ORGB 3 Student Edition 3rd Edition by Debra L. Nelson – Test Bank
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Sample Test
CHAPTER 3—PERSONALITY, PERCEPTION, AND ATTRIBUTION
MULTIPLE CHOICE
1. According
to the proponents of interactional psychology, all of the following are
correct except:
|
a. |
behavior is a function of heredity and
physical stature |
|
b. |
people vary in terms of cognitive,
affective, motivational, and ability factors |
|
c. |
a situation can be viewed objectively |
|
d. |
one’s subjective view of the situation
can also be important |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 37
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Individual Differences and Organizational
Behavior
MSC: BLOOMS Level II Comprehension
2. The
basis for understanding individual differences stems from:
|
a. |
Jung’s development of personality
archetypes |
|
b. |
Carl Roger’s contention that everyone
is unique |
|
c. |
Bandura’s approach to social-cognitive
social learning theory |
|
d. |
Lewin’s contention that behavior is a
function of the person and the environment |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 37
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Individual Differences and Organizational
Behavior
MSC: BLOOMS Level I Knowledge
3. The
way in which factors such as skills, abilities, personalities, perceptions,
attitudes, values, and ethics differ from one individual to another is referred
to as:
|
a. |
personality |
|
b. |
individual differences |
|
c. |
the basis for group differences |
|
d. |
variation in traits |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 37
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Individual Differences and Organizational
Behavior
MSC: BLOOMS Level I Knowledge
4. All
of the following are examples of individual differences except:
|
a. |
personality |
|
b. |
general mental ability |
|
c. |
emotional intelligence |
|
d. |
norming |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 37
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Skills and Abilities
MSC: BLOOMS Level I Knowledge
5. What
is considered the single best predictor or work performance across many
occupations studied both here in the United States and across different
cultures?
|
a. |
GMA |
|
b. |
Extraversion |
|
c. |
Conscientiousness |
|
d. |
Emotional Stability |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 38
OBJ:
1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Skills and
Abilities
MSC: BLOOMS Level I Knowledge
6. A
relatively stable set of characteristics that influence an individual’s
behavior defines:
|
a. |
behavioral predispositions |
|
b. |
personality |
|
c. |
the integrative approach to behavior |
|
d. |
the approach emphasizing the perceptual
process |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 38
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality and Organizations
MSC: BLOOMS Level I Knowledge
7. Personality
is shaped by:
|
a. |
consequences of behavior and the
environment |
|
b. |
the person and the situation |
|
c. |
thinking and feelings |
|
d. |
heredity and environment |
ANS: D
PTS:
1
DIF: Moderate
REF: p. 38
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality and
Organizations MSC: BLOOMS Level
III Analysis
8. The
traits associated with high-performing employees are:
|
a. |
extraversion and agreeableness |
|
b. |
agreeableness and conscientiousness |
|
c. |
conscientiousness and emotional
stability |
|
d. |
emotional stability and agreeableness |
ANS: C
See also Table 3.1.
PTS:
1
DIF: Moderate
REF: p. 39
OBJ: 2
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP: Trait
Theory
MSC: BLOOMS Level II Comprehension
9. Which
of the following is not considered one of the “Big Five” personality traits?
|
a. |
heredity |
|
b. |
extraversion |
|
c. |
emotional stability |
|
d. |
conscientiousness |
ANS: A
See also Table 3.1.
PTS:
1
DIF:
Easy
REF: p.
39
OBJ: 2
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP: Trait
Theory
MSC: BLOOMS Level II Comprehension
10.
The approach to the study of personality that focuses on both
person (dispositions) and situational variables as combined predictors of
behavior is known as:
|
a. |
trait theory |
|
b. |
the integrative approach |
|
c. |
psychodynamic theory |
|
d. |
wholistic humanism |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The Integrative
Approach
MSC: BLOOMS Level I Knowledge
11.
Which of the following statements regarding internals and
externals is FALSE?
|
a. |
Internals and externals have similar
positive reactions to being promoted. |
|
b. |
Internals and externals have distinctly
different reactions to being promoted with internals having higher
organizational commitment than externals. |
|
c. |
Internals tend to have positive
feelings to a promotion longer than do externals. |
|
d. |
Externals may be more reluctant than
internals to participate in decision making. |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality Characteristics in Organizations
MSC: BLOOMS Level II Comprehension
12.
Which of the following is NOT a component of CSE?
|
a. |
General Mental Ability |
|
b. |
Locus of Control |
|
c. |
Generalized Self-Efficacy |
|
d. |
Self-Esteem |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality Characteristics in Organizations
MSC: BLOOMS Level I Knowledge
13.
An individual’s generalized belief about internal control versus
external control is called:
|
a. |
self-efficacy |
|
b. |
self-esteem |
|
c. |
locus of control |
|
d. |
self-monitoring |
ANS:
C
PTS: 1
DIF:
Easy
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality Characteristics in Organizations
MSC: BLOOMS Level I Knowledge
14.
Which type of situation is interpreted the same way by different
individuals, evoking agreement on the appropriate behavior in the situation?
|
a. |
weak situation |
|
b. |
middle situation |
|
c. |
ambiguous situation |
|
d. |
strong situation |
ANS:
D
PTS: 1
DIF:
Easy
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality Characteristics in Organizations
MSC: BLOOMS Level II Comprehension
15.
Individuals possessing an internal locus of control:
|
a. |
display high anxiety |
|
b. |
tend to be dissatisfied on the job |
|
c. |
prefer participative management styles |
|
d. |
avoid greater responsibility |
ANS:
C
PTS: 1
DIF:
Hard
REF: p. 40-41
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Locus of
Control
MSC: BLOOMS Level II Comprehension
16.
As a supervisor of a group of employees, all of whom have an
internal locus of control, you should:
|
a. |
closely supervise them |
|
b. |
provide explicit and frequent job
instructions |
|
c. |
expect to frequently discipline group
members for slowness and lack of initiative |
|
d. |
allow them considerable leeway in
determining how to perform their work |
ANS:
D
PTS:
1
DIF:
Hard
REF: p. 40-41
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Locus of
Control
MSC: BLOOMS Level III Application
17.
Generalized self-efficacy is the:
|
a. |
feeling of one’s self-worth |
|
b. |
extent to which people base their
behavior on cues from other people and situations |
|
c. |
belief about one’s own capabilities to
deal with the events and challenges that make life demanding |
|
d. |
belief about self or situational
control over what happens to them |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 41
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP:
Self-Efficacy
MSC: BLOOMS Level II Comprehension
18.
Denise and Teresa are two students in a course on organizational
behavior. Denise outperforms Teresa on the first exam in OB, and Teresa
convinces herself that Denise is not really a good person to compare herself to
because Denise is a psychology major and Teresa is majoring in accounting.
Which of the following is the best explanation for Teresa’s reaction?
|
a. |
Teresa’s high self-esteem is protecting
her from this unfavorable comparison. |
|
b. |
Teresa is a low self-monitor. |
|
c. |
Teresa has an external locus of
control. |
|
d. |
Teresa probably has an inflated generalized
belief of her capabilities. |
ANS:
A
PTS:
1
DIF:
Hard
REF: p. 41
OBJ:
2
NAT: AACSB Analytic | Individual Dynamics
TOP: Self Esteem MSC: BLOOMS
Level III Application
19.
As a manager that understands the implications of self-esteem on
work behavior, you should:
|
a. |
clearly measure the results of employee
tasks |
|
b. |
provide continual positive feedback |
|
c. |
clearly tie rewards to performance |
|
d. |
give them appropriate challenges and
opportunities for success |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 41-42
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Self Esteem MSC: BLOOMS
Level III Application
20.
Which trait is associated with less absenteeism at work?
|
a. |
low self-esteem |
|
b. |
external locus of control |
|
c. |
general self-efficacy |
|
d. |
positive affect |
ANS:
D
PTS: 1
DIF: Moderate
REF: p. 42
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Positive/Negative
Affect
MSC: BLOOMS Level II Comprehension
21.
Low self-monitors tend to:
|
a. |
be slow in responding to situational
cues |
|
b. |
be high on self-efficacy |
|
c. |
be high in self-esteem |
|
d. |
require little supervision |
ANS:
A
PTS:
1
DIF:
Easy
REF: p. 42
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Self
Monitoring
MSC: BLOOMS Level II Comprehension
22.
Individuals with positive affect are:
|
a. |
people with low self-efficacy |
|
b. |
low self-monitors |
|
c. |
people with high anxiety |
|
d. |
more likely to help others at work. |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 42
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality Characteristics in Organizations
MSC: BLOOMS Level II Comprehension
23.
The extent to which people base their behavior on cues from
other people and situations refers to:
|
a. |
locus of control |
|
b. |
self-esteem |
|
c. |
self-efficacy |
|
d. |
self-monitoring |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 42
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality Characteristics in Organizations
MSC: BLOOMS Level II Comprehension
24.
Susan was reflecting on Jim’s behavior in her recent meeting
with Jim regarding his performance review. Normally Jim is outgoing, sure
of himself, and Susan would consider him high on indicators of CSE. Jim
however, was rather subdued and quiet during the review. Jim’s behavior
could best be explained as a result of:
|
a. |
a weak situation |
|
b. |
Jim is a high self monitor |
|
c. |
a strong situation |
|
d. |
random variation in behavior |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 42
OBJ:
2
NAT: AACSB Analytic | Individual Dynamics
TOP: Self
Monitoring
MSC: BLOOMS Level III Application
25.
Which of the following personality types would most likely
display the most consistent behavior “across situations”?
|
a. |
External locus of control |
|
b. |
High self efficacy |
|
c. |
High self monitor |
|
d. |
Low self monitor |
ANS: D
PTS:
1
DIF: Moderate
REF: p. 42
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Self Monitoring
MSC: BLOOMS Level II Comprehension
26.
A count of the times a student asks a question or makes a
comment in an organizational behavior course is a/an:
|
a. |
self-report measure of personality |
|
b. |
projective measure of personality |
|
c. |
example of the MMPI |
|
d. |
behavioral measure of personality |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 43
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Common Personality Measurement Tools
MSC: BLOOMS Level IIIApplication
27.
The Minnesota Multiphasic Personality Inventory:
|
a. |
is a projective test |
|
b. |
provides direct indices of personality |
|
c. |
is administered as an inkblot test |
|
d. |
assesses a variety of traits |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 43
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Common Personality Measurement Tools
MSC: BLOOMS Level I Knowledge
28.
The most common method of assessing personality is the:
|
a. |
projective test |
|
b. |
behavioral measurement through
observation |
|
c. |
self-report questionnaire |
|
d. |
Rorschach ink blot test |
ANS: C
PTS:
1
DIF:
Easy
REF: p. 43
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Common Personality Measurement Tools
MSC: BLOOMS Level I Knowledge
29.
A problem with the behavioral measure for personality would be:
|
a. |
low reliability |
|
b. |
the fact self-report measures suffer
from potential bias |
|
c. |
their tendency to be too long |
|
d. |
the observer’s ability to stay focused |
ANS: D
PTS:
1
DIF:
Easy
REF: p. 43
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Common Personality Measurement Tools
MSC: BLOOMS Level II Comprehension
30.
The MBTI is a:
|
a. |
projective test that captures
psychological disorders |
|
b. |
way to identify human differences and
similarities by separating behavioral tendencies or dispositions |
|
c. |
self-report questionnaire designed to
assess personality |
|
d. |
direct index of personality |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 43-44
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The Myers-Briggs Type Indicator
MSC: BLOOMS Level II Comprehension
31.
The basic preference in type theory that represents where you
get your energy is the:
|
a. |
extraversion/introversion preference |
|
b. |
sensing/intuiting preference |
|
c. |
thinking/feeling preference |
|
d. |
judging/perceiving preference |
ANS:
A
PTS:
1
DIF:
Easy
REF: p. 44
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The Myers-Briggs Type Indicator
MSC: BLOOMS Level II Comprehension
32.
According to the Jungian approach to personality, the basic
preference that reflects what we pay attention to or how we prefer to gather
information is:
|
a. |
extraversion/introversion |
|
b. |
sensing/intuiting |
|
c. |
thinking/feeling |
|
d. |
judging/perceiving |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 44
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The Myers-Briggs Type Indicator
MSC: BLOOMS Level II Comprehension
33.
Jung contended that the most important distinction between
individuals was the:
|
a. |
extravert/introvert preference |
|
b. |
sensing/intuiting preference |
|
c. |
thinking/feeling preference |
|
d. |
judging/perceiving preference |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 44
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The Myers-Briggs Type Indicator
MSC: BLOOMS Level I Knowledge
34.
All of the following are characteristics of the target of one’s
perceptions, except:
|
a. |
physical appearances |
|
b. |
oral communication |
|
c. |
nonverbal cues |
|
d. |
purpose and context of encounter or interaction |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 48
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the
Target MSC:
BLOOMS Level II Comprehension
35.
According to the MBTI a successful top executive is likely to be
a/an:
|
a. |
introvert, intuitor, feeler, and
perceiver |
|
b. |
introvert, sensor, thinker, and
perceiver |
|
c. |
extrovert, intuitor, feeler, and judger |
|
d. |
extrovert, sensor, thinker, and judger |
ANS:
D
PTS:
1
DIF:
Hard
REF: p. 45
OBJ:
3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: The Myers-Briggs Type Indicator
MSC: BLOOMS Level III Application
36.
The process of interpreting information about another person is:
|
a. |
high external control |
|
b. |
social perception |
|
c. |
encoding |
|
d. |
evaluation |
ANS:
B
PTS:
1
DIF: Easy
REF: p. 46-47
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Social
Perception
MSC: BLOOMS Level I Knowledge
37.
The three major categories of factors that influence one’s
perception of another person include:
|
a. |
characteristics of the perceiver, the
target, and the situation |
|
b. |
availability of information, the target
person, and the situation |
|
c. |
recency of information, availability of
information, and consistency of information |
|
d. |
characteristics of ourselves, the
target person, and consistency of information |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 47-49
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Social
Perception
MSC: BLOOMS Level II Comprehension
38.
Which of the following is NOT an important characteristic of the
perceiver that can affect social perception?
|
a. |
attitude |
|
b. |
mood |
|
c. |
self-concept |
|
d. |
emotional stability |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 48
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the
Perceiver MSC: BLOOMS Level II
Comprehension
39.
The perceiver’s pattern of thinking or manner in which they
assemble and interpret information about another person is:
|
a. |
the strength of situational cues |
|
b. |
cognitive structure |
|
c. |
self-concept |
|
d. |
attitude structuring |
ANS: B
See also Table 3.2.
PTS:
1
DIF: Moderate
REF: p. 48
OBJ: 4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the Perceiver
MSC: BLOOMS Level II Comprehension
40.
The ability of an individual to perceive multiple
characteristics of another person rather than attend to just a few traits is a
function of their:
|
a. |
attention span |
|
b. |
ability to focus |
|
c. |
cognitive weighting |
|
d. |
cognitive complexity |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 48
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the Perceiver
MSC: BLOOMS Level II Comprehension
41.
In an interview situation, the interviewer’s first impression of
the interviewee (or target) is likely to be based upon:
|
a. |
nonverbal cues of the target |
|
b. |
verbal communication by the target |
|
c. |
the intentions of the target |
|
d. |
the target’s physical appearance |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 48-49
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the
Target MSC:
BLOOMS Level III Application
42.
All of the following are characteristics of the target that
influence social perception except:
|
a. |
inferred intentions |
|
b. |
nonverbal communication |
|
c. |
verbal communication |
|
d. |
cognitive complexity |
ANS:
D
PTS:
1
DIF:
Easy
REF: p. 49
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the Target
MSC: BLOOMS Level II Comprehension
43.
In which of the following situations are situational cues and
social context most formalized?
|
a. |
job interview |
|
b. |
employee coaching session |
|
c. |
on-the-job instruction for new
employees |
|
d. |
employee briefing at start of work
shift |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 49
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the Situation
MSC: BLOOMS Level III Application
44.
The discounting principle is a characteristic of the:
|
a. |
situation |
|
b. |
perceiver |
|
c. |
target |
|
d. |
cognitive miser |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 49
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the
Situation MSC: BLOOMS Level II
Comprehension
45.
When you encounter a warm and personable car salesperson and don’t
assume that this behavior reflects the salesperson’s personality, you are using
which principle in social perception?
|
a. |
perceiver principle |
|
b. |
discounting principle |
|
c. |
cognitive bias principle |
|
d. |
social context principle |
ANS: B
PTS:
1
DIF: Moderate
REF: p. 49
OBJ:
4
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Characteristics of the
Situation MSC: BLOOMS Level III
Application
46.
An employee who does not get along well with other employees but
generates the most sales is evaluated only on sales performance. This is an
example of:
|
a. |
stereotyping |
|
b. |
the cognitive miser |
|
c. |
the self-fulfilling prophecy |
|
d. |
selective perception |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 49
OBJ:
5
NAT: AACSB Analytic | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level III Application
47.
Increasing workforce diversity is likely to reduce __________ as
a barrier to social perception.
|
a. |
the primacy effect |
|
b. |
first-impression error |
|
c. |
selective perception |
|
d. |
stereotyping |
ANS:
D
PTS: 1
DIF:
Hard
REF: p. 50
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level II Comprehension
48.
Suppose, for example, that a sales manager is evaluating the
performance of his employees. One employee does not get along well with
colleagues and rarely completes sales reports on time. This employee, however,
generates the most new sales contracts in the office. The sales manager chooses
to ignore the negative information and evaluates the salesperson only on
contracts generated. The manager is exercising:
|
a. |
projection |
|
b. |
selective perception |
|
c. |
self-fulfilling prophecy |
|
d. |
fundamental attribution error |
ANS: B
PTS:
1
DIF: Moderate
REF: p. 49
OBJ:
5
NAT: AACSB Analytic | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level III Application
49.
A supervisor’s high expectations of a new employee and the
subsequent high performance of that employee is known as:
|
a. |
impression management |
|
b. |
stereotyping |
|
c. |
perceptual bias |
|
d. |
self-fulfilling prophecy |
ANS: D
PTS:
1
DIF:
Easy
REF: p. 51
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS LEVEL II Comprehension
50.
The primacy effect is also known as:
|
a. |
selective perception |
|
b. |
self-fulfilling prophecy |
|
c. |
first-impression error |
|
d. |
a stereotype |
ANS:
C
PTS:
1
DIF:
Easy
REF: p. 50
OBJ: 5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level I Knowledge
51.
Assume you are an employment interviewer. An applicant’s
physical appearance could cause you to commit an incorrect hiring decision
because of all of the following except:
|
a. |
stereotype |
|
b. |
selective perception |
|
c. |
first impression error |
|
d. |
self-fulfilling prophecy |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 51
OBJ:
5
NAT: AACSB Analytic | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level III Application
52.
When a female softball player is given more applause for a home
run hit than a male teammate, the reason would most likely be due to:
|
a. |
first impression error |
|
b. |
projection |
|
c. |
selective perception |
|
d. |
contrast against a stereotype |
ANS:
D
PTS:
1
DIF: Hard
REF: p. 50
OBJ:
5
NAT: AACSB Analytic | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level III Application
53.
Projection occurs most often when you:
|
a. |
surround yourself with others similar
to you |
|
b. |
attempt to control the impressions
others have of you |
|
c. |
let your expectations affect your
interaction with others in a way that we get what we wish for |
|
d. |
surround yourself with others
dis-similar to you |
ANS:
A
PTS:
1
DIF: Moderate
REF: p. 51
OBJ:
5
NAT: AACSB Analytic | Individual Dynamics
TOP: Barriers to Social
Perception
MSC: BLOOMS Level II Comprehension
54.
In which of the following organizational situations is
impression management more likely to occur?
|
a. |
a supervisor disciplining an employee |
|
b. |
a job interview |
|
c. |
a meeting of the top management team |
|
d. |
an exit interview when an employee
retires |
ANS: B
PTS:
1
DIF:
Hard
REF: p. 51-52
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Impression
Management
MSC: BLOOMS Level III Application
55.
Which of the following results regarding impression management
and employment interviews has not been supported by research?
|
a. |
Impression management is associated
with higher interview performance. |
|
b. |
Impression management is associated
with increasing the probability of a site visit. |
|
c. |
Impression management is associated
with higher probabilities of getting hired. |
|
d. |
Impression management is associated
with higher starting salaries. |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 51-52
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Impression
Management
MSC: BLOOMS Level II Comprehension
56.
Attribution theory helps to __________ behavior in
organizations.
|
a. |
measure |
|
b. |
explain causes of |
|
c. |
specify correct or appropriate |
|
d. |
observe |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 52
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attributions in
Organizations MSC:
BLOOMS Level I Knowledge
57.
An achievement-oriented sales representative might attribute his
failure to meet a monthly sales quota to:
|
a. |
changing economic conditions |
|
b. |
a short list of prospects provided by
the company |
|
c. |
a lack of effort |
|
d. |
a cutback in product advertising |
ANS:
C
PTS:
1
DIF:
Hard
REF: p. 52
OBJ: 6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level III Application
58.
Individuals who make external attributions will be more likely
to:
|
a. |
achieve higher levels of performance |
|
b. |
rarely quit because they do not feel
responsible |
|
c. |
develop feelings of incompetence which
may lead to depression |
|
d. |
provide a supporting environment for
followers |
ANS:
C
PTS:
1
DIF: Moderate
REF: p. 52
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level III Application
59.
When you attribute the performance in this class to the type of exams
and their relative difficulty, you are making what type of attribution?
|
a. |
internal |
|
b. |
external |
|
c. |
ability |
|
d. |
luck |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 52
OBJ: 6
NAT: AACSB Analytic | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level III Application
60.
Achievement-oriented individuals attribute their success to:
|
a. |
a combination of hard work and ability |
|
b. |
ability |
|
c. |
hard work |
|
d. |
hard work and task difficulty |
ANS:
B
PTS:
1
DIF: Moderate
REF: p. 52
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level I Knowledge
61.
Achievement-oriented individuals attribute their failures to:
|
a. |
bad luck |
|
b. |
a combination of bad luck and a
difficult task |
|
c. |
lack of effort |
|
d. |
lack of effort and a difficult task |
ANS: C
PTS:
1
DIF: Moderate
REF: p. 52
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level I Knowledge
62.
Research shows that successful candidates make:
|
a. |
less attributions than unsuccessful
candidates |
|
b. |
more external attributions than
unsuccessful candidates |
|
c. |
more internal attributions for negative
events |
|
d. |
less internal attributions for negative
events |
ANS:
C
PTS:
1
DIF:
Hard
REF: p. 53
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level II Comprehension
63.
When a student attributes a high test grade to his or her
diligent study habits and a low grade to the instructor’s poorly worded
questions, the student is displaying:
|
a. |
the fundamental attribution error |
|
b. |
the consensus error |
|
c. |
the acceptance error |
|
d. |
self-serving bias |
ANS:
D
PTS:
1
DIF: Moderate
REF: p. 53
OBJ:
6
NAT: AACSB Analytic | Individual Dynamics
TOP: Attributional Biases
MSC: BLOOMS Level III Application
64.
Attributional biases imply that managers must:
|
a. |
always be correct in their perceptions |
|
b. |
be very wary of the cognitive process
in decision making |
|
c. |
know as much as possible about individual
differences and determine the cause of behavior and perceived source of
responsibility |
|
d. |
take into account the fundamental
tendency for people to make external attributions for their behavior |
ANS:
C
PTS: 1
DIF: Moderate
REF: p. 53
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attributional
Biases
MSC: BLOOMS Level II Comprehension
65.
The tendency to make attributions to internal causes when
focusing on someone else’s behavior is:
|
a. |
remedied by the discounting principle |
|
b. |
known as the fundamental attribution
error |
|
c. |
has been shown to not be related to
cultural pre-dispositions |
|
d. |
known as the fundamental cognitive
error |
ANS:
B
PTS:
1
DIF:
Easy
REF: p. 53
OBJ:
6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Attributional
Biases
MSC: BLOOMS Level I Knowledge
66.
When a manager makes the attribution that an employee’s lack of
effort or ability is the basis for poor performance, they are probably making
an error called:
|
a. |
fundamental attribution |
|
b. |
self-serving bias |
|
c. |
discounting attribution |
|
d. |
consistency attributions |
ANS:
A
PTS:
1
DIF:
Easy
REF: p. 53
OBJ:
6
NAT: AACSB Analytic | Individual Dynamics
TOP: Attributional
Biases
MSC: BLOOMS Level III Application
TRUE/FALSE
1. Personality
is defined as a relatively stable set of characteristics that influence an
individual’s behavior.
ANS:
T
PTS:
1
DIF:
Easy
REF: p. 38
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality and
Organizations MSC: BLOOMS Level
I Knowledge
2. Heredity
has been found to NOT be a determinant of personality.
ANS: F
Research shows that heredity is a major factor in determining
personality.
PTS:
1
DIF:
Easy
REF: p.
38
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality and
Organizations MSC: BLOOMS Level
II Comprehension
3. GMA
is considered a personality characteristic.
ANS: F
General mental ability (GMA) is a measure of an individual’s
innate cognitive intelligence, not a characteristic that influences a person’s
behavior.
PTS:
1
DIF:
Easy
REF: p.
38
OBJ: 1
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP: Skills and
Abilities
MSC: BLOOMS Level II Comprehension
4. The
integrative approach to personality emphasizes individual growth and
improvement.
ANS: F
The integrative approach focuses on both personal dispositions
and situational variables as combined predictors of behavior.
PTS:
1
DIF: Hard
REF: p.
40
OBJ: 2
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP: Integrative
Approach
MSC: BLOOMS Level II Comprehension
5. Persons
with high self-esteem and internal locus of control tend to be higher performers
and are more satisfied with their jobs.
ANS:
T
PTS:
1
DIF:
Easy
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Locus of Control
MSC: BLOOMS Level I Knowledge
6. High
self-monitors can adjust their behavior to fit the situation.
ANS:
T
PTS:
1
DIF:
Easy
REF: p. 42
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Self-M
onitoring
MSC: BLOOMS Level I Knowledge
7. The
most common method of assessing personality is through projective testing.
ANS: F
The most common method of assessing personality is through self-report questionnaire.
PTS:
1
DIF: Moderate
REF: p. 42
OBJ: 3
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Common Personality Measurement Tools
MSC: BLOOMS Level II Comprehension
8. According
to MBTI research, artists and executives are extraverts.
ANS: F
Artists are more likely to be introverts, preferring quiet
concentration, attention to detail and working on projects for long periods.
Many successful executives are introverted, with positive attributes like being
a good listener, thinking before talking and having the capacity for reflective
creative thought.
PTS:
1
DIF: Moderate
REF: p. 44
OBJ: 3
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP:
Extraversion/Introversion
MSC: BLOOMS Level III Application
9. Bill
Gates, Warren Buffet, and Steven Spielberg reflect evidence for the notion that
most CEOs are extroverts.
ANS: F
Bill Gates, Warren Buffet and Steven Spielberg are notorious
introverts, as are 40 percent of all American CEOs.
PTS:
1
DIF: Moderate
REF: p. 45
OBJ: 3
NAT: AACSB Analytic | Individual
Dynamics
TOP: Can An Introvert Be CEO?
MSC: BLOOMS Level I Knowledge
10.
An example of a first impression error would be where speakers
with higher vocal pitch are believed to be more competent than those with lower
voices.
ANS: T
PTS:
1
DIF: Moderate
REF: p. 51
OBJ:
5
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Barriers to Social
Percetion
MSC: BLOOMS Level II Comprehension
11.
The Pygmalion effect usually is associated with reduced output.
ANS: F
The Pygmalion effect, also referred to as self-fulfilling
prophecy, interferes with social perception and therefore is associated with
increased output.
PTS:
1
DIF:
Easy
REF: p.
51
OBJ: 5
NAT: AACSB Reflective Thinking | Individual
Dynamics TOP: Barriers to
Social Perception
MSC: BLOOMS Level II Comprehension
12.
High achievers are more likely to attribute their success to
others and good luck.
ANS: F
Attributing success to others and good luck is an example of
making an external
attribution.
PTS:
1
DIF:
Easy
REF: p.
52
OBJ: 6
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Internal and External Attributions
MSC: BLOOMS Level II Comprehension
MATCHING
Match the following:
|
a. |
The way in which factors such as
skills, abilities, personalities, values, and ethics vary from one person to
another. |
|
b. |
A relatively stable set of
characteristics that influences one’s behavior. |
|
c. |
Behavior is a function of the person
and his or her environment. |
|
d. |
Tendencies of persons to respond to
situations in consistent ways. |
|
e. |
A person’s general feeling of
self-worth. |
1. Self-esteem
2. Dispositions
3. Personality
4. Individual
differences
5. Interactional
psychology
1. ANS:
E
PTS:
1
DIF:
Easy
REF: p. 41
OBJ: 2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Self-Esteem MSC: BLOOMS
Level I Knowledge
2. ANS:
D
PTS:
1
DIF:
Easy
REF: p. 40
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Integrative
Approach
MSC:
BLOOMS Level I Knowledge
3. ANS:
B
PTS:
1
DIF:
Easy
REF: p. 38
OBJ:
2
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Personality and
Organizations MSC: BLOOMS Level
I Knowledge
4. ANS:
A
PTS:
1
DIF:
Easy
REF: p. 37
OBJ: 1
NAT: AACSB Reflective Thinking | Individual Dynamics
TOP: Individual Differences and Organizational
Behavior
MSC: BLOOMS Level 1 Knowledge
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