different they are from other groups
D) group members tend to prefer and endorse the products, ideas, and aspects of someone else’s culture over their own
E) group members fail to express alternative opinions and deviant views under the influence of the norm for consensus.
Competency Two – Group Development Ch 9, 14
A) necessary and improves creativity of a group
B) healthy and improves productivity
C) rational and cannot be avoided
D) natural and helps generate discussion
E) harmful and must be avoided
Competency Two – Group Development Ch 9, 14
A) kept low
B) subject to managerial control
C) kept at moderate levels
D) kept high
E) kept at moderate-to-high levels
Competency Two – Group Development Ch 9, 14
A) potential opposition
B) cognition and personalization
C) intentions
D) behavior
E) reaction and transference
Competency Two – Group Development Ch 9, 14
A) Collaborating
B) Competing
C) Accommodating
D) Avoiding
E) Compromising
Competency Two – Group Development Ch 9, 14
A) collaborating
B) avoiding
C) compromising
D) competing
E) accommodating
Competency Two – Group Development Ch 9, 14
A) expansion of resources
B) compromise
C) bringing in outsiders
D) exercising authoritative command
E) problem solving
Competency Two – Group Development Ch 9, 14
A) provides a medium to release tension
B) reduces group cohesiveness
C) fosters an environment of self-evaluation
D) provides a means for expressing frustration
E) leads to change
Competency Two – Group Development Ch 9, 14
A) A work group performs at a level greater than the sum of its inputs from individual members.
B) A work group consists of members having complementary skills that are applied in a coordinated fashion to the task at hand.
C) A work group interacts primarily to share information, rather than to engage in work that requires joint effort.
D) A work group consists of members who work together and generate positive synergy through coordinated effort.
E) A work group involves individual and mutual accountability regarding results and outcomes.
Competency Three – Teams and Team Building Ch 10
A) enhancing team efficacy
B) improving collective performance
C) sharing relevant information
D) inculcating a climate of trust
E) generating positive synergy
Competency Three – Teams and Team Building Ch 10
A) cross-functional
B) problem-solving
C) virtual
D) independent
E) self-managed
Competency Three – Teams and Team Building Ch 10
A) generating neutral synergy among all employees of the team
B) eliminating the need for mutual accountability for results
C) developing the various team member’s skills such that they are random and varied
D) generating a potential for creating greater outputs without increasing inputs
E) ensuring that the mere accumulation of individual efforts is used for group work
Competency Three – Teams and Team Building Ch 10
A) Work teams are rarely used in organizations today.
B) Work teams involve members of random and varied skill sets.
C) Work teams are generally less flexible than traditional departments.
D) Work teams are less responsive to changes in the internal and external environment of the company.
E) Work teams generate positive synergy through coordinated effort.
Competency Three – Teams and Team Building Ch 10
A) problem-solving
B) self-managed work
C) cross-functional
D) traditional
E) departmental
Competency Three – Teams and Team Building Ch 10
A) internal, external, and peripheral factors
B) cardinal, central, and secondary factors
C) standard, segregated, and advanced factors
D) basic, functional, and strategic factors
E) context, composition, and process factors
Competency Three – Teams and Team Building Ch 10
A) adequate resources
B) performance evaluations
C) team structure
D) climate of trust
E) leadership
Competency Three – Teams and Team Building Ch 10
A) type A and type B
B) perfectionism and rule consciousness
C) introversion and reflexivity
D) reflexivity and submissiveness
E) conscientiousness and openness to experience
Competency Three – Teams and Team Building Ch 10
A) A team’s performance is merely the summation of its individual members’ abilities.
B) High-ability teams find it hard to adapt to changing situations.
C) Agreeableness is the only personality dimension that aids the ability to work in groups.
D) In successful teams, members should be selected to ensure all the various roles are filled.
E) A high-ability team will function well irrespective of the deficits in the abilities of the leader.
Competency Three – Teams and Team Building Ch 10
A) increased employee satisfaction
B) decreased level of conflicts
C) higher employee motivation
D) higher employee turnover
E) higher team efficacy
Competency Three – Teams and Team Building Ch 10
A) The most effective teams have twelve to fifteen members.
B) When teams have excess members, cohesiveness declines.
C) As team size increases, social loafing decreases.
D) When teams have excess members, mutual accountability increases.
E) Members of large teams coordinate work better when pressed for time.
Competency Three – Teams and Team Building Ch 10
A) Organizational demography
B) Role conflict
C) Social loafing
D) Multitasking
E) Profit-sharing
Competency Three – Teams and Team Building Ch 10
A) conformity
B) demography
C) uncertainty
D) reflexivity
E) diversity
Competency Three – Teams and Team Building Ch 10
A) plan a team outing for the team members
B) create team goals that are very challenging
C) spend considerable time evaluating team members and allocating proper roles for each
D) make sure that his team is not comprised of more than nine people
E) provide client’s software and database training for all the team members
Competency Three – Teams and Team Building Ch 10
A) task conflicts
B) disciplinary conflicts
C) relationship conflicts
D) resource allocation conflicts
E) discriminatory conflicts
Competency Three – Teams and Team Building Ch 10
A) task conflicts
B) gainsharing
C) retaliating
D) process gains
E) social loafing
Competency Three – Teams and Team Building Ch 10
A) congruent mental models
B) reflexivity
C) specific goals
D) task conflicts
E) relationship conflicts
Competency Three – Teams and Team Building Ch 10
A) Two of the branches of “Mint” were located in the suburbs, while the other three outlets were located in busy areas and witnessed more customers.
B) The team members had skills that were complementary to each other and added value to the project.
C) Typically, these managers viewed each other as competition as Diane only rewarded the highest earning outlet with incentives.
D) The team members had high levels of affective commitment to their jobs as Diane was a good leader.
E) The team members were clear about their duties and role ambiguity was minimal.
*She needed to reward the group as a whole not just the highest earner.
Competency Three – Teams and Team Building Ch 10
A) reflexive
B) independent
C) individualistic
D) autonomous
E) interdependent
Competency Three – Teams and Team Building Ch 10
A) work activities are organized around teams rather than individuals
B) employees are encouraged to be innovative and take risks
C) management focuses on results or outcomes rather than on the techniques and processes used to achieve them
D) management decisions take into consideration the effect of outcomes on people within the organization
E) organizational activities emphasize maintaining the status quo in contrast to growth
Competency Four – Organizational Culture Ch 16
A) Job satisfaction is immeasurable, whereas organizational culture is measurable.
B) Job satisfaction depends upon the level of “power distance” in the country but organizational culture does not.
C) Organizational culture is static, whereas job satisfaction is dynamic.
D) Job satisfaction depends on the structure of the organization but organizational culture does not.
E) Organizational culture is descriptive, whereas job satisfaction is evaluative.
Competency Four – Organizational Culture Ch 16
A) core values
B) foundational traits
C) institutional traits
D) shared values
E) unique values
Competency Four – Organizational Culture Ch 16
A) low employee satisfaction
B) high absenteeism
C) low employee turnover
D) low behavioral control resulting from the climate within the organization
E) low organizational commitment
Competency Four – Organizational Culture Ch 16
A) Employees organized in teams always show greater allegiance to the values of the organization as a whole than to their team and its values.
B) Culture acts as a control mechanism and guides the behavior of employees.
C) In a virtual organization a strong culture can be established quickly and easily.
D) Today’s trend toward decentralized organizations makes it is easier to establish a strong culture.
E) Cultures reduce the stability of the social system in an organization.
Competency Four – Organizational Culture Ch 16
A) the organization is highly centralized
B) the employees of the organization are highly skilled
C) the organization scores low on the degree of formalization
D) the organization’s environment is dynamic
E) the organization’s management is highly efficient
Competency Four – Organizational Culture Ch 16
A) hiring candidates who fit well within the organization
B) rewarding conformity
C) developing performance evaluation criteria
D) socializing the new employees
E) establishing and enforcing norms
Competency Four – Organizational Culture Ch 16
A) ensuring a proper match of personal and organizational values
B) socializing new applicants in the pre-hiring phase
C) establishing norms that filter down through the organization
D) providing a framework for metamorphosis of new hires
E) properly rewarding employees’ initiatives
Competency Four – Organizational Culture Ch 16
A) metamorphosis
B) prearrival
C) post-arrival
D) encounter
E) post-encounter
Competency Four – Organizational Culture Ch 16
A) institutionalization
B) formalization
C) socialization
D) centralization
E) social support
Competency Four – Organizational Culture Ch 16
A) decentralization
B) organizational climate
C) high departmentalization
D) low formalization
E) high work specialization
Competency Four – Organizational Culture Ch 16
A) rituals
B) corporate chants
C) material symbols
D) stories
E) organizational charts
Competency Four – Organizational Culture Ch 16
A) company policies
B) business strategies
C rituals
D) material symbols
E) stories
Competency Four – Organizational Culture Ch 16
A) autocracy
B) equality
C) rigidity
D) formalization
E) competitiveness
Competency Four – Organizational Culture Ch 16
A) is low in risk tolerance
B) is high in aggressiveness
C) focuses only on outcomes
D) takes a short-term perspective
E) balances the rights of multiple stakeholders
Competency Four – Organizational Culture Ch 16
A) individual vitality and growth
B) the significance of highly centralized management
C) the use of rituals in transmitting organizational culture
D) the use of negative reinforcement and punishment
E) organizational standardization and institutionalization
Competency Four – Organizational Culture Ch 16
A) building on organization strengths
B) using narrow spans of control
C) rewarding more than punishing
D) emphasizing individual vitality and growth
E) creating loose management oversight
Competency Four – Organizational Culture Ch 16
A) by discussing politics frequently
B) by listening more
C) by talking in a high tone of voice
D) by speaking quickly
E) by indulging in frequent discussions about religion
Competency Four – Organizational Culture Ch 16
A) dominant culture
B) fundamental mechanism
C) workplace spirituality
D) outcome orientation
E) subculture
Competency Four – Organizational Culture Ch 16
A) Organizations can safely ignore local culture while establishing its operation in another country.
B) Most U.S. managers do not view profit maximization as a moral obligation.
C) Organizational cultures rarely reflect national culture.
D) Generally, U.S. managers see bribery, nepotism, and favoring personal contacts as highly unethical.
E) As compared to managers in the United States, managers in developing economies are less likely to see ethical decisions as embedded in a social environment.
Competency Four – Organizational Culture Ch 16
A) the special relationship that leaders establish with a small group of their followers
B) the way the leader makes decisions
C) the match between the leader’s style and the degree to which the situation gives the leader control
D) the personal qualities and characteristics that differentiate leaders from nonleaders
E) the extent to which followers are willing and able to accomplish a specific task
Competency Five: Leadership Ch 12, 1
A) conscientiousness
B) empathy
C) optimism
D) introversion
E) perfectionism
Competency Five: Leadership Ch 12, 1
A) employee oriented
B) high in initiating structure
C) high in consideration
D) low in task orientation
E) relationship oriented
Competency Five: Leadership Ch 12, 1
A) task oriented
B) production oriented
C) low in relationship orientation
D) high in consideration
E) low in trust propensity
Competency Five: Leadership Ch 12, 1
A) consideration-based
B) support-oriented
C) production-oriented
D) person-oriented
E) employee-oriented
Competency Five: Leadership Ch 12, 1
A) the followers are able and willing
B) a leader is task or relationship-oriented
C) the members are in the in-group or out-group
D) employees prefer servant leadership over situational leadership
E) the leader is high on the dimension of conscientiousness
Competency Five: Leadership Ch 12, 1
A) an individual’s leadership style is essentially fixed
B) an individual is constantly striving to develop a more productive style
C) an individual’s leadership is primarily determined by the the features of the followers
D) an individual’s leadership style can be altered much like his/her personality traits
E) an individual’s leadership style must be task oriented to be effective
Competency Five: Leadership Ch 12, 1
A) Big Five personality model
B) behavioral theories
C) Fiedler contingency model
D) laissez-faire leadership
E) situational leadership theory
Competency Five: Leadership Ch 12, 1
A) The theory considers leadership to be a set of attributes ascribed to leaders by followers.
B) The theory proposes only a passive and supportive role for leaders.
C) The theory considers removing obstacles to be a component of effective leadership.
D) The theory proposes that leaders must work closely with followers throughout.
E) The path-goal theory represents a laissez-faire approach to leadership.
Competency Five: Leadership Ch 12, 1
A) laissez-faire
B) individualized consideration
C) contingent reward
D) micromanagement
E) management by exception (active and passive)
Competency Five: Leadership Ch 12, 1
A) transformational
B) transactional
C) charismatic
D) laissez-faire
E) employee-oriented
Competency Five: Leadership Ch 12, 1
A) path-goal theory
B) attribution theory
C) behavioral theories
D) trait theories
E) servant leadership perspective
Competency Five: Leadership Ch 12, 1
A) Substitutes are factors and conditions that replace formal leadership.
B) Organizations cannot provide any substitutes for leadership.
C) Substitutes are clearly distinguishable from neutralizers.
D) Substitutes increase the levels of identification-based trust.
E) Substitutes enhance the need for leader’s support or ability to create structure.
Competency Five: Leadership Ch 12, 1
A) Neutralizers
B) Hygiene factors
C) Vision and charisma
D) Mentors
E) Catalysts
Competency Five: Leadership Ch 12, 1
A) management by exception (active)
B) contingent reward
C) management by exception (passive)
D) individualized consideration
E) laissez-faire
Competency Five: Leadership Ch 12, 1
A) Consideration
B) Trust
C) Support
D) Empathy
E) Respect
Competency Five: Leadership Ch 12, 1
A) leader
B) liaison
C) disseminator
D) spokesperson
E) negotiator
Competency Five: Leadership Ch 12, 1
A) Assistants
B) Managers
C) Secretaries
D) Interns
E) Apprentices
Competency Five: Leadership Ch 12, 1
A) It involves the study of groups of people coming together for collective bargaining.
B) It involves the study of what people do in a company and how it affects the company’s output.
C) It involves analyzing different people in an industry with independent profit-centered motives.
D) It involves developing exclusively the knowledge of managers and senior -level employees.
E) It is a field which is not influenced by factors in the external world.
Competency Five: Leadership Ch 12, 1
A) task performance, productivity, tenure
B) productivity, efficiency, absenteeism
C) task performance, citizenship, counterproductivity
D) citizenship, counterproductivity, personality
E) leadership, knowledge, efficiency
Competency Six – Performance Evaluation Ch 13, 17
A) traits
B) task outcomes
C) behaviors
D) personality
E) technical skills
Competency Six – Performance Evaluation Ch 13, 17
A) BARS
B) The critical incident method
C) An assessment center evaluation
D) Forced comparison
E) Likert analysis
Competency Six – Performance Evaluation Ch 13, 17
A) critical incidents
B) 360-degree evaluation
C) assessment center
D) multiperson comparisons
E) downward evaluation
Competency Six – Performance Evaluation Ch 13, 17
A) the employees generally receive poor ratings
B) the evaluator’s writing skills become the determining factor of the evaluation
C) the employees are more likely to become motivated to achieve their goals
D) the focus of the evaluation will center on key behaviors
E) the cost of the evaluation is likely to be incredibly high for the organization
Competency Six – Performance Evaluation Ch 13, 17
A) Individual
B) Group order
C) Paired
D) Fractional
E) Percentile
Competency Six – Performance Evaluation Ch 13, 17
A) selective evaluation
B) due process
C) multiple raters
D) selective retention
E) counterproductivity
Competency Six – Performance Evaluation Ch 13, 17
A) lie outside of an individual’s specified job requirements
B) are counterproductive to individual goals
C) are seen only in large organizations
D) are sanctioned by organizational leaders
E) are expected as part of each job requirement
Competency Six – Performance Evaluation Ch 13, 17