Johns Ob 9e Tif Ch02

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Test Bank for Johns/Saks, Organizational Behaviour, Ninth Edition Chapter 2 1) An individual's personality encompasses a. a relatively stable set of psychological characteristics. b. a constantly shifting set of personal characteristics. c. all aspects of the individual's consciousness. d. behaviours which are mostly learned through childhood experience. e. all aspects of the individual's physical and emotional response to their environment. Answer: a Diff: 2 ype: !" #age $eference: %% &'ill: $ecall (b)ective: 2.1 Define *personality* and discuss its general role in influencing organi+ational behaviour. 2) #ersonality will have the most impact in which situation, a. -ea' situations of loosely defined roles with few rules b. &trong situations with well defined roles. rules. and contingencies c. /oth wea' and strong situations d. &ituations of medium strength e. -ea' situations with well defined roles. rules. and contingencies Answer: a Diff: 0 ype: !" #age $eference: %1 &'ill: $ecall (b)ective: 2.1 Define *personality* and discuss its general role in influencing organi+ational behaviour. 0) #ersonality is most commonly thought to consist of 22222222 general dimensions. a. four b. five
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c. three d. seven e. six Answer: b Diff: 1 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. %) he personality dimension of extraversion is defined as a. the extent to which a person is outgoing and en)oys social situations. b. the degree to which a person has appropriate emotional control. c. the extent to which a person is friendly and approachable. d. the degree to which a person thin's flexibly and is receptive to new ideas. e. the degree to which a person is responsible and achievement oriented. Answer: a Diff: 1 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 1) he personality dimension of emotional stability is defined as a. the extent to which a person is outgoing and en)oys social situations. b. the degree to which a person has appropriate emotional control. c. the extent to which a person is friendly and approachable. d. the degree to which a person thin's flexibly and is receptive to new ideas. e. the degree to which a person is responsible and achievement oriented. Answer: b Diff: 1 ype: !" #age $eference: %3
&'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 3) 6xtraversion is especially important for )obs that re7uire a. low interpersonal interaction and independence. b. in5depth research and analysis with great independence. c. extensive education and credibility. e.g.. #h.D. d. a lot of interpersonal interaction such as sales and management. e. being a solo practitioner. Answer: d Diff: 2 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 8) he personality dimension of agreeableness is defined as a. the extent to which a person is outgoing and en)oys social situations. b. the degree to which a person has appropriate emotional control. c. the extent to which a person is friendly and approachable. d. the degree to which a person thin's flexibly and is receptive to new ideas. e. the degree to which a person is responsible and achievement oriented. Answer: c Diff: 1 ype: !" #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 9) 6motional stability helps support positive wor' performance because a. the person is neurotic about their responsibilities and is fanatically detail oriented. b. the person is more calm and has highly effective interactions with co5wor'ers and customers. c. the person is obsessive with customer service 7uality.
d. the person expresses great detachment and apathy. e. the person stic's to their established patterns and ignores updated information. Answer: b Diff: 2 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. :) he personality dimension of conscientiousness is defined as a. the extent to which a person is outgoing and en)oys social situations. b. the degree to which a person has appropriate emotional control. c. the extent to which a person is friendly and approachable. d. the degree to which a person thin's flexibly and is receptive to new ideas. e. the degree to which a person is responsible and achievement oriented. Answer: e Diff: 1 ype: !" #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 1;) he personality dimension of openness to experience is defined as a. the extent to which a person is outgoing and en)oys social situations. b. the degree to which a person has appropriate emotional control. c. the extent to which a person is friendly and approachable. d. the degree to which a person thin's flexibly and is receptive to new ideas. e. the degree to which a person is responsible and achievement oriented. Answer: d Diff: 1 ype: !" #age $eference: %8 &'ill: $ecall
(b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 11) he personality dimension which helps foster cooperation and nurturing of others and teamwor' is a. emotional stability. b. conscientiousness. c. general self5efficacy. d. self5monitoring. e. agreeableness. Answer: e Diff: 1 ype: !" #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 12) $ecent studies suggest that extraversion is related to absenteeism in a positive direction. his means that a. extraverts tend to be absent less often than introverts. b. the more extraverted a person is. the less absent they are. c. extraverts tend to be absent more often than introverts. d. the more introverted a person is. the more absent they are. e. people become more extraverted through higher absenteeism. Answer: c Diff: 0 ype: !" #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 10) 6dward has recently been told that he is very effective at networ'ing with potential customers. <owever. his follow5up after initial contact is sloppy and his files are not up to date. =n order to be more effective on the )ob he needs to 'eep wor'ing on the 22222222 part of his personality. a. emotional stability
b. openness to experience c. neuroticism d. conscientiousness e. independence Answer: d Diff: 2 ype: !" #age $eference: %8 &'ill: Applied (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 1%) >anet has shown her boss how effective she is on the )ob because she is naturally curious about what is happening with her company. has broad interests. and has a vibrant imagination. &he is demonstrating great a. willingness to get along with everyone. b. openness to experience. c. focus on getting promoted and is highly ambitious. d. emotional stability. e. reluctance to wor' long hours. Answer: b Diff: 2 ype: !" #age $eference: %8 &'ill: Applied (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 11) ?ary $eynolds is the "6( of $eynolds &oftware @imited. <e attributes his success to careful planning. hard wor'. and a good business education. =n terms of locus of control. ?ary is most li'ely aAn) a. external. b. extravert. c. introvert. d. internal. e. high self5monitor.
Answer: d Diff: 2 ype: !" #age $eference: %9 &'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 13) A person who is a high self5monitor will a. observe the situation when determining how to behave. b. ignore the situation when determining how to behave. c. be rather rigid in his or her leadership style. d. be prone to uncontrollable emotional outbursts. e. have difficulty regulating their behaviour in social situations. Answer: a Diff: 2 ype: !" #age $eference: %: &'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 18) A person with low self5esteem will li'ely a. react well to ambiguous stressful situations. b. be able to deal with negative feedbac'. c. be less susceptible to external and social influences. d. respond well to mentoring. e. be less pliable than someone with high self5esteem. Answer: d Diff: 2 ype: !" #age $eference: 1; &'ill: Applied
(b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 19) @earning is a. a relatively temporary change in behaviour potential due to experience. b. a relatively permanent change in behaviour potential due to experience. c. not directly related to behaviour or experience. d. related to behaviour more than experience. e. concerned with both permanent and temporary changes. Answer: b Diff: 2 ype: !" #age $eference: 10 &'ill: $ecall (b)ective: 2.3 Define *learning* and what is learned in organi+ations. 1:) -hich of the following is not one of the four primary categories of learning content in organi+ations, a. #ractical s'ills b. =ntrapersonal s'ills c. =nterpersonal s'ills d. "ultural awareness e. 4inancial management Answer: e Diff: 1 ype: !" #age $eference: 10 &'ill: $ecall (b)ective: 2.3 Define *learning* and what is learned in organi+ations. 2;) &ocial cognitive theory is most strongly associated with which of the following concepts, a. #unishment b. Delayed reinforcement
c. #artial reinforcement d. !odelling e. 6xtinction Answer: d Diff: 2 ype: !" #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 21) o obtain the best compromise between the speed of ac7uisition of a desired response and resistance to its extinction. which reinforcement strategy should be used in training, A=n other words. how do we get the fastest learning combined with the strongest resistance to extinction,) a. "ontinuous reinforcement b. /egin with self5management and then go to modeling. c. /egin with delayed and partial reinforcement and gradually go to immediate and continuous reinforcement. d. /egin with immediate and continuous reinforcement and gradually go to delayed and partial reinforcement. e. /egin with negative reinforcement and gradually change to continuous positive reinforcement. Answer: d Diff: 0 ype: !" #age $eference: 18 &'ill: Applied (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 22) $on is a sensitive person. and he wor's very hard so that his boss doesn't critici+e him. "riticism is aAn) 22222222 of $on's wor'. a. positive reinforcer b. extinguisher c. negative reinforcer
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d. punisher e. continuous reinforcer Answer: c Diff: 2 ype: !" #age $eference: 11 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 20) A company converted its machine operators from piece rate pay to hourly pay and found that accidents involving the machines were reduced to almost +ero from a previously high level. -hat can we conclude, a. &afe wor'ing practices were positively reinforced. b. Bnsafe wor'ing practices were punished. c. &afe wor'ing practices were negatively reinforced. d. Bnsafe wor'ing practices were extinguished. e. <ourly pay resulted in bigger payche7ues for the machine operators. Answer: d Diff: 0 ype: !" #age $eference: 19 &'ill: Applied (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 2%) A supervisor complimented each of his wor'ers as he or she arrived promptly to wor' every morning. Due to time constraints. the supervisor had to stop this practice. resulting in a much higher rate of tardiness among his wor'ers. -hich of the following statements best explains this situation in operant terms, a. he supervisor was inadvertently punishing his wor'ers by not complimenting them. so the wor'ers didn't arrive on time any more. b. he supervisor's negative reinforcement strategy was stopped. thus extinguishing the behaviour of arriving promptly. c. he supervisor was using a continuous. immediate reinforcement strategy. and behaviour learned under such conditions is easily extinguishable.
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d. he supervisor was using a partial reinforcement strategy. and behaviour learned under such conditions is easily extinguishable. e. he supervisor was using a delayed reinforcement strategy. and behaviour learned under such conditions is easily extinguishable. Answer: c Diff: 0 ype: !" #age $eference: 18 &'ill: Applied (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 21) -hich of the following statements concerning extinction is false, a. 6xtinction wor's best when coupled with the reinforcement of a desired substitute behaviour. b. /ehaviours learned under delayed or partial reinforcement schedules are more difficult to extinguish than those learned under continuous. immediate reinforcement. c. 6xtinction can be successful in reducing an unwanted behaviour by removing the reinforcer of that behaviour. d. Bsing the application of an unpleasant stimulus after an unwanted behaviour. extinction can reduce the probability of that behaviour occurring again. e. /ehaviours which are eliminated through extinction may reappear if they become positively reinforced again. Answer: d Diff: 0 ype: !" #age $eference: 19 &'ill: Applied (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 23) -hich of the following represents the least effective reinforcement strategy, a. Delayed reinforcement b. =mmediate reinforcement c. "ontinuous reinforcement d. Cegative reinforcement
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e. his 7uestion cannot be answered accurately as stated. Answer: e Diff: 2 ype: !" #age $eference: 18 &'ill: Applied (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 28) =n learning terms. a model is a person who a. imitates the behaviour of others. b. administers a high degree of positive reinforcement. c. has his or her behaviour imitated. d. engages in self5management. e. see's a mentor. Answer: c Diff: 1 ype: !" #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 29) =f a behaviour is increasing in probability. we can be certain that it is not being a. extinguished. b. positively reinforced. c. learned. d. negatively reinforced. e. modelled. Answer: a Diff: 1 ype: !" #age $eference: 19
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&'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 2:) -hen we say that organi+ations sometimes confuse rewards with reinforcers. we mean that a. rewards cannot serve as reinforcers. b. people differ as to which rewards are reinforcing. c. the rewards are not made contingent on a desired behaviour. d. the reinforcers are not bac'ed up with attractive rewards. e. only monetary rewards wor' as effective reinforcers. Answer: c Diff: 2 ype: !" #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 0;) A positive reinforcer is a. pay. b. interesting wor'. c. a holiday. d. a company car. e. here is insufficient information to accurately answer this 7uestion. Answer: e Diff: 1 ype: !" #age $eference: 1% &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 01) he concepts of observational learning and self5regulation both assume
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a. that cognitive learning cannot occur. b. that extinction is superior to punishment. c. that people can reinforce themselves. d. that learning can occur without reinforcement. e. that all wor'ers prefer the same reinforcers. Answer: c Diff: 2 ype: !" #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 02) 22222222 decreases the probability of a behaviour by the application of a negative stimulus after that behaviour occurs. a. #unishment b. 6xtinction c. Cegative reinforcement d. #ositive reinforcement e. !odelling Answer: a Diff: 1 ype: !" #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 00) 22222222 increases the probability of a behaviour by the removal of a negative stimulus after that behaviour occurs. a. #unishment b. 6xtinction c. Cegative reinforcement d. #ositive reinforcement
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e. !odelling Answer: c Diff: 1 ype: !" #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 0%) o reduce the probability of some unwanted behaviour we can use a. positive reinforcement. b. extinction. c. negative reinforcement. d. continuous reinforcement. e. immediate reinforcement. Answer: b Diff: 2 ype: !" #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 01) #ositive reinforcement 22222222 the probability of a behaviour by applying a 22222222 stimulus after that behaviour occurs. a. increasesD nasty b. increasesD pleasant c. decreasesD pleasant d. decreasesD nasty e. increasesD neutral Answer: b Diff: 2 ype: !" #age $eference: 1%
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&'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 03) -hich of the following statements concerning punishment is generally true, a. #unishment involves the same process as extinction. b. !anagers seldom use punishment to control organi+ational behaviour. c. #unishment differs from negative reinforcement in that punishment removes a nasty stimulus following some behaviour. d. -hile punishment signals which behaviours are inappropriate. it fails to illustrate correct behaviour. e. !anagers should punish subordinates in front of other employees to set an example. Answer: d Diff: 0 ype: !" #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 08) A manager who scolds her employees for being late with the hope that this will stop them from being late is using a. punishment. b. negative reinforcement. c. extinction. d. positive reinforcement. e. modelling. Answer: a Diff: 2 ype: !" #age $eference: 19 &'ill: Applied (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively.
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09) #ersistent learning is best achieved through a. partial. delayed reinforcement. b. continuous. immediate reinforcement. c. partial. immediate reinforcement. d. continuous. delayed reinforcement. e. punishment. Answer: a Diff: 2 ype: !" #age $eference: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 0:) 22222222 increase or maintain the probability of some response by their 22222222 the situation in 7uestion. a. #ositive reinforcersD removal from b. Cegative reinforcersD application or addition to c. #ositive reinforcersD application or addition to d. Cegative reinforcersD modelling of e. $ewardsD removal from Answer: c Diff: 2 ype: !" #age $eference: 1% &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. %;) =n order to obtain the fastest ac7uisition of some response. reinforcement should be used a. immediately and continuously. b. immediately and partially. c. after a long delay and continuously.
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d. after a long delay and partially. e. intermittently and cautiously. Answer: a Diff: 2 ype: !" #age $eference: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. %1) !anagers should be especially careful in administering punishment because a. over a long period of time. repeated punishment becomes positively reinforcing. b. punishment has a tendency to provo'e a strong emotional reaction on the part of the punished individual. c. punishment usually has no impact on the behaviour they are trying to eliminate. d. punishment will always lead to the emergence of other undesirable behaviours. e. punishment must be administered in front of other employees. and this often results in lowered morale. Answer: b Diff: 0 ype: !" #age $eference: 1: &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %2) -hich of the following statements represents bad advice on administering punishment, a. #unishment should start off with a very mild warning. gradually proceeding to stronger punishment if the offense continues. b. he chosen punishment should be truly aversive to the individual being punished. c. #unishment should be coupled with an indication of the correct behaviour in the situation. d. Do not reward unwanted behaviours before or after punishment. e. Do not inadvertently punish desirable behaviour.
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Answer: a Diff: 2 ype: !" #age $eference: 1: &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %0) A manager reali+es that her complaints about employee horseplay seem to encourage more horseplay. &he resolves to ignore their horseplay in the future. =n operant terms. what has she decided to do, a. #ositively reinforce proper wor' behaviour b. Cegatively reinforce horseplay c. 6xtinguish horseplay d. #unish horseplay e. !odel horseplay Answer: c Diff: 2 ype: !" #age $eference: 19 &'ill: Applied (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %%) here are two strategies that can be used to reduce the probability of learned behaviour. hey are a. organi+ational behaviour modification and reinforcement. b. extinction and punishment. c. negative reinforcement and punishment. d. negative reinforcement and extinction. e. modelling and positive reinforcement. Answer: b Diff: 1 ype: !"
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#age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %1) -hat is the most sensible strategy for administering punishment. as long as conditions permit, a. #artially and immediately b. #artially with delay c. "ontinuously with delay d. "ontinuously and immediately e. =ntermittently and cautiously Answer: d Diff: 2 ype: !" #age $eference: 1: &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %3) he boo' described a company that posted a feedbac' chart in the wor'place to indicate the percentage of safe behaviours observers noted every three days. -hich of the following is not true about this practice, a. =t was an example of positive reinforcement. b. =t was an example of organi+ational behaviour modification. c. =t was an example of self5regulation. d. he scheme was designed to improve safe wor'ing practices. e. he posting of safe behaviours every three days is essentially a delayed. continuous reinforcement strategy. Answer: c Diff: 0 ype: !" #age $eference: 31 &'ill: $ecall
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(b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. %8) &top reinforcement to 22222222 a behaviour. a. punish b. extinguish c. model d. strengthen e. learn Answer: b Diff: 1 ype: !" #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %9) he most difficult tactic for a manager to use effectively is a. positive reinforcement. b. negative reinforcement. c. punishment. d. modelling. e. extinction. Answer: c Diff: 2 ype: !" #age $eference: 1: &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. %:) he process of self5regulation can include a. observation of models.
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b. collection of self5observation data. c. goal setting. d. rehearsal. e. all of the above. Answer: e Diff: 1 ype: !" #age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 1;) -hich of the following represents the most effective punishment strategy, a. "ontinuous b. Delayed c. #artial d. =ntermittent e. his 7uestion cannot be answered accurately as stated. Answer: a Diff: 2 ype: !" #age $eference: 1: &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 11) o ma'e behaviour most resistant to extinction. it should be learned under 2222222222 reinforcement. a. continuous and delayed b. continuous and immediate c. partial and delayed d. partial and immediate e. negative
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Answer: c Diff: 2 ype: !" #age $eference: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 12) =n the text. observational learning is described as a process of a. reinforcing others. b. punishing others. c. imitating others. d. showing others. e. managing others. Answer: c Diff: 1 ype: !" #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 10) According to the 22222222 approach. organi+ational behaviour is a function of both dispositions and the situation. a. personality b. interactionist c. operant learning d. social cognitive e. contingency Answer: b Diff: 1 ype: !" #age $eference: %1 &'ill: $ecall
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(b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 1%) =f an organi+ation decides to change the characteristics of wor' tas's in order to improve employee satisfaction and performance. what approach to organi+ational behaviour are they following, a. dispositional approach b. personality approach c. situational approach d. interactionist approach e. operant learning approach Answer: c Diff: 2 ype: !" #age $eference: %1 &'ill: Applied (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 11) =f an organi+ation decides to use personality tests in the hiring of employees in order to improve employee satisfaction and performance. what approach to organi+ational behaviour are they following, a. dispositional approach b. situational approach c. interactionist approach d. testing approach e. military approach Answer: a Diff: 2 ype: !" #age $eference: %1 &'ill: Applied (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory.
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13) -hich of the following is the most widely accepted perspective within organi+ational behaviour, a. he five5factor approach b. he dispositional approach c. he situational approach d. he interactionist approach e. he personality approach Answer: d Diff: 1 ype: !" #age $eference: %1 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 18) -hich of the following is related to the probability of obtaining employment, a. 6xtraversion b. 6motional stability c. Agreeableness d. "onscientiousness e. (penness to experience Answer: d Diff: 2 ype: !" #age $eference: %9 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 19) According to behavioural plasticity theory. a. people with high self5esteem are more li'ely to benefit from external and social influences. b. people with low self5esteem are more susceptible to external and social influences. c. people's self5esteem can easily be changed in response to external and social influences.
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d. people's behaviour will only change when their self5esteem is threatened. e. the best way to change people's behaviour is to use external and social influence. Answer: b Diff: 2 ype: !" #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 1:) -hich of the following is an emotional disposition that predicts people's general emotional tendencies, a. ?eneral self5efficacy b. &elf5esteem c. #roactive personality d. #ositive affectivity e. @ocus of control Answer: d Diff: 2 ype: !" #age $eference: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 3;) A person who is relatively unconstrained by situational forces and acts to change and influence the environment has what 'ind of personality, a. <igh self5esteem b. =nternal locus of control c. #roactive personality d. #ositive affect e. ?eneral self5efficacy Answer: c Diff: 2
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ype: !" #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 31) -hich of the following is an example of a motivational trait, a. #ositive affectivity b. &elf5esteem c. "ore self5evaluations d. 6motional stability e. ?eneral self5efficacy Answer: e Diff: 2 ype: !" #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 32) -hich one of the dimensions of the five5factor model of personality is also one of the traits of core self5evaluations, a. 6xtraversion b. 6motional stability c. Agreeableness d. "onscientiousness e. (penness to experience Answer: b Diff: 2 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences.
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30) -hich of the following is not one of the traits of core self5evaluations, a. ?eneral self5efficacy b. &elf5esteem c. @ocus of control d. Ceuroticism e. Cegative affectivity Answer: e Diff: 2 ype: !" #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 3%) -hich of the following best describes the effects of organi+ational behaviour modification on tas' performance, a. he effects are strongest in service organi+ations. b. he effects are strongest in military organi+ations. c. he effects are strongest in manufacturing organi+ations. d. he effects are the same in all organi+ations. e. =t depends on the type of positive reinforcement used. Answer: c Diff: 0 ype: !" #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 31) -hich of the following most accurately indicates the forms of positive reinforcement that have been found to be effective for organi+ational behaviour modification, a. !oney and feedbac' but not social recognition b. !oney and social recognition but not feedbac'
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c. &ocial recognition and feedbac' but not money d. (nly money e. !oney. feedbac'. and social recognition Answer: e Diff: 2 ype: !" #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 33) -hich of the following is a 'ey part of an employee recognition program, a. he type of award b. he amount of financial reward c. #ublic ac'nowledgement d. he fairness of the program e. he type of recognition Answer: c Diff: 2 ype: !" #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 38) -hat are the components of career development, a. "areer planning and career management b. "areer choice and career planning c. "areer decision ma'ing and career management d. "areer planning and career decision ma'ing e. "areer management and career advancement
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Answer: a Diff: 2 ype: !" #age $eference: 3: &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 39) (ne of the most widely used and effective methods of training is a. organi+ational behaviour modification. b. self5regulation training. c. behaviour modelling training. d. self5efficacy training. e. social cognitive training. Answer: c Diff: 1 ype: !" #age $eference: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 3:) $esearch on behaviour modelling training has concluded that it has a positive effect on a. learning and s'ills. b. learning only. c. learning and behaviour. d. learning. s'ills. and behaviour. e. learning and behaviour. Answer: d Diff: 2 ype: !" #age $eference: 39
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&'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 8;) he effects of behaviour modelling training are greatest when a. trainees are instructed to set goals. b. rewards and sanctions are used in the wor' environment. c. trainees are instructed to set goals and rewards and sanctions are used in the wor' environment. d. trainees are instructed to set goals and rewards are used in the wor' environment. e. trainees are instructed to set goals and sanctions are used in the wor' environment. Answer: c Diff: 0 ype: !" #age $eference: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 81) -hich of the following is true about high self5monitors, a. hey experience more role stress and show higher commitment to their organi+ation. b. hey experience less role stress and show higher commitment to their organi+ation. c. hey experience less role stress and show less commitment to their organi+ation. d. hey experience no role stress and show less commitment to their organi+ation. e. hey experience more role stress and show less commitment to their organi+ation. Answer: e Diff: 2 ype: !" #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.*
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82) -hich of the following is true about high self5monitors, a. hey tend to be less involved in their )obs and experience more role stress. b. hey tend to be more involved in their )obs and show more commitment to their organi+ation. c. hey tend to be more involved in their )obs and to experience more role stress. d. hey tend to be less involved in their )obs and are more li'ely to emerge as leaders. e. hey tend to be less involved in their )obs and show more commitment to their organi+ation. Answer: c Diff: 2 ype: !" #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 80) @u'e has )ust described a set of well5defined behaviours to be learned. -hat is he doing, a. (rgani+ational behaviour modification b. &elf5regulation c. "areer development d. /ehaviour modelling training e. "areer planning Answer: d Diff: 2 ype: !" #age $eference: 39 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 8%) @u'e has )ust described to trainees a set of well5defined behaviours to be learned. -hat does he need to do next, a. #rovide feedbac' and social reinforcement to trainees
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b. #rovide opportunities for trainees to practise using those behaviours c. #rovide a model or models displaying the effective use of those behaviours d. a'e steps to maximi+e the transfer of those behaviours to the )ob e. a'e the steps that are re7uired to achieve an individual's goals and career plans Answer: c Diff: 0 ype: !" #age $eference: 39 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 81) @u'e has )ust provided opportunities for trainees to practise using newly learned behaviours. -hat does he need to do next, a. #rovide a model or models displaying the effective use of those behaviours b. a'e steps to maximi+e the transfer of those behaviours to the )ob c. Describe to trainees a set of well5defined behaviours to be learned d. #rovide feedbac' and social reinforcement to trainees e. "ollect self5observation data Answer: d Diff: 0 ype: !" #age $eference: 39 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 83) A manager has )ust provided an employee with information on past performance for the purpose of changing or maintaining performance in specific ways. -hat is this called, a. &ocial recognition b. &elf5regulation c. /ehaviour modelling training
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d. #erformance feedbac' e. !odelling Answer: d Diff: 2 ype: !" #age $eference: 13 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 88) #erformance feedbac' is most effective when it is a. conveyed in a negative manner. b. delivered immediately after observing performance. c. represented verbally. such as a written description. d. delivered by several observers. e. delivered only after everyone has had a chance to thin' about the performance. Answer: b Diff: 2 ype: !" #age $eference: 13 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 89) -hen one individual provides informal ac'nowledgement. attention. praise. approval. or genuine appreciation for wor' well done to another individual. heEshe is providing a. performance feedbac'. b. a good example of a model. c. social recognition. d. peer recognition. e. continuous and immediate reinforcement. Answer: c Diff: 2
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ype: !" #age $eference: 13 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 8:) he idea of triadic reciprocal causation has its basis in a. operant learning theory. b. organi+ational behaviour modification. c. behaviour modelling training. d. social cognitive theory. e. employee recognition programs. Answer: d Diff: 2 ype: !" #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 9;) -hen there exists a discrepancy between one's goals and performance. this is 'nown as a. discrepancy production. b. discrepancy induction. c. discrepancy seduction. d. discrepancy reduction. e. discrepancy function. Answer: d Diff: 2 ype: !" #age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.*
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91) -hen individuals attain their goals. they are li'ely to set even higher and more challenging goals. a process 'nown as a. discrepancy production. b. discrepancy reduction. c. discrepancy seduction. d. discrepancy induction. e. discrepancy function. Answer: a Diff: 2 ype: !" #age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 92) A new manager wants her employees to learn the principles of self5regulation. &he has them set a goal so that there is a discrepancy between their goal and their performance. -hen employees attain their goals. they are li'ely to a. set the same goal. b. set lower goals. c. set even higher and more challenging goals. d. stop setting goals. e. as' the manager to set a new goal. Answer: c Diff: 2 ype: !" #age $eference: 3% &'ill: Applied (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 90) -hich of the following represents the findings of research on organi+ational behaviour modification,
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a. &ocial recognition has stronger effects on performance than money and performance feedbac'. b. #erformance feedbac' has stronger effects on performance than money and social recognition. c. &ocial recognition and performance feedbac' have the same effects on performance as money. d. !oney has stronger effects on performance than social recognition and performance feedbac'. e. !oney and social recognition have stronger effects on performance than performance feedbac'. Answer: d Diff: 2 ype: !" #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 9%) According to research on organi+ational behaviour modification. which combination of factors has the strongest effect on tas' performance, a. !oney. social recognition. and formal recognition b. !oney. formal recognition. and performance feedbac' c. !oney. social recognition. and performance feedbac' d. 4ormal recognition. social recognition. and performance feedbac' e. !oney. peer recognition. and performance feedbac' Answer: c Diff: 2 ype: !" #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development.
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91) According to social cognitive theory. human behaviour can best be explained through a system of a. bidirectional reciprocal causation. b. triadic reciprocal causation. c. triadic bidirectional causation. d. cognitive reciprocal causation. e. triadic cognitive causation. Answer: b Diff: 2 ype: !" #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 93) According to trait activation theory. a. traits lead to certain personalities only when the situation ma'es the need for that personality salient. b. traits lead to certain behaviours only when the situation ma'es the need for that trait salient. c. situations lead to certain traits only when the situation ma'es the need for that trait salient. d. situations lead to certain behaviours only when the situation ma'es the need for a trait salient. e. personality leads to certain traits only when the situation ma'es the need for that personality salient. Answer: b Diff: 0 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 98) he idea that personality characteristics influence peopleFs behaviour when the situation calls for a particular personality characteristic is 'nown as
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a. personality activation theory. b. situation activation theory. c. trait activation theory. d. situational approach. e. dispositional approach. Answer: c Diff: 2 ype: !" #age $eference: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 99) -hich of the following statements is most accurate, a. 6ach of the /ig 4ive dimensions is related to )ob performance but not organi+ational citi+enship behaviours. b. 6ach of the /ig 4ive dimensions is related to organi+ational citi+enship behaviours but not )ob performance. c. &ome of the /ig 4ive dimensions are related to )ob performance and all of them are related to organi+ational citi+enship behaviours. d. &ome of the /ig 4ive dimensions are related to organi+ational citi+enship behaviours and all of them are related to )ob performance. e. 6ach of the /ig 4ive dimensions is related to )ob performance and organi+ational citi+enship behaviours. Answer: e Diff: 2 ype: !" #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 9:) -hich of the /ig 4ive dimensions predicts )ob performance in all )obs across occupations, a. 6xtraversion b. 6motional stability
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c. Agreeableness d. "onscientiousness e. (penness to experience Answer: d Diff: 2 ype: !" #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. :;) =f Cadia is susceptible to external and social influences. what can you say about her personality, a. &he has an internal locus of control. b. &he has an external locus of control. c. &he has high self5esteem. d. &he has low self5esteem. e. &he is a high self5monitor. Answer: d Diff: 2 ype: !" #age $eference: 1; &'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control*. *self5 monitoring.* and *self5esteem.* :1) /ehavioural plasticity theory has to do with what personality characteristic, a. @ocus of control b. &elf5esteem c. &elf5monitoring d. ?eneral self5efficacy e. "ore self5evaluations Answer: b Diff: 1
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ype: !" #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control*. *self5 monitoring.* and *self5esteem.* :2) -hat personality trait is considered to be one of the best dispositional predictors of )ob satisfaction and )ob performance, a. @ocus of control b. &elf5esteem c. &elf5monitoring d. ?eneral self5efficacy e. "ore self5evaluations Answer: e Diff: 2 ype: !" #age $eference: 10 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. :0) -hich personality trait is considered to be a motivational trait, a. Cegative affect b. &elf5esteem c. &elf5monitoring d. ?eneral self5efficacy e. #ositive affect Answer: d Diff: 2 ype: !" #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences.
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:%) #ersonality is the unstable set psychological characteristics that influences the way an individual interacts with the environment. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: %% &'ill: $ecall (b)ective: 2.1 Define GpersonalityH and discuss its general role in influencing organi+ational behaviour. :1) According to the dispositional approach. individuals possess stable traits or characteristics that influence their attitudes and behaviours. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: %1 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. :3) he dispositional approach is the most widely accepted perspective within organi+ational behaviour. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: %1 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory.
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:8) An important implication of the situational approach is that some personality characteristics are useful in certain organi+ational situations. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: %1 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. :9) /ehavioural plasticity has to do with how external and social influences can change people's self5esteem. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* ::) #eople who have high negative affectivity experience more stressful conditions at wor' and report higher levels of wor'place stress. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences.
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1;;) ?eneral self5efficacy is a stable personal disposition that reflects a tendency to effect positive change in one's environment. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1;1) "ore self5evaluations are related to )ob satisfaction but not life satisfaction. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1;2) A good indication of whether or not an individual believes he or she can succeed at a variety of tas's is their general self5efficacy. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1;0) !oney. feedbac'. and social recognition together have the strongest effect on tas' performance.
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a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 1;%) he effects of organi+ational behaviour modification on tas' performance tend to be strongest in service organi+ations. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 1;1) #ersonality is a relatively new idea in organi+ational behaviour research. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: %1 &'ill: $ecall (b)ective: 2.1 Define GpersonalityH and discuss its general role in influencing organi+ational behaviour. 1;3) he */ig 4ive* refers to five distinct dimensions of personality. a. rue
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b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 1;8) Altruism is one of the */ig 4ive* personality dimensions. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 1;9) Agreeableness means that a person tends to be friendly and approachable. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 1;:) =f you believe that you are being controlled by internal forces. you are an external locus of control person. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: %9
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&'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 11;) @ocus of control is not a personality dimension. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: %9 &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 111) /eing a high self5monitor means that you observe only yourself and no one else. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: %: &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 112) <aving high self5esteem means that you have a negative self5evaluation. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.*
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110) &elf5esteem. self5monitoring. locus of control. agreeableness. conscientiousness. and emotional stability are all examples of personality characteristics or dimensions. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: %3 &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* And 2.0 Discuss the 4ive54actor !odel of personality. 11%) Cegative reinforcement is a technical term for punishment. =n fact. they both mean the same thing. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 111) =n technical terms. to extinguish some behaviour. )ust stop reinforcement. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively.
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113) /obby praises every good report his employee produces. his is an example of a partial reinforcement strategy. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 18 &'ill: Applied (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 118) #unishment is most effective when it is delivered according to a partial and delayed schedule. a. rue b. 4alse Answer: b Diff: 0 ype: 4 #age $eference: 1: &'ill: Applied (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 119) &elf5regulation is closely related to the concept of social cognition. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 30 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 11:) Bnder self5regulation. employees in effect reinforce themselves. a. rue
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b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 12;) =n social cognitive theory. a model is a person who imitates another person's behaviour. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 121) /y definition. all rewards that organi+ations provide for employees are reinforcers. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 122) he very fastest ac7uisition of behaviour will occur under continuous and delayed reinforcement. a. rue b. 4alse
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Answer: b Diff: 2 ype: 4 #age $eference: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 120) he imitation of a prominent model Asuch as a successful and respected "6() is an example of social cognitive theory. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 12%) =t is probably easier for managers to learn to use positive reinforcement effectively than to use punishment effectively. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 3; &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 121) =n theory. both punishment and extinction should have a similar impact on the probability of behaviour occurring. a. rue b. 4alse Answer: a
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Diff: 0 ype: 4 #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 123) he modelling process is an example of social cognitive theory. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 128) =ronically. the best models in learning terms behave in a subtle and forgettable manner. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 129) Bnder the concept of self5regulation. an employee reinforces his or her own behaviour. a. rue b. 4alse Answer: a Diff: 1 ype: 4
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#age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 12:) Delayed reinforcement results in slowly learned but persistent behaviour. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement. 10;) Cegative reinforcement and punishment produce similar results but through different processes. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. And 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 101) Cegative reinforcers increase the probability of a behaviour occurring. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall
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(b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 102) #unishment stops unwanted behaviours most effectively when it is mild and accompanied by presents or rewards. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 100) =n learning terms. attractive. high status people are often effective models. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 10%) #unishment is the easiest operant techni7ue to use effectively. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: 1: &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively.
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101) Cegative reinforcement is more effective than punishment in stopping unwanted behaviours. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 103) 6xtinction is accomplished by terminating reinforcement. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 108) "onscientiousness is the strongest predictor of all of the */ig 4ive* dimensions of overall )ob performance. a. rue b. 4alse Answer: a Diff: 1 ype: 4 #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 109) <igh self5monitors experience less role stress. a. rue b. 4alse
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Answer: b Diff: 2 ype: 4 #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 10:) 6mployees who have higher negative affectivity have been found to be more creative at wor'. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1%;) #ositive affect is a 'ey factor that lin's happiness to success in life and at wor'. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1%1) A manager who wants to use performance feedbac' should provide 7uantitative but not 7ualitative information on past performance. a. rue b. 4alse Answer: b
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Diff: 2 ype: 4 #age $eference: 13 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%2) #erformance feedbac' is most effective when it is represented visually in a graph or chart form. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 13 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%0) =f a manager wants to use performance feedbac' to change employee behaviour. heEshe should convey it after the employee has had some time to thin' about the performance in 7uestion. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 13 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%%) &ocial recognition and performance feedbac' are the same thing. a. rue b. 4alse Answer: b Diff: 1
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ype: 4 #age $eference: 13 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%1) #erformance feedbac' is most effective when it is represented verbally in written form. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 13 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%3) =n order to provide effective performance feedbac'. a manager should provide employees with informal ac'nowledgement. attention. praise. approval. and genuine appreciation for wor' well done. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 13 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%8) According to operant learning theory. human behaviour can best be explained through a system of triadic reciprocal causation. a. rue b. 4alse Answer: b Diff: 2
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ype: 4 #age $eference: 31 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 1%9) -hen individuals attain their goals. they are li'ely to set even higher and more challenging goals. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 1%:) &elf5regulation involves both discrepancy reduction and discrepancy production. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 11;) !oney has been found to have stronger effects than social recognition and performance feedbac' in organi+ational behaviour modification. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 33
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&'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 111) he effect of money on performance is greater when it is part of a pay5for5 performance program than organi+ational behaviour modification. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 112) he first step of behaviour modelling training is to provide a model or models displaying the effective use of behaviours to be learned. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 110) /ehaviour modelling training is based on organi+ational behaviour modification. a. rue b. 4alse Answer: b Diff: 1 ype: 4
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#age $eference: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 11%) According to trait activation theory. traits lead to certain personalities only when the situation ma'es the need for them salient. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 111) #ersonality characteristics influence peopleFs behaviour when the situation calls for a particular personality characteristic. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 113) 6ach of the /ig 4ive dimensions is related to )ob performance but not organi+ational citi+enship behaviours. a. rue b. 4alse Answer: b Diff: 2 ype: 4
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#age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 118) <igh agreeableness predicts performance in all )obs across occupations. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 119) 6xtraverts tend to be absent more often than introverts. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 11:) #eople with high self5esteem tend to be more susceptible to external and social influences than those who have low self5esteem. a. rue b. 4alse Answer: b Diff: 1 ype: 4 #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.*
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13;) /ehavioural plasticity theory has to do with the situations in which personality characteristics influence peopleFs behaviour. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 131) #ositive and negative affectivity are opposite ends of a continuum. a. rue b. 4alse Answer: b Diff: 2 ype: 4 #age $eference: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 132) "ore self5evaluations are among the best dispositional predictors of )ob satisfaction and )ob performance. a. rue b. 4alse Answer: a Diff: 2 ype: 4 #age $eference: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 130) A relatively stable set of psychological characteristics that influences the way an individual interacts is referred to as personality. Difficulty: 1
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#age $ef: %% &'ill: $ecall (b)ective: 2.1 Define GpersonalityH and discuss its general role in influencing organi+ational behaviour 13%) he interactionist approach is the most widely accepted perspective within organi+ational behaviour. Difficulty: 1 #age $ef: %1 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 131) "onscientiousness is the strongest predictor of all of the */ig 4ive* dimensions of overall )ob performance. Difficulty: 2 #age $ef: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 133) #eople who have high negative affectivity experience more stressful conditions at wor' and report higher levels of wor'place stress and strain. Difficulty: 0 #age $ef: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 138) he four traits that ma'e up a person's core self5evaluations are self5esteem. general self5efficacy. locus of control. and neuroticism. Difficulty: 2 #age $ef: 12 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 139) A financial reward for good performance will not 7ualify as an employee recognition program if it is not accompanied by public praise and recognition. Difficulty: 2 #age $ef: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 13:) (penness to experience refers to the extent to which a person thin's flexibly and is receptive to new ideas.
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Difficulty: 2 #age $ef: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 18;) &tan believes that his boss is responsible for all the stuff that happens to him A&tan). &tan is exhibiting an external locus of control. Difficulty: 2 #age $ef: %9 &'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 181) &usan is disli'ed by her sorority sisters because she is always able to act perfectly. regardless of the situation. &usan might be called a high self5monitor. Difficulty: 0 #age $ef: %: &'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 182) &elf5esteem is the degree to which a person has a positive self5evaluation. Difficulty: 1 #age $ef: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control*. *self5 monitoring.* and *self5esteem.* 180) /oth punishment and extinction should reduce the probability of a behaviour occurring. Difficulty: 1 #age $ef: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 18%) o extinguish some behaviour we stop reinforcement. Difficulty: 2 #age $ef: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 181) =n social cognitive theory. aAn) model is a person whose behaviour is imitated. Difficulty: 1 #age $ef: 31
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&'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 183) =n social cognitive theory. the process of imitating the behaviour of others is called observational learning. Difficulty: 1 #age $ef: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 188) Cegative reinforcement increases the probability of some behaviour occurring. Difficulty: 2 #age $ef: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 189) he text presented detailed examples of programs that used reinforcement to improve safety. hese programs are examples of organi+ational behaviour modification. Difficulty: 2 #age $ef: 31 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 18:) "ollecting self5observation data. observing models. goal setting. and rehearsal are all aspects of self5regulation. Difficulty: 2 #age $ef: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 19;) Applying a negative stimulus to terminate unwanted behaviour is called punishment. Difficulty: 1 #age $ef: 19 &'ill: $ecall (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively.
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191) $emoving a negative stimulus when a behaviour occurs in order to strengthen the behaviour is called negative reinforcement. Difficulty: 1 #age $ef: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 192) !odels who are attractive. credible. competent. and of high status are the people who are most li'ely to be imitated. Difficulty: 1 #age $ef: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 190) "ontinuous reinforcement with short delay causes behaviours to be learned 7uic'ly. Difficulty: 2 #age $ef: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement 19%) /ehaviour learned under delayed partial reinforcement will be learned slowly but it will also be persistent. Difficulty: 0 #age $ef: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement 191) &elf reinforcement occurs in the modelling process. Difficulty: 2 #age $ef: 31 &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 193) @earning by virtue of direct experience with the conse7uences of one's behaviour is called operant learning. Difficulty: 2 #age $ef: 1% &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements.
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198) o increase the probability of some behaviour. reinforce that behaviour. Difficulty: 1 #age $ef: 1% &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 199) o obtain the fast ac7uisition of some response. reinforce that response continuously and immediately. Difficulty: 2 #age $ef: 18 &'ill: $ecall (b)ective: 2.9 6xplain when to use immediate versus delayed reinforcement and when to use continuous versus partial reinforcement 19:) <igh self5monitors are li'ely to experience more role stress and show less commitment to their organi+ation. Difficulty: 2 #age $ef: 1; &'ill: $ecall (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* 1:;) here is some evidence that positive affect is a 'ey factor that lin's happiness to success in life and at wor'. Difficulty: 0 #age $ef: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1:1) 6mployees who have higher positive affect have been found to be more creative at wor'. Difficulty: 0 #age $ef: 11 &'ill: $ecall (b)ective: 2.1 Discuss positive and negative affectivity. proactive personality. general self5efficacy. and core self5evaluations and their conse7uences. 1:2) According to social cognitive theory. human behaviour can best be explained through a system of triadic reciprocal causation. Difficulty: 0 #age $ef: 31 &'ill: $ecall
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(b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 1:0) &ocial cognitive theory emphasi+es the role of cognitive processes in regulating people's behaviour. Difficulty: 2 #age $ef: 3; &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 1:%) -hen individuals attain their goals. they are li'ely to set even higher and more challenging goals. a process 'nown as discrepancy production. Difficulty: 0 #age $ef: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 1:1) -hen there exists a discrepancy between one's goals and performance. individuals are motivated to modify their behaviour in the pursuit of goal attainment. a process 'nown as discrepancy reduction. Difficulty: 0 #age $ef: 3% &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 1:3) &asha wants to change his behaviour through self5regulation. he first thing he needs to do is collect self5observation data. Difficulty: 2 #age $ef: 3% &'ill: Applied (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation. 1:8) $esearch on organi+ational behaviour modification has found that money has stronger effects on performance than other forms of positive reinforcement. Difficulty: 2 #age $ef: 33 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development.
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1:9) (ne of the most widely used and effective methods of training is behaviour modelling training. Difficulty: 2 #age $ef: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 1::) /ehaviour modelling training is based on the modelling component of social cognitive theory. Difficulty: 1 #age $ef: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 2;;) According to trait activation theory. traits lead to certain behaviours only when the situation ma'es the need for the trait salient. Difficulty: 2 #age $ef: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory 2;1) #ersonality characteristics influence peopleFs behaviour when the situation calls for a particular personality characteristic. Difficulty: 2 #age $ef: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory 2;2) <igh conscientiousness predicts performance in all )obs across occupations. Difficulty: 2 #age $ef: %8 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 2;0) -hat is personality, =s it possible for an individual to have *no personality*, 6xplain. Answer:
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#ersonality is the relatively stable set of psychological characteristics that influences the way an individual interacts with his or her environment. As a result. everyone must have a personality. he expression *no personality* is often directed towards individuals who are low on a personality dimension such extraversion or agreeableness. Diff: 2 ype: 6& #age $eference: %% &'ill: $ecall (b)ective: 2.1 Define *personality* and discuss its general role in influencing organi+ational behaviour. 2;%) (f the */ig 4ive* personality dimensions. which three do you feel are the most important in order to be effective as a sales representative, Answer: =t is li'ely that all five play a role in the success of a sales representative. he three that are most li'ely to help an individual be successful are extraversion. agreeableness. and conscientiousness. 6xtraversion is important because most sales roles involve brea'ing some new ground and creating new customer relationships on a continual basis. Agreeableness is important because of the need to build relationships over time and to foster social connections. A high degree of conscientiousness helps ensure that the sales representative wor's effectively and diligently and is thorough when serving customers. Diff: 0 ype: 6& #age $eference: %3 &'ill: Applied (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 2;1) -hat should a formal employee recognition program specify in order to be effective, ?ive an example for improving wor' attendance. Answer: a) how a person will be recogni+ed. b) the type of behaviour being encouraged. c) the manner of public ac'nowledgement. and d) a to'en or icon of the event for the recipient. he example for wor' attendance can be found in the text on page 1:. 6mployees with perfect attendance for an entire month had their names posted with a gold star for that month. At the end of each 7uarter. employees with no more than two absences received a personal card notifying and congratulating them. At the end of the year there was a plant5
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wide meeting to recogni+e good attendance and small. engraved mementos were awarded to employees who had perfect attendance during the entire year. Diff: 2 ype: 6& #age $eference: 33 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 2;3) Define career development and its components. and describe the career development programs of two organi+ations. Answer: "areer development is an ongoing process in which individuals progress through a series of stages that consist of a uni7ue set of issues. themes. and tas's. =t usually involves a career planning and a career management component. "areer planning involves the assessment of an individual's interests. s'ills. and abilities in order to develop goals and career plans. "areer management involves ta'ing the necessary steps that are re7uired to achieve an individual's goals and career plans. 6xamples of the career development programs of several organi+ations can be found on page 31 of the text. Diff: 2 ype: 6& #age $eference: 3: &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 2;8) -hat are the */ig 4ive* dimensions of personality, ?ive two examples of research from the text which lin' these dimensions to wor'place behaviours. Answer: 6xtraversion. emotional stability. agreeableness. conscientiousness. and openness to experience. here are several examples of research on pages %05%% in the text. which lin' these dimensions to wor'place behaviours. (ne study suggests that extraversion was important for managers and salespeople. while another one found that extraversion was positively correlated with absenteeism.
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Diff: 2 ype: 6& #age $eference: %3 &'ill: $ecall (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. 2;9) Describe three personality characteristics which you would expect to be associated with success as a manager. Defend your answer. Answer: <igh internal locus of control. high self5monitor. and high self5esteem would all be considered desirable personality characteristics for managerial success. &tudents may also cite some of the */ig 4ive* personality dimensions such as extraversion and conscientiousness. Diff: 0 ype: 6& #age $eference: %9 &'ill: Applied (b)ective: 2.0 Discuss the 4ive54actor !odel of personality. And 2.% Describe and discuss the conse7uences of *locus of control.* *self5monitoring.* and *self5esteem.* 2;:) Distinguish between self5esteem and self5efficacy. =s it possible for an individual to have high self5esteem but low self5efficacy, 6xplain your answer. Answer: &elf5esteem is the degree to which a person has an overall positive self5evaluationD self5 efficacy refers to the beliefs which people have about their ability to successfully perform a specific tas'. =t is clearly possible for an individual to have high self5esteem and also have low self5efficacy with respect to a specific tas'. 4or example. someone who has a favourable self5image may also ac'nowledge that they are not very good at playing golf. Diff: 0 ype: 6& #age $eference: 1; &'ill: Applied (b)ective: 2.% Describe and discuss the conse7uences of *locus of control.* *self5 monitoring.* and *self5esteem.* And 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.*
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21;) Describe three common errors made by managers involving reinforcement. Answer: "onfusing rewards with reinforcers. neglecting diversity in preferences for reinforcers. and neglecting important sources of reinforcement. Diff: 2 ype: 6& #age $eference: 11 &'ill: $ecall (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 211) 6xplain the difference between negative reinforcement and punishment. ?ive an example of each. Answer: =n negative reinforcement. an unpleasant stimulus is removed following some desired behaviour. increasing the probability of that behaviour. =n punishment. an unpleasant stimulus is applied after some undesired behaviour. decreasing the probability of that behaviour. 6xamples include cleaning up a des' to avoid a supervisor's nagging. and doc'ing a wor'er one hour's pay for being late. Diff: 2 ype: 6& #age $eference: 11 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 212) -hat advice would you give to a manager about the effective use of punishment in the wor'place, Answer: #unishment can be an effective means for stopping undesirable behaviour. but it must be applied very carefully. -hen using punishment. managers should provide correct alternative responses. limit the emotions involved. ensure that the punishment is truly aversive. punish immediately when possible. avoid the rewarding of unwanted behaviours. and try not to inadvertently punish undesirable behaviours.
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Diff: 2 ype: 6& #age $eference: 3; &'ill: Applied (b)ective: 2.: Distinguish between *extinction* and *punishment* and explain how to use punishment effectively. 210) Describe social cognitive theory and the 'ey components, Answer: A theory that emphasi+es the role of cognitive processes in regulating people's behaviour. According to social cognitive theory. human behaviour can best be explained through a system of triadic reciprocal causation in which personal factors and environmental factors wor' together and interact to influence people's behaviour. =n addition. people's behaviour also influences personal factors and the environment. &ocial cognitive theory involves three 'ey components: observational learning. self5efficacy beliefs. and self5 regulation. Diff: 0 ype: 6& #age $eference: 3; &'ill: $ecall (b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 21%) -hat is the meaning of triadic reciprocal causation of social cognitive theory and what are the main components of social cognitive theory, Answer: According to &" . human behaviour can best be explained through a system of triadic reciprocal causation in which personal factors and environmental factors wor' together and interact to influence peopleFs behaviour. =n addition. peopleFs behaviour can also influence personal factors and the environment. &" involves three 'ey components: observational learning. self5efficacy beliefs. and self5regulation. Diff: 2 ype: 6& #age $eference: 31 &'ill: $ecall
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(b)ective: 2.1; 6xplain social cognitive theory and discuss *observational learning.* *self5efficacy beliefs.* and *self5regulation.* 211) -hat is organi+ational behaviour modification, ?ive an example of a reinforcement strategy which may be applied to improve wor'er safety. Answer: he systematic use of learning principles to influence organi+ational behaviour. he slide show. feedbac' chart. and supervisor praise of safe performance program discussed in the text is one strategy that has been successfully used to improve safe wor'ing practices. Diff: 2 ype: 6& #age $eference: 31 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 213) =s it unethical for managers to use reinforcement strategies to control the behaviour of wor'ers, /e sure to consider the use of organi+ational behaviour modification and to defend your answer. Answer: his is an opinion 7uestion which forces students to consider the positive and negative aspects of organi+ation behaviour modification. !ost would agree that managers control the behaviour of wor'ers anyway. so it may be beneficial for them to learn about the effective use of reinforcement strategies. 4or example. a manager who learns to use positive reinforcement techni7ues instead of punishment may also be helping his wor'ers achieve higher levels of )ob satisfaction. Diff: 0 ype: 6& #age $eference: 31 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 218) -hat is behaviour modelling training and what are the steps involved,
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Answer: /! is a training method based on the modelling component of social cognitive theory. =t involves the following steps: describe to trainees a set of well5defined behaviours to be learnedD provide a model or models displaying the effective use of those behavioursD provide opportunities for trainees to prepare using those behavioursD provide feedbac' and social reinforcement to trainees following practiceD and ta'e steps to maximi+e the transfer of those behaviours to the )ob. Diff: 2 ype: 6& #age $eference: 39 &'ill: $ecall (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development. 219) =f a manager wants to reinforce organi+ational behaviour but is unable to use formal means such as pay and promotions. describe what heEshe might use instead, Answer: #erformance feedbac' and social recognition. #erformance feedbac' involves providing 7uantitative or 7ualitative information on past performance for the purpose of changing or maintaining performance in specific ways. &ocial recognition involves informal ac'nowledgement. attention. praise. approval. or genuine appreciation for wor' well done from one individual or group to another. Diff: 0 ype: 6& #age $eference: 13 &'ill: Applied (b)ective: 2.8 6xplain *operant learning theory* and differentiate between positive and negative reinforcements. 21:) -hat is trait activation theory and what does it tell us about the role that personality plays in organi+ational behaviour, Answer: According to trait activation theory. traits lead to certain behaviours only when the situation ma'es the need for the trait salient. his tells us that personality will only be important in situations that call for a particular personality trait. =n situations where the
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personality trait is not important it will not be a factor in terms of a personFs behaviour. hus. personality characteristics influence peopleFs behaviour when the situation calls for a particular personality characteristic. his also means that there is no one best personality traitD it depends on the situation. Diff: 0 ype: 6& #age $eference: %3 &'ill: $ecall (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 22;) -hat are the implications of trait activation theory for a manager who has to assign employees to various tas's in different situations, <ow should the manager proceed and what will be most effective, Answer: According to trait activation theory. traits lead to certain behaviours only when the situation ma'es the need for the trait salient. hus. personality characteristics influence peopleFs behaviour when the situation calls for a particular personality characteristic. his means that a manager must understand each employee in terms of their personality traits and assign them to tas's that call for their personality traits. 4or example. if a tas' re7uires an employee to interact with others and to be sociable and tal'ative. it would be best to assign an employee who is high on extraversion since this will be important for the employeeFs behaviour and success rather than. say. an employee who is high on openness to experience. he point is to match the employee to the tas' with an understanding that the employee has a personality trait that will lead to behaviours that are necessary to be effective in tas' performance. As described in the text. the 'ey concept here is fit: putting the right person in the right )ob. group. or organi+ation. Diff: 0 ype: 6& #age $eference: %3 &'ill: Applied (b)ective: 2.2 Describe the dispositional. situational. and interactionist approaches to organi+ational behaviour and trait activation theory. 221) -hat is self5regulation and how can it be used by a manager to improve safety among hisEher employees in the wor'place, /e sure to describe self5regulation techni7ues and how they should be used by employees to improve safety.
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Answer: &elf5regulation refers to the use of learning principles to regulate oneFs own behaviour. A manager can teach employees how to use self5regulation to manage their own behaviour and to learn and engage in safe wor'ing practices and behaviours. &elf5regulation techni7ues include collecting self5observation dataD observing modelsD setting goalsD rehearsingD and reinforcing oneself. hese techni7ues can be taught to employees with respect to specific safe wor'ing practices and behavioursIemployees observe their own behaviour. observe others engaging in safe wor'ing behaviours. set goals for their own safe wor'ing behaviour. practise the safe wor'ing behaviours. and reward themselves for performing the safe wor'ing behaviours. Diff: 0 ype: 6& #age $eference: 30 &'ill: Applied (b)ective: 2.11 Describe the following organi+ational learning practices: organi+ational behaviour modification. employee recognition programs. training and development programs. and career development.

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