ORGB4 4th Edition by Debra L. Nelson – Test Bank

 

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Sample Test

Chapter_03___Personality__Perception__and_Attribution

 

 

1.   Which of the following statements is NOT correct according to the proponents of interactional psychology?

2.   a. Behavior is a function of heredity and physical

3.   People vary in terms of cognitive, affective, motivational, and ability factors. c. A situation can be viewed objectively.

4.   One’s subjective view of the situation can also be important.

 

ANSWER:                              a

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Comprehension

 

2.   All of the following are examples of individual differences except:

3.   a.

4.   general mental ability. c. emotional intelligence. d. norming.

 

ANSWER:                              d

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Knowledge

 

3.   Which of the following, according to Charles Spearman, is considered the single best predictor of work performance across many occupations and across different cultures?

4.   a. General mental ability Extraversion

5.   c. Conscientiousness Emotional Stability

 

ANSWER:                              a

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Knowledge

 

4.   The approach to the study of personality that focuses on both person (dispositions) and situational variables as combined predictors of behavior is known as .

5.   a. trait theory

6.   the integrative approach c. psychodynamic theory

7.   wholistic humanism

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

5.   is the relatively stable set of characteristics that influences an individual’s behavior and lends it consistency. a. Behavioral predisposition

6.   Personality c. Emotion

7.   Disposition

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

6.   Personality is primarily shaped by:

7.   a. the consequences of behavior and the b. a person’s emotions and the situation.

8.   c. a person’s intelligence and

9.   a person’s heredity and the environment.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

7.   Which traits are associated with less absenteeism at work?

8.   a. Extraversion and emotional stability Introversion and high agreeableness c. Extraversion and conscientiousness d. Introversion and conscientiousness

 

ANSWER:                              d

DIFFICULTY:                       Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Comprehension

 

8.   The traits associated with high-performing employees are:

9.   a. extraversion and

10.                low agreeableness and conscientiousness. c. conscientiousness and emotional stability. d. emotional stability and low agreeableness.

 

ANSWER:                              c

DIFFICULTY:                       Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Comprehension

 

9.   Which of the following is not considered one of the Big Five personality traits?

10.                a. Heredity

11.                Extraversion

12.                c. Emotional stability Conscientiousness

 

ANSWER:                              a

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Knowledge

 

10.                10. Individuals possessing an internal locus of control:

11.                a. display high

12.                tend to be dissatisfied on the job.

13.                c. prefer participative management d. avoid greater responsibility.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

11.                11. As a supervisor of a group of employees, all of whom have an internal locus of control, you should:

12.                a. closely supervise

13.                provide explicit and frequent job instructions.

14.                c. expect to frequently discipline group members for slowness and lack of d. allow them considerable leeway in determining how to perform their work.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:                      United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

12.                12. Which of the following statements regarding internals and externals is FALSE?

13.                a. Internals and externals have similar positive reactions to being

14.                Internals appreciate more structured work settings and externals don’t react well to close supervision. c. Internals remain happy long after the promotion, whereas externals’ joy over promotion is short-lived. d. Externals may be more reluctant than internals to participate in decision making.

 

ANSWER:                            b

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

13.                13. Generalized self-efficacy is the general:

14.                a. feeling of one’s self-worth.

15.                extent to which people base their behavior on cues from other people and situations. c. belief about one’s own abilities to perform effectively in a wide variety of situations. d. belief about situational control over what happens to them.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

14.                14. Which of the following is one of the most important determinants of high self-efficacy?

15.                a. An internal locus of control High self-esteem

16.                c. Previous success

17.                The tendency to be a low self-monitor

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

15.                15. 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?

16.                a. Teresa’s high self-esteem is protecting her from this unfavorable b. Teresa is a low self-monitor.

17.                c. Teresa has an external locus of

18.                Teresa probably has an inflated generalized belief of her capabilities.

 

ANSWER:                            a

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

16.                16. Which of the following is NOT a component of CSE?

17.                a. General mental ability Locus of control

18.                c. Generalized self-efficacy Self-esteem

 

ANSWER:                            a

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

17.                17. As a manager who understands the implications of self-esteem on work behavior, you should:

18.                a. clearly measure the results of employee b. provide continual positive feedback.

19.                c. clearly tie rewards to

20.                give them appropriate challenges and opportunities for success.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

18.                18. Positive affectivity is likely to be displayed by:

19.                a. persons with low self-efficacy. low self-monitors.

20.                c. persons with high

21.                internals, or those with an internal locus of control.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

19.                19. Managers who want to promote positive affectivity should:

20.                a. allow participative decision

21.                hire those with an external orientation. c. reduce the anxiety in jobs.

22.                prohibit employees from taking leaves.

 

ANSWER:                            a

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

20.                20. The extent to which people base their behavior on cues from other people and situations refers to:

21.                a. locus of b. self-esteem.

22.                c. self-efficacy.

23.                self-monitoring.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

21.                21. When predicting behavior, an important idea to remember concerns the extent to which a situation overwhelms the effects of individual personalities by providing cues for appropriate behavior. This type of situation is called a(n)

_____.

1.   a. weak situation

2.   integrative situation c. rigid situation

3.   strong situation

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

22.                22. Which of the following personality types would most likely display the most consistent behavior “across situations”?

23.                a. Low self-efficacy High self-efficacy c. High self-monitor d. Low self-monitor

 

ANSWER:                              d

DIFFICULTY:                       Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Comprehension

 

23.                23. A person who is unconstrained by his or her situation and shows initiative, takes action, and perseveres until he or she effects change has:

24.                a. an ISTJ type

25.                high level of self monitoring. c. a proactive personality.

26.                a negative affect.

 

ANSWER:                              c

DIFFICULTY:                       Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Knowledge

 

24.                24. A problem frequently associated with self report methods for assessing one’s personality includes:

25.                a. the biases of the assessor in interpreting the b. the observer’s ability to stay focused.

26.                c. the respondents’ ability to view themselves d. the effect of observation on those being observed.

 

ANSWER:                              c

DIFFICULTY:                       Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                        Bloom’s: Comprehension

 

25.                25. A count of the times a student asks a question or makes a comment in an organizational behavior course is an example of .

26.                a. self-report measure of personality projective measure of personality c. the MMPI test

27.                behavioral measure of personality

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:                      United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

26.                26. The Minnesota Multiphasic Personality Inventory:

27.                a. is a projective

28.                provides direct indices of personality. c. is administered as an inkblot test.

29.                is used to diagnose neurotic disorders.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

27.                27. A problem with the behavioral measure for personality would be:

28.                a. low

29.                the fact self-report measures suffer from potential bias. c. their tendency to be too long.

30.                the observer’s ability to stay focused.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Leadership Principles

KEYWORDS:                       Bloom’s: Knowledge

 

28.                28. The MBTI is a:

29.                a. projective test that captures psychological b. way to identify and understand individual differences.

30.                c. self-report questionnaire designed to assess d. direct index of personality.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

29.                29. According to the MBTI a successful top executive is likely to have preferences for . a. introversion, intuition, feeling, and perceiving

30.                introversion, sensing, thinking, and perceiving c. extraversion, intuition, feeling, and judging

31.                extraversion, sensing, thinking, and judging

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

30.                30. The basic preference in type theory that represents where you find energy is the:

31.                a. extraversion/introversion b. sensing/intuiting preference.

32.                c. thinking/feeling

33.                judging/perceiving preference.

 

ANSWER:                            a

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

31.                31. 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:

32.                a. extraversion/introversion. sensing/intuiting.

33.                c. thinking/feeling.

34.                judging/perceiving.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

32.                32. Jung contended that the most important distinction between individuals was the:

33.                a. extravert/introvert b. sensing/intuiting preference.

34.                c. thinking/feeling

35.                judging/perceiving preference.

 

ANSWER:                            a

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

33.                33. All of the following are characteristics of the target of one’s perceptions, except:

34.                a. physical appearance of the b. oral communication.

35.                c. nonverbal

36.                the purpose of interaction.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

34.                34. is the process of interpreting information about another a. Self-monitoring

35.                Social perception c. Encoding

36.                Evaluation

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

35.                35. The three major categories of factors that influence our perception of another person include:

36.                a. characteristics of ourselves, the target person, and the b. availability of information, the target person, and the situation.

37.                c. recency of information, availability of information, and consistency of d. characteristics of ourselves, the target person, and consistency of information.

 

ANSWER:                            a

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

36.                36. 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:

37.                a. attention b. ability to focus.

38.                c. cognitive d. cognitive complexity.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

37.                37. Which of the following is NOT an important characteristic of the perceiver that can affect social perception?

38.                a. Familiarity with target Cognitive structure

39.                c. Self-concept

40.                The strength of social cues

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

38.                38. All of the following are characteristics of the target that influence social perception except:

39.                a. inferred

40.                nonverbal communication. c. verbal communication.

41.                cognitive complexity.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

39.                39. The discounting principle is a characteristic of the:

40.                a. b. perceiver. c. target.

41.                introvert.

 

ANSWER:                            a

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

40.                40. 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:

41.                a.

42.                impression management.

43.                c. the self-fulfilling d. selective perception.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Application

 

41.                41. A supervisor’s high expectations of a new employee and the subsequent high performance of that employee is an example of .

42.                a. impression management stereotyping

43.                c. perceptual bias

44.                self-fulfilling prophecy

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

42.                42. The primacy effect is also known as . a. selective perception

43.                self-fulfilling prophecy c. first-impression error d. a stereotype

 

ANSWER:                            c

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

43.                43. 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:

44.                a.

45.                selective perception. c. first impression error. d. self-fulfilling prophecy.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

44.                44. Increasing workforce diversity is likely to reduce as a barrier to social a. projection

45.                first-impression error c. selective perception d. stereotyping

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

45.                45. 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:

46.                a.

47.                selective perception.

48.                c. self-fulfilling

49.                impression management.

 

ANSWER:                            b

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

46.                46. When a female softball player is given more applause for a home run hit than a male teammate, it would most likely be due to:

47.                a. first impression b. projection.

48.                c. selective

49.                contrast against a stereotype.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

47.                47. Attribution theory helps to behavior in a. measure

48.                explain causes of

49.                c. specify correct or appropriate observe

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

48.                48. An achievement-oriented sales representative might attribute his failure to meet a monthly sales quota to:

49.                a. changing economic

50.                a short list of prospects provided by the company. c. a lack of effort.

51.                a cutback in product advertising.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Reflective Thinking STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics KEYWORDS:                       Bloom’s: Application

 

49.                49. Individuals who make external attributions will be more likely to:

50.                a. achieve higher levels of

51.                quit because they do not feel responsible.

52.                c. develop feelings of incompetence that may lead to d. provide a supporting environment for followers.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

50.                50. Achievement-oriented individuals attribute their success to . a. good luck

51.                ability

52.                c. task difficulty

53.                simplicity of the task

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

51.                51. Achievement-oriented individuals attribute their failures to:

52.                a. bad

53.                a combination of bad luck and a difficult task. c. lack of effort.

54.                lack of effort and a difficult task.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

52.                52. Research shows that successful candidates make:

53.                a. less attributions than unsuccessful

54.                more external attributions than unsuccessful candidates. c. more internal attributions for negative events.

55.                less internal attributions for negative events.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

53.                53. 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:

54.                a. the fundamental attribution b. the consensus error.

55.                c. the acceptance d. self-serving bias.

 

ANSWER:                            d

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Application

 

54.                54. Attributional biases imply that managers must:

55.                a. always be correct in their

56.                be wary of the cognitive process in decision making.

57.                c. know as much as possible about individual differences and determine the causes of d. not try to predict and control future behavior by understanding the causes of current behavior.

 

ANSWER:                            c

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

55.                55. The tendency to make attributions to internal causes when focusing on someone else’s behavior is:

56.                a. remedied by the discounting

57.                known as the fundamental attribution error.

58.                c. has been shown to not be related to cultural d. known as the self-serving bias.

 

ANSWER:                            b

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

56.                56. 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 .

57.                a. fundamental attribution self-serving bias

58.                c. discounting attribution consistency attribution

 

ANSWER:                            a

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

57.                57. A person from a fatalistic culture like India would be more likely than someone from China to:

58.                a. make an internal

59.                make a self-serving bias error.

60.                c. make a fundamental attribution d. make an external attribution.

 

ANSWER:                            d

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

58.                58. GMA is considered a personality a. True

59.                False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

59.                59. Personality is defined as a relatively stable set of characteristics that influence an individual’s a. True

60.                False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

60.                60. Heredity has been found to NOT be a determinant of a. True

61.                False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

61.                61. The integrative approach to personality emphasizes individual growth and a. True

62.                False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

62.                62. Persons with high self-esteem and internal locus of control tend to be higher performers and are more satisfied with their

63.                a. True

64.                False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

63.                63. High self-monitors can adjust their behavior to fit the a. True

64.                False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

64.                64. A problem with self-report measure for assessing personality is that people often answer the questionnaires in terms of how they want to be seen, rather than as they really

65.                a. True

66.                False

 

ANSWER:                            True

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.03

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

65.                65. Mood is a state that has been found to be relatively stable and therefore contributes to the objective accuracy of

66.                a. True

67.                False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.04

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

66.                66. 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

67.                a. True

68.                False

 

ANSWER:                            True

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

67.                67. CEO’s have been found to manage impressions by publicizing changes that seem to address financial analysts’

concerns without changing organizational policy. a. True

1.   False

 

ANSWER:                            True

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Application

 

68.                68. High achievers are more likely to attribute their success to others and good a. True

69.                False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

69.                69. The Pygmalion effect usually is associated with reduced a. True

70.                False

 

ANSWER:                            False

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.06

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

70.                70. The basis for understanding individual differences stems from Lewin’s early contention that behavior is a function of the person and the environment. This idea has been developed by the interactional psychology approach to personality. Briefly explain the basic propositions of this

 

ANSWER:                            There are four basic propositions of interactional psychology: (1) behavior is a function of a continuous, multidirectional interaction between the person and the situation, (2) the person is active in this process, both changing situations and being changed by them, (3) people vary in many characteristics, including cognitive, affective, motivational, and ability factors, and (4) two aspects of a situation are important: the objective situation and the person’s subjective view of the situation.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.01

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

71.                71. Using the five personality characteristics identified as important for understanding organizational behavior, describe an individual who would most likely be a strong

 

ANSWER:                            An internal locus of control, high self-esteem, high self-efficacy, moderate to high

self-monitoring, and positive affectivity are likely to be displayed by a high performer.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.02

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension

 

72.                72. Identify and explain barriers to social

 

ANSWER:                            Five barriers to social perception are selective perception, stereotyping, first- impression error, projection, and self-fulfilling prophecies. Stereotyping stems from generalizing about a group of people. Selective perception involves using only information that supports one’s preconceived view of someone. One’s initial interaction with another may lead to an incorrect conclusion or first impression error. Pet theories one has of behavior may produce inaccurate perception. A self-fulfilling prophecy occurs in a situation where one’s expectations about people affect interaction with them in such a way that expectations are fulfilled.

DIFFICULTY:                      Easy

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Knowledge

 

73.                73. How would a manager use self-fulfilling prophecies to improve a work group?

 

ANSWER:                            If a supervisor is told that a work group contains individuals with high achievement potential, this information may get translated into high expectations of the supervisor and he or she may set high goals and objectives for the group (that is, higher goals and objectives than would otherwise be set). With high expectations and goals, group members may respond with unusually strong effort and meet the high goals and objectives.

DIFFICULTY:                      Moderate

LEARNING OBJECTIVES:  ORGB.NELS.15.03.05

NATIONAL STANDARDS:   United States – BUSPROG: Analytic

STATE STANDARDS:          United States – Ohio – DISC: Individual Dynamics

KEYWORDS:                       Bloom’s: Comprehension