ORGB 2nd Edition By Debra Nelson – Test Bank
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Sample Questions
CHAPTER 4—ATTITUDES, EMOTIONS, AND ETHICS
MULTIPLE CHOICE
1. In
managing organizational behavior, the importance of attitudes:
|
a. |
is determined by
observation |
|
b. |
rests with understanding non-productive
behavior |
|
c. |
lies in their link to
behavior |
|
d. |
can be assessed from
observing non-work behavior |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 55
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Attitudes MSC: K&C
2. An
individual’s psychological tendency expressed by evaluating an entity with some
degree of favor or disfavor reflects:
|
a. |
an attitude |
|
b. |
one’s mood |
|
c. |
values |
|
d. |
beliefs |
ANS:
A
PTS:
1
DIF:
Easy
REF: p. 55
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Attitudes MSC: K&C
3. All
of the following are indications of affect except:
|
a. |
he believes that young
employees are error prone |
|
b. |
she dislikes eating lunch
in the company cafeteria |
|
c. |
he prefers group discussion |
|
d. |
she likes the new phone
system |
ANS:
A
PTS: 1
DIF: Moderate
REF: p. 55
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The ABC
Model
MSC: appl.
4. Asking
an employee whether he or she would use a new computer software package is an
attempt to determine:
|
a. |
affect |
|
b. |
cognition |
|
c. |
dissonance reduction |
|
d. |
behavioral intent |
ANS: D
See also Table 4.1.
PTS:
1
DIF: Moderate
REF: p. 55-56
OBJ: 1
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP: The ABC
Model
MSC: appl.
5. An
individual does not have an attitude until he or she responds to an entity on
a:
|
a. |
personal, cognitive, and
behavioral basis |
|
b. |
cognitive, interactive, and
behavioral basis |
|
c. |
behavioral, affective, and
interactive, basis |
|
d. |
cognitive, behavioral, and
affective basis |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 55-56
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The ABC
Model
MSC: K&C
6. When
one’s attitudes and required job behavior conflict, __________ may develop.
|
a. |
affect |
|
b. |
attitude consonance |
|
c. |
behavioral tendency |
|
d. |
cognitive dissonance |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 56
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The ABC Model
MSC: K&C
7. Attitudes
are learned and two major influences include:
|
a. |
repeated behavior and
affect |
|
b. |
direct experience and
social learning |
|
c. |
cognitive dissonance and
negative affectivity |
|
d. |
random behavior modeling
and unconscious motivation |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 56
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attitude Formation
MSC: K&C
8. A
major reason why attitudes derived from direct experience are so powerful is
because:
|
a. |
they become a heuristic to
assist in decision making |
|
b. |
they are easily accessed
and are active in our cognitive processes |
|
c. |
they are accessible through
the left part of the brain which is more intuitive |
|
d. |
of the behavioral intention
component of an attitude |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 56
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attitude
Formation
MSC: K&C
9. When
one’s attitudes and required job behavior conflict, __________ may develop.
|
a. |
affect |
|
b. |
attitude consonance |
|
c. |
behavioral tendency |
|
d. |
cognitive dissonance |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 56
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attitudes and
Behavior
MSC: K&C
10. If a
salesperson is required to sell a defective TV set but believes this act to be
unethical, he or she would:
|
a. |
not engage in the act |
|
b. |
experience the discomfort
of cognitive dissonance |
|
c. |
need to be at Kohlberg’s
5th level of cognitive development in order to resolve the conflict between
attitudes and behavior |
|
d. |
reexamine his or her
behavioral intention |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 56
OBJ:
1
NAT: AACSB Analytic | Individual Dynamics
TOP: Attitudes and
Behavior
MSC: appl.
11. Which
of the following is not an important aspect or process of modeling?
|
a. |
The learner must focus attention
on the model. |
|
b. |
The model must not be aware
of the learner’s presence. |
|
c. |
The learner must retain,
accept, and/or stamp in what was observed for the model. |
|
d. |
The learner must practice
the model’s behavior. |
ANS: B
PTS:
1
DIF: Moderate
REF: p. 57
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attitude
Formation
MSC: K&C
12. In
social learning, the family, peer group, religious organizations, and culture
shape an individual’s attitudes in a(n):
|
a. |
direct manner |
|
b. |
indirect manner |
|
c. |
reciprocal manner |
|
d. |
parallel manner |
ANS:
B
PTS:
1
DIF: Easy
REF: p. 57
OBJ:
2
NAT: AACSB Reflective Thinking | Group Dynamics
TOP: Attitude
Formation
MSC: K&C
13. Assume
you are a supervisor and you strongly endorse keeping an open line of communication
with your employees, you always keep your office door open and you instruct
your secretary to not screen phone calls from employees. These conditions
include:
|
a. |
attitude specificity |
|
b. |
cognitive dissonance |
|
c. |
little connection between attitudes
and appropriate behavior |
|
d. |
non-compliance with social
constraints |
ANS:
A
PTS:
1
DIF:
Hard
REF: p. 58
OBJ:
2
NAT: AACSB Analytic | Individual Dynamics
TOP: Attitudes and
Behavior
MSC: appl.
14. Which
of the following is NOT one of the five things the attitude-behavior
correspondence depends upon?
|
a. |
attitude specificity |
|
b. |
attitude relevance |
|
c. |
social constraints |
|
d. |
the experimental model used
to test the relationship |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 58
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attitudes and Behavior
MSC: S&E
15. If an
individual from a country holds a negative attitude towards women in management
because of a cultural belief system, but does not reflect behavior consistent
with that attitude in a group, the link between the attitude-behavior is
probably weak because:
|
a. |
the measurement timing is
poor |
|
b. |
of social constraints |
|
c. |
the individual is a low
self-monitor |
|
d. |
of low attitude relevance |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 58
OBJ:
2
NAT: AACSB Analytic | Individual Dynamics
TOP: Attitudes and
Behavior
MSC: appl.
16. A
pleasurable or positive emotional state resulting from the appraisal of one’s
job or job experiences reflects:
|
a. |
job involvement |
|
b. |
job satisfaction |
|
c. |
loyalty |
|
d. |
job morale |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 58
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
17. According
to considerable research, the relationship between job satisfaction and job
performance is:
|
a. |
strong and direct |
|
b. |
strong and negative |
|
c. |
modest |
|
d. |
positive for women and
negative for men |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 59
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
18. The
JDI measures:
|
a. |
job performance |
|
b. |
attitude specificity |
|
c. |
employee absenteeism |
|
d. |
job satisfaction |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 59
OBJ: 3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
19. Job
satisfaction and employee performance are likely to be positively related when:
|
a. |
pay is linked to attendance |
|
b. |
non-participative
techniques are used |
|
c. |
rewards are valued by
employees and are tied directly to performance |
|
d. |
employee turnover is high |
ANS:
C
PTS:
1
DIF: Hard
REF: p. 59
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
20. Job
satisfaction has been shown to be related to organizational citizenship, which
is:
|
a. |
the tendency to exhibit
strong ethical behavior |
|
b. |
behavior that is above and
beyond the call of duty in behalf of the organization |
|
c. |
loyalty to the organization |
|
d. |
the tendency to look for
the positive within organizations |
ANS: B
PTS:
1
DIF:
Easy
REF: p. 59
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
21. Employees
working for Aplus.net came to work during massive wildfires that swept through
California in 2003, even though some of their own homes were threatened. This
is an example of:
|
a. |
affective commitment |
|
b. |
continuance commitment |
|
c. |
organizational citizenship |
|
d. |
organizational involvement |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 59
OBJ:
4
NAT: AACSB Analytic | Individual Dynamics
TOP: Work Attitudes
MSC: appl.
22. Which
of the following statements is true regarding job satisfaction and
organizational commitment?
|
a. |
They are reciprocally
related. |
|
b. |
They are strongly
positively related. |
|
c. |
Organizational commitment
moderates the relationship between job satisfaction and performance. |
|
d. |
There is a curvilinear
relationship between the two variables. |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 61
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
23. Employee
loyalty toward the organization is a significant factor in:
|
a. |
job displacement |
|
b. |
continuance commitment |
|
c. |
affective commitment |
|
d. |
employee turnover |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 61
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
24. When
an employee remains with a firm because he or she faces significant exit
barriers, this can be characterized as:
|
a. |
organizational citizenship |
|
b. |
withdrawal syndrome |
|
c. |
continuance commitment |
|
d. |
dysfunctional attachment |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 61
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work Attitudes
MSC: appl.
25. Which
statement best reflects the relationship between job satisfaction and
individual performance?
|
a. |
productive workers are
satisfied |
|
b. |
satisfied workers are
productive |
|
c. |
modest support for both
“productive workers are satisfied” and “satisfied workers are productive” but
no simple direct relationship between satisfaction and performance has been
found |
|
d. |
the strongest relationship
between job satisfaction and performance has been found when satisfaction
results in strongly valued rewards and then performance |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 59-60
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
26. Which
statement best reflects the current state of knowledge regarding the
relationship between job satisfaction and organizational performance?
|
a. |
It is similar to the
relationship between job satisfaction and individual performance. |
|
b. |
Unfortunately, this
relationship has not been investigated. |
|
c. |
No relationship has been
found between job satisfaction and organizational performance. |
|
d. |
Companies with satisfied
workers have better performance than companies with dissatisfied performance. |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 59
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work Attitudes
MSC: K&C
27. The
relationship between job satisfaction and absenteeism is best reflected by
which statement?
|
a. |
Job dissatisfaction is
positively related to absenteeism. |
|
b. |
Job dissatisfaction and
absenteeism are negatively correlated. |
|
c. |
Job dissatisfaction and
absenteeism are not related. |
|
d. |
Job satisfaction and
absenteeism are positively related. |
ANS:
A
PTS:
1
DIF:
Easy
REF: p. 60
OBJ: 4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
28. Which
statement regarding the relationship between culture and job satisfaction is
most accurate?
|
a. |
Job satisfaction is not
influenced by culture. |
|
b. |
Job satisfaction and
participative techniques do not appear to be related when taking into account
cultural differences. |
|
c. |
Culture does not appear to
affect the factors (i.e., work itself) that lead to job satisfaction. |
|
d. |
Job satisfaction is
significantly affected by culture but factors may differ. |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 60
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: S&E
29. Counterproductive
behavior that violates organizational norms and causes harms to others of the
organization is known as:
|
a. |
OCB |
|
b. |
WDB |
|
c. |
JDI |
|
d. |
MSQ |
ANS: B
PTS:
1
DIF:
Easy
REF: p. 60
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Workplace Deviance
Behavior MSC: K&C
30. The
strength of an individual’s identification with an organization is known as:
|
a. |
normative commitment |
|
b. |
organizational commitment |
|
c. |
continuance commitment |
|
d. |
behavioral commitment |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 61
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
31. Which
of the following is NOT a type of organizational commitment?
|
a. |
affective |
|
b. |
continuance |
|
c. |
normative |
|
d. |
citizenship |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 61
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work Attitudes
MSC: K&C
32. The
type of organizational commitment that is based on an individual’s desire to
remain in an organization is called:
|
a. |
intentional commitment |
|
b. |
normative commitment |
|
c. |
affective commitment |
|
d. |
attitudinal commitment |
ANS:
C
PTS:
1
DIF:
Easy
REF: p. 61
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Attitudes
MSC: K&C
33. Which
of the following persons is most likely to be persuaded to change?
|
a. |
a low self-esteem
individual |
|
b. |
an individual who holds an
extreme attitude |
|
c. |
a high self-esteem
individual |
|
d. |
someone who is in the
peripheral route of a persuasion attempt |
ANS:
A
PTS:
1
DIF:
Hard
REF: p. 62
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Persuasion and Attitude
Change MSC: S&E
34. To
understand how attitudes can change, it is necessary to understand that the
characteristics which affect the persuasion process include:
|
a. |
source, intended, and
message characteristics |
|
b. |
source, directed, and
message characteristics |
|
c. |
source, intended, and
directed characteristics |
|
d. |
source, target, and message
characteristics |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 62
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Persuasion and Attitude
Change MSC: K&C
35. The
three major aspects of the source characteristic affecting persuasion include:
|
a. |
expertise, credibility,
charisma |
|
b. |
credibility, charisma,
attractiveness |
|
c. |
expertise, charisma,
attractiveness |
|
d. |
expertise, trustworthiness,
attractiveness |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 62
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Persuasion and Attitude
Change MSC: S&E
36. The
two major cognitive routes to persuasion include:
|
a. |
the direct and central |
|
b. |
the direct and peripheral |
|
c. |
the central and circular |
|
d. |
the central and peripheral |
ANS: D
PTS:
1
DIF:
Hard
REF: p. 62
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Persuasion and Attitude
Change MSC: K&C
37. The
elaboration likelihood model of persuasion proposes that:
|
a. |
persuasion occurs over the
routes of message, target, and source characteristics |
|
b. |
the likelihood that an
attitude will change is largely dependent on the amount of time spent
attempting to change the attitude |
|
c. |
attitudinal change is a
function of three interactive routes, physical, mental, and visual |
|
d. |
persuasion occurs over two
routes, the central and the peripheral |
ANS: D
See also Figure 4.2.
PTS:
1
DIF: Moderate
REF: p.
62
OBJ: 5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Persuasion and Attitude
Change MSC: K&C
38. Jim
is a salesperson who focuses on nonverbal cues when working with a
client. Jim will be more successful if he:
|
a. |
appears eager when the
client appears eager |
|
b. |
appears subdued when the
client is more eager |
|
c. |
focuses on message content
rather than nonverbal cues |
|
d. |
presents the positive
consequences of purchasing his product |
ANS: A
PTS:
1
DIF: Moderate
REF: p. 62
OBJ:
5
NAT: AACSB Analytic | Individual Dynamics
TOP: Persuasion and Attitude Change
39. Acting
in ways consistent with one’s personal values and the commonly held values of
the organization and society is:
|
a. |
legal behavior |
|
b. |
ethical behavior |
|
c. |
cognitive behavior |
|
d. |
loyal behavior |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 64
OBJ: 7
NAT: AACSB Ethics | Individual Dynamics
TOP: Ethical
Behavior
MSC: K&C
40. Your
text states that the CEO of Johnson & Johnson compared the performance over
a 40-year period of time for organizations that had devoted a great deal of
time to ethics. Which of the following conclusions were supported by his
investigation?
|
a. |
Ethical behavior and job
satisfaction were positively associated. |
|
b. |
Ethical behavior and sales
growth were positively associated. |
|
c. |
Ethical behavior and the
growth of market value were positively associated. |
|
d. |
Organizations with more
time spent on ethical behavior have lower accounting returns and slow sales
growth. |
ANS:
C
PTS:
1
DIF:
Easy
REF: p. 64
OBJ:
7
NAT: AACSB Ethics | Ethical Responsibilities
TOP: Ethical
Behavior
MSC: K&C
41. Ethical
behavior is influenced by which two major factors?
|
a. |
religion and value system |
|
b. |
terminal and instrumental
values |
|
c. |
level of ethical reasoning
and intelligence |
|
d. |
individual characteristics
and organizational factors |
ANS:
D
PTS:
1
DIF: Easy
REF: p. 65
OBJ:
8
NAT: AACSB Ethics | Individual Dynamics
TOP: Ethical
Behavior
MSC: K&C
42. Which
of the following qualities has NOT been suggested as important to making
ethical decisions?
|
a. |
competence to identify
issues |
|
b. |
self-confidence to seek out
different opinions |
|
c. |
tough-mindedness |
|
d. |
commitment |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 65-66
OBJ: 8
NAT: AACSB Ethics | Individual Dynamics
TOP: Ethical
Behavior
MSC: K&C
43. An
enduring belief that a particular behavior or end state of existence is
preferred is known as a/an:
|
a. |
message |
|
b. |
value |
|
c. |
ethic |
|
d. |
attitude |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 66
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Values
MSC: K&C
44. All
of the following are considered terminal values except:
|
a. |
wisdom |
|
b. |
achievement |
|
c. |
self-control |
|
d. |
equality |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 66
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Instrumental and Terminal Values
MSC: K&C
45. Which
of the following is not an instrumental value?
|
a. |
helpfulness |
|
b. |
independence |
|
c. |
self-respect |
|
d. |
courage |
ANS: C
PTS:
1
DIF: Moderate
REF: p. 66
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Instrumental and Terminal Values
MSC: K&C
46. The
goals to be achieved, or the end states of existence, are called:
|
a. |
instrumental values |
|
b. |
terminal values |
|
c. |
lifelong values |
|
d. |
permanent values |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 66
OBJ: 8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Instrumental and Terminal Values
MSC: K&C
47. Recent
research found four values exerted the most influence on job choice decisions.
Which of the following was not one of those values?
|
a. |
achievement |
|
b. |
concern for others |
|
c. |
fairness |
|
d. |
pay |
ANS:
D
PTS:
1
DIF:
Hard
REF: p. 67
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Values
MSC: K&C
48. Which
of the following work values is LEAST relevant to individuals?
|
a. |
honesty |
|
b. |
fairness |
|
c. |
concern for others |
|
d. |
professionalism |
ANS: D
PTS:
1
DIF: Moderate
REF: p. 67
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Work
Values
MSC: S&E
49. What
type of work culture would you most likely find in Iran?
|
a. |
individualist culture |
|
b. |
work culture based on task
accomplishment |
|
c. |
work culture based on
contributions to loyalty |
|
d. |
collectivist culture |
ANS:
D
PTS: 1
DIF: Moderate
REF: p. 67
OBJ:
8
NAT: AACSB Reflective Thinking | Group Dynamics
TOP: Cultural Differences in
Values MSC: K&C
50. Persons
with an internal locus of control:
|
a. |
believe that fate affects
their circumstances |
|
b. |
accept others controlling
them |
|
c. |
take personal
responsibility for their situation and the consequences of their behavior |
|
d. |
can easily succumb to
social and peer pressure |
ANS:
C
PTS: 1
DIF: Moderate
REF: p. 67-68
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Locus of
Control
MSC: K&C
51. Which
of the following statements is most correct?
|
a. |
Locus of control has little
to do with ethical behavior. |
|
b. |
Other people control
persons who are strong on internal locus of control. |
|
c. |
Persons with an internal
locus of control make more ethical decisions than others. |
|
d. |
Individuals with an
internal locus of control are more likely to exhibit uncontrollable behavior. |
ANS:
C
PTS:
1
DIF:
Hard
REF: p. 68
OBJ:
8
NAT: AACSB Ethics | Ethical Responsibilities
TOP: Locus of
Control
MSC: analysis
52. High-Mach
persons are better at:
|
a. |
cheating |
|
b. |
accepting orders from
others |
|
c. |
behaving ethically |
|
d. |
building strong
interpersonal relationships |
ANS: A
PTS:
1
DIF:
Hard
REF: p. 68
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Machiavellianism
MSC: K&C
53. High-Machs:
|
a. |
believe that any means
justify the desired ends |
|
b. |
accept authority better
than low-Machs |
|
c. |
exhibit very strong
corporate loyalty |
|
d. |
are easily manipulated by
others |
ANS:
A
PTS:
1
DIF: Hard
REF: p. 68
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Machiavellianism
MSC: K&C
54. Low-Mach
persons value:
|
a. |
loyal and personal
friendships |
|
b. |
the “get it done anyway”
mentality |
|
c. |
manipulation of others |
|
d. |
emotional detachment |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 68
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Machiavellianism
MSC: K&C
55. A
personality characteristic indicating one’s willingness to do whatever it takes
to get one’s own way is considered:
|
a. |
low in cognitive moral
development |
|
b. |
Machiavellian |
|
c. |
a high self-monitor |
|
d. |
someone who has a strong
external locus of control |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 68
OBJ:
8
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Machiavellianism
MSC: analysis
56. According
to research on Kohlberg’s model of cognitive moral development, individuals at
higher development stages are:
|
a. |
more likely to cheat |
|
b. |
more likely to put
expediency before ethics |
|
c. |
not able to distinguish
right from wrong |
|
d. |
more likely to engage in
whistle-blowing |
ANS:
D
PTS:
1
DIF:
Hard
REF: p. 69
OBJ:
8
NAT: AACSB Ethics | Individual Dynamics
TOP: Cognitive Moral
Development MSC: K&C
57. In
Stage 6 of Kohlberg’s cognitive moral development model, individuals:
|
a. |
obey rules to avoid
punishment |
|
b. |
control others |
|
c. |
focus on the expectations
of others |
|
d. |
follow self-selected
ethical principles |
ANS:
D
PTS:
1
DIF:
Hard
REF: p. 69
OBJ:
8
NAT: AACSB Ethics | Individual Dynamics
TOP: Cognitive Moral
Development MSC: K&C
58. A
legitimate criticism of Kohlberg’s model of cognitive moral development
includes:
|
a. |
individuals do not appear
to go through stages |
|
b. |
maturity has not been found
to be related to moral development |
|
c. |
the model does not take
gender differences into account |
|
d. |
the fact that women and men
face different moral dilemmas |
ANS:
C
PTS:
1
DIF:
Hard
REF: p. 69
OBJ:
8
NAT: AACSB Ethics | Individual Dynamics
TOP: Cognitive Moral
Development MSC: analysis
TRUE/FALSE
1. The
greater the attitude specificity, the stronger an attitude linkage to behavior.
ANS:
T
PTS:
1
REF: p.
55
OBJ: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
2. The
acronym ABC in the ABC Model stands for attitude, behavioral intention, and
commitment.
ANS: F
The acronym ABC in the ABC Model stands for affect, behavioral intentions,
and cognition.
PTS:
1
REF: p. 55-56
OBJ: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
3. The
longer the time between measuring an attitude and observing behavior, the
weaker the relationship of an attitude with observed behavior.
ANS: T
PTS:
1
REF: p.
58
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
4. Substantial
social learning occurs through cognitive dissonance.
ANS: F
Substantial social learning occurs through modeling, in which
individuals acquire attitudes by observing others.
PTS:
1
REF: p.
57
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
5. Affect
is the cognitive component of an attitude.
ANS: F
Perceptions and beliefs are the
cognitive components of an attitude.
PTS:
1
REF: p.
56
OBJ: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
6. Cognitive
dissonance is the tension produced when there is a conflict between attitudes
and behavior.
ANS:
T
PTS:
1
REF: p.
56
OBJ: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
7. It is
generally agreed that attitudes are not learned but develop early in childhood
before the age of five.
ANS: F
Attitudes are learned over time. Two major influences on
attitudes are direct experience and social learning.
PTS:
1
REF: p.
56
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
8. One
reason attitudes derived from direct experience are so powerful is because of
their availability.
ANS:
T
PTS:
1
REF: p.
57
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
9. Managers
and employees typically hold the view that productivity at work will lead to
job satisfaction.
ANS: F
Managers and employees typically hold the view that job
satisfaction will lead to greater productivity at work.
PTS:
1
REF: p.
59
OBJ: 3
NAT: AACSB Reflective Thinking | Individual Dynamics
10. Behavior
that is considered above and beyond the call of duty on behalf of the
organization is known as organizational citizenship.
ANS:
T
PTS:
1
REF: p.
59
OBJ: 4
NAT: AACSB Reflective Thinking | Individual Dynamics
11. Job
satisfaction has been shown to NOT be affected or influenced by culture.
ANS: F
As with all attitudes, job satisfaction IS affected and
influenced by culture. Employees from different cultures may have differing job
expectations, making it difficult for increasing the level of job satisfaction
in a multicultural workforce.
PTS:
1
REF: p.
60
OBJ: 4
NAT: AACSB Reflective Thinking | Individual Dynamics
12. Employee
absenteeism and job satisfaction are positively related.
ANS: F
Employee absenteeism and job satisfaction are related, but in a
negative way. Dissatisfied workers are more likely to skip work and quit their
jobs.
PTS:
1
REF: p.
60
OBJ: 4
NAT: AACSB Reflective Thinking | Individual Dynamics
13. A
message is more likely to be accepted if it comes from a credible source.
ANS:
T
PTS:
1
REF: p.
62
OBJ: 5
NAT: AACSB Reflective Thinking | Individual Dynamics
14. Persuasion
is more successful when messages are framed with the same emotion as that felt
by the receiver.
ANS:
T
PTS:
1
REF: p.
62
OBJ: 5
NAT: AACSB Reflective Thinking | Individual Dynamics
15. Honesty
and helpfulness are instrumental values that may facilitate the terminal value
of social respect.
ANS: T
See also Table 4.3.
PTS:
1
REF: p.
66
OBJ: 8
NAT: AACSB Reflective Thinking | Individual Dynamics
16. High-Machs
exhibit an external locus of control.
ANS:
F
PTS:
1
REF: p.
68
OBJ: 8
NAT: AACSB Reflective Thinking | Individual Dynamics
17. As
long as a corporate executive stays within the law, he or she is ethical.
ANS: F
A corporate executive may behave unethically and still remain within
the confines of the law.
PTS:
1
REF: p.
69
OBJ: 8
NAT: AACSB Reflective Thinking | Individual Dynamics
18. Kohlberg’s
cognitive moral development model has been criticized because it does not take
into account gender differences.
ANS:
T
PTS:
1
REF: p.
69
OBJ: 8
NAT: AACSB Reflective Thinking | Individual Dynamics
MATCHING
Match the following:
|
a. |
The emotional component of
an attitude. |
|
b. |
Reflects a person’s
perceptions and beliefs. |
|
c. |
A conflict between
attitudes and behavior. |
|
d. |
Acquisition of attitudes
through observing others. |
|
e. |
Acquisition of attitudes
derived from personal experience. |
1. Direct
Experience
2. Cognition
3. Affect
4. Modeling
5. Cognitive
Dissonance
1. ANS:
E
PTS:
1
REF: p. 56-57
OBJ: 1 and 2
NAT: AACSB Reflective Thinking | Individual Dynamics
2. ANS:
B
PTS: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
3. ANS:
A
PTS: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
4. ANS:
D
PTS: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
5. ANS:
C
PTS: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
Match the following:
|
a. |
A good feeling about one’s
job and work. |
|
b. |
An instrument using
five-point scales for measuring job satisfaction. |
|
c. |
An employee’s intention to remain
as an organizational member because of a strong desire to do so. |
|
d. |
A source characteristic of
a message. |
|
e. |
Involves direct cognitive
processing of a message’s content. |
6. Affective
Commitment
7. MSQ
8. Expertise
9. Central
Route
10. Job Satisfaction
6. ANS:
C
PTS:
1
REF: p. 58-62
OBJ: 3-5
NAT: AACSB Reflective Thinking | Individual Dynamics
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