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ch1 KEY

1. (p. 4) Given that OB experts have been accumulating a distinct knowledge about behavior within organizations, OB is referred to as a field
of study.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 01 #1

2. (p. 4) In order for something to be called an organization it must have buildings and equipment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 01 #2

3. (p. 4) All organizations have a collective sense of purpose, whether it's producing oil or creating the fastest Internet search engine.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 01 #3

4. (p. 4) Social entities are called organizations only when their members have complete agreement on the goals they want to achieve.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 01 #4

5. (p. 4) Accounting, OB, and Marketing are three business fields that have a clearly-defined career path.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 01 #5

6. (p. 4 An important principle in organizational behavior is that OB theories should never be used to predict or influence organizational
-5)
events.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 01 #6

7. (p. 4 Everyone is a manager.


-5)
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 01 #7

8. (p. 3) Globalization, competitive landscape, virtual workplace, technological advancement, and evolving employment relationship are five
emerging OB trends in the workplace.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 01 #8

9. (p. 6) Open system organizations are unable to maintain a close alignment of the organization's systems with the external environment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 01 #9

10. (p. 6) According to the systems perspective, most organizations have one working part rather than many sub-components.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Medium
Learning Objective: 2
McShane - Chapter 01 #10

11. (p. 6) The best organizational practices are those built on the notion that organizations are closed systems.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 01 #11

12. (p. 6) The open systems perspective emphasizes that organizations survive by adapting to changes in the external environment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 01 #12

13. (p. 7) One of the fastest ways to acquire knowledge is to hire individuals or purchase entire companies that have valued knowledge.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 01 #13

14. (p. 8) Knowledge management improves an organization's capacity to acquire, share and use knowledge in ways that improve its survival
and success.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 01 #14

15. (p. 8) Intellectual capital includes, among other things, the knowledge captured in an organization's systems and structures.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 3
McShane - Chapter 01 #15

16. (p. 8) Intellectual capital represents the stock of knowledge held by an organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 01 #16

17. (p. 8) Experimentation and grafting are ways to reduce organizational memory.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 01 #17

18. (p. 8) Structural capital includes knowledge embedded in the organization's systems and structures.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 01 #18

19. (p. 8) One way organizations can retain intellectual capital is to eliminate employee leave.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 01 #19

20. (p. 8) A perspective that effective organizations incorporate several workplace practices that leverage the potential of human capital is
called high-performance work practices.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy

Learning Objective: 4
McShane - Chapter 01 #20

21. (p. 9) One widely mentioned high-performance work practice is employee involvement.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 01 #21

22. (p. 9) Working on a self-directed team actually reduces employee motivation because employees feel they have no direction.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 01 #22

23. (p. 9) Organizations are more effective when they invest in employee skills and knowledge development.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 01 #23

24. (p. 9 Stakeholders are shareholders, customers, suppliers, governments and any other groups with a vested interest in the organization.
-10)
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 01 #24

25. (p. 10) Values represent an individual's short-term beliefs about what will happen in the future.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 01 #25

26. (p. 10) Values have a strong influence on our priorities, our preferences, and our desires.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 01 #26

27. (p. 10) Ethics refers to the study of moral principles or values that determine whether actions are right or wrong and outcomes are good or
bad.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 01 #27

28. (p. 10) The "triple bottom line" philosophy says that in addition to their own profitability, successful organizations focus on the financial
performance of their suppliers and customers.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 01 #28

29. (p. 12) There are five individual-level dependent variables found in most OB research.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Hard
Learning Objective: 6
McShane - Chapter 01 #29

30. (p. 12) Task performance refers to goal-directed behaviors under the individual's control that support organizational objectives.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy

Learning Objective: 6
McShane - Chapter 01 #30

31. (p. 12) One example of organizational citizenship behaviors is assisting co-workers with their work problems.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 01 #31

32. (p. 12) Counterproductive work behaviors are voluntary.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 01 #32

33. (p. 12) Given the significant involvement in the organizational activities, engaged employees avoid practicing organizational citizenship.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 01 #33

34. (p. 12) Dark-side workplace behaviors are collectively known as counterproductive work behaviors (CWBs).
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 01 #34

35. (p. 12) Counterproductive work behaviors include threats and work avoidance.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 01 #35

36. (p. 13) Joining the organization is a type of work-related behavior.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 01 #36

37. (p. 13) Job dissatisfaction is a major reason why people quit their jobs.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 01 #37

38. (p. 13) Job satisfaction is a positive work evaluation.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 01 #38

39. (p. 13) Employees who experience job dissatisfaction or work-related stree are more likely to be absent or late for work.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 01 #39

40. (p. 14) Globalization may have both positive and negative implications for people working in organizations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 01 #40

41. (p. 14) Globalization refers to economic, social, and cultural connectivity with people in other parts of the world.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 01 #41

42. (p. 14) Reduced job security and increased work intensification are partly caused by globalization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 01 #42

43. (p. 15) Three of the most prominent workforce diversity forms are: age, gender, and occupation.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 01 #43

44. (p. 15) People born between 1946 and 1964 are referred to as Generation X employees.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 01 #44

45. (p. 15) Research indicates that baby boomers and Generation-X employees bring the same values and expectations to the workplace.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 01 #45

46. (p. 15) Workforce diversity potentially improves decision making and team performance on complex tasks.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 01 #46

47. (p. 16) Work/live balance refers to minimizing conflict between work and nonwork demands.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 01 #47

48. (p. 16) According to research, although telecommuting significantly increases employee stress and reduces productivity and job satisfaction,
it makes employees feel more empowered.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Hard
Learning Objective: 8
McShane - Chapter 01 #48

49. (p. 17) Most organizational behavior theories have been developed by OB scholars rather than from other disciplines.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 01 #49

50. (p. 17) Psychology and sociology have contributed many theories and concepts to the field of organizational behavior.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 01 #50

51. (p. 17) Communications and information systems are two emerging fields from which organizational behavior is now acquiring knowledge.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 01 #51

52. (p. 17) Marketing is one of the disciplines that has not made any contribution to organizational behavior knowledge.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 01 #52

53. (p. 17 The field of organizational behavior relies on qualitative rather than quantitative research to understand organizational phenomena.
-18)
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 01 #53

54. (p. 17 The systematic research anchor relies mainly on qualitative data and subjective procedures to test hypothesis.
-18)
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 01 #54

55. (p. 18) The contingency anchor in organizational behavior suggests that we need to diagnose the situation to identify the most appropriate
action under those specific circumstances.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 01 #55

56. (p. 18) Most organizational events may be studied from all three levels of analysis: individual, team and organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 01 #56

57. (p. 4) _____ is the study of what people think, feel, and do in and around organizations.
A.
B.
C.
D.
E.

OB
Marketing
Sociology
Psychology
Communication
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 01 #57

58. (p. 4) Which of these statements about the field of organizational behavior is FALSE?
A.
B.
C.
D.
E.

Organizational behavior scholars study individual, team and structural characteristics that influence behavior within organizations.
Given the specific utility of the field, OB is useful for the managers in the organizations and not the employees.
Organizational behavior emerged as a distinct field around the 1940s.
The field of OB has adopted concepts and theories from other fields of inquiry.
OB scholars study what people think, feel and do in and around organizations.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 01 #58

59. (p. 4) Which of these statements about the field of organizational behavior is TRUE?
A.
B.
C.
D.
E.

Organizational behavior emerged as a distinct field during the 1940s.


The origins of some organizational behavior concepts date back to Taylor and Mayo.
Information technology has almost no effect on organizational behavior.
The field of organizational behavior relies exclusively on ideas generated within the field by organizational behavior scholars.
The origins of organizational behavior are traced mainly to the field of economics.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1

ch2 KEY
1. (p. 25) One person-job matching strategy is to select applicants whose existing competencies best fit the required task.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #1

2. (p. 26) According to the MARS model of individual behavior and performance, employee performance will remain high even if one of the
four factors significantly weakens.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #2

3. (p. 26) The MARS model identifies the four main factors that influence individual behavior: motivation, ability, role perceptions, and
situational factors.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #3

4. (p. 26) Motivation is an external force on the person that causes him or her to engage in specific behaviors.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #4

5. (p. 26) Intensity refers to the fact that motivation is goal-directed, not random.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #5

6. (p. 27) Aptitudes are natural talents that help individuals to learn specific tasks more quickly and perform them better than other people.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #6

7. (p. 27) Ability is the most important factor in the MARS model to explain why people quit their jobs.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #7

8. (p. 27) The forces within a person affect the employee's motivation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #8

9. (p. 28) Learned capabilities refer to the skills and knowledge that you have actually acquired.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #9

10. (p. 28) Competencies refer to the complete set of motivations, abilities, role perceptions, and situational factors that contribute to job
performance.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium

Learning Objective: 1
McShane - Chapter 02 #10

11. (p. 28) Companies can improve employee role perceptions by describing the employee's assigned tasks clearly and providing meaningful
performance feedback.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #11

12. (p. 28) Situational factors are working conditions within the employee's control.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #12

13. (p. 28) Competencies refer to goal-directed behaviors under the individual's control that support organizational objectives.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #13

14. (p. 28) Research has found that absenteeism is rarely, if ever, caused by situational factors.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #14

15. (p. 29) Personality is a relatively stable pattern of behaviors and internal states that explains a person's behavioral tendencies.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 02 #15

16. (p. 29) Personality traits are more evident in situations where social norms and reward systems constrain behavior.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 02 #16

17. (p. 30) The Big Five' personality dimensions represent five clusters that represent most personality traits.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 02 #17

18. (p. 30) Conscientiousness refers to the extent that people are sensitive, flexible, creative, and curious.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Difficult
Learning Objective: 3
McShane - Chapter 02 #18

19. (p. 30) People with a high score on the neuroticism personality dimension tend to be more relaxed, secure and calm.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 02 #19

20. (p. 30) Agreeableness, extroversion, and conscientiousness are three of the Big Five' personality dimensions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 02 #20

21. (p. 30) Sensing, feeling, and judging are three of the Big Five' personality traits.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Difficult
Learning Objective: 3
McShane - Chapter 02 #21

22. (p. 31) Conscientiousness is one of the best personality traits for predicting job performance in most job groups.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 02 #22

23. (p. 29,35) Two of the most stable individual differences are values and personality.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
Learning Objective: 6
McShane - Chapter 02 #23

24. (p. 35) Values are stable, evaluative beliefs about what is important in a variety of situations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 02 #24

25. (p. 35) People arrange values into a needs hierarchy.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 02 #25

26. (p. 35) Espoused values represent the values that you and your spouse have in common.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 02 #26

27. (p. 35) Corporate leaders have a strong influence on the moral conduct of employees in that organization.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 02 #27

28. (p. 36) One dimension of Schwartz's values model has openness to change at one extreme and conservation at the other extreme.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 02 #28

29. (p. 36 Our habitual behavior tends to be consistent with our values, but our everyday conscious decisions and actions apply our values much
less consistently.

-37)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Hard
Learning Objective: 6
McShane - Chapter 02 #29

30. (p. 37) Perfect person-organization value congruence is possible but not desirable.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 02 #30

31. (p. 37) The ideal situation in organizations is to have employees whose values are perfectly congruent with the organization's values.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 02 #31

32. (p. 38) Cultures with high collectivism must also have low individualism.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 02 #32

33. (p. 38) Two countries with low collectivism are Japan and the United States.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 02 #33

34. (p. 38) People with high power distance expect relatively equal power sharing.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Hard
Learning Objective: 7
McShane - Chapter 02 #34

35. (p. 38) In terms of cross-cultural values, Americans tend to have relatively high individualism with an achievement orientation and low
power distance.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 02 #35

36. (p. 39) People from cultures with a short-term orientation tend to value assertiveness, competitiveness and materialism.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 02 #36

37. (p. 39) One limitation with information about cross-cultural values is that it incorrectly assumes that everyone within a specific country
holds similar values.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 02 #37

38. (p. 39) Utilitarianism judges morality by the consequences of our actions, not the means to attaining those consequences.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 02 #38

39. (p. 39) Three personality traits are care, utilitarianism, and distributive justice.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 02 #39

40. (p. 39) One problem with applying the individual rights principle of ethical decision making is that one individual right may conflict with
another.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 02 #40

41. (p. 40) The distributive justice principle of ethical decision making people who are similar in relevant ways should receive dissimilar
benefits and burdens based on their individual rights.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 02 #41

42. (p. 40) Ethical sensitivity is the degree to which an issue demands the application of ethical principles.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Knowledge
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 02 #42

43. (p. 40) Ethically sensitive people recognize the presence and determine the relative importance of an ethical issue.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 02 #43

44. (p. 40) Ethics experts say that the most effective way to ensure that employees engage in ethical behavior is to introduce ethical codes of
conduct.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 02 #44

45. (p. 26) All of these factors directly influence an employee's voluntary behavior and performance EXCEPT:
A.
B.
C.
D.
E.

motivation.
role perceptions.
situational factors.
moral intensity.
ability.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #45

46. (p. 26) Which of the following identifies the four factors that directly influence individual behavior and performance?
A.
B.
C.
D.
E.

Utilitarianism
MARS model
Schwartz's model
Holland's model
Myers-Briggs Type Indicator
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 02 #46

47. (p. 26) Which of these factors directly influences an employee's voluntary behavior and performance?
A.
B.
C.
D.
E.

Motivation
Role perceptions
Uncertainty avoidance
All of the above
Only A' and B'
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #47

48. (p. 26) _______ represents the forces within a person that affect the direction, intensity, and persistence of voluntary behavior.
A.
B.
C.
D.
E.

Motivation
Personality
Values
Ethics
Ability
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 02 #48

ch3 KEY
1. (p. 47) The perceptual process begins by attributing behavior to internal or external causes.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 03 #1

2. (p. 47) Selective attention occurs after incoming information is organized and interpreted.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 03 #2

3. (p. 47) We are more likely to notice objects with features that are repetitive, intense and in motion.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 03 #3

4. (p. 47) Our emotions influence what we recognize or screen out.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 03 #4

5. (p. 48) Grouping people and objects into recognizable patterns is part of the selective attention process.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 1
McShane - Chapter 03 #5

6. (p. 48) Most categorical thinking occurs without our awareness.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 03 #6

7. (p. 49) Social identity explains why we are unable to perceive ourselves.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 03 #7

8. (p. 49) Social identity theory states that the observer's expectation of others causes the observed person to act in ways consistent with the
observer's expectations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 03 #8

9. (p. 49) A person's social identity is a complex combination of his or her memberships in many groups.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 03 #9

10. (p. 49) Social identity is a comparative process, and that comparison begins with categorical thinking.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 03 #10

11. (p. 49) Social perception is influenced by three activities in the process of forming and maintaining our social identity: learning,
stereotyping, and reinforcement.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 03 #11

12. (p. 49) Social identity theory explains why we see unique characteristics in everyone else but not in ourselves.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 03 #12

13. (p. 49) Stereotyping is an extension of the social identity process.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 03 #13

14. (p. 49) The three steps in stereotyping, in order, are: (a) identify negative information, (b) behave in ways consistent with previous
expectations and (c) watch the employee form a positive or negative opinion of you.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 03 #14

15. (p. 49) One problem with stereotyping is that few traits assigned to a particular social category accurately describe every person identified
with that group.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 03 #15

16. (p. 50) Stereotyping helps us avoid discriminatory behavior.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 03 #16

17. (p. 50) While it is very difficult to prevent the activation of stereotypes, we can minimize the application of stereotypic information.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 03 #17

18. (p. 50) Someone who believes that their successful completion of a project is due to their skill and hard work is making an internal
attribution.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 03 #18

19. (p. 50) Attribution theory mainly explains the selective attention process.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Difficult
Learning Objective: 3
McShane - Chapter 03 #19

20. (p. 51) Fundamental attribution error refers to the tendency to attribute the behavior of other people to internal factors more than external
factors.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge

Difficulty: Medium
Learning Objective: 4
McShane - Chapter 03 #20

21. (p. 51) Fundamental attribution error would cause a supervisor to believe that an employee's lateness is due to factors beyond the employee's
control rather than to a lack of motivation to attend work.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 03 #21

22. (p. 51 Fundamental attribution error occurs because observers can't easily see the external factors that constrain the person's behavior.
-52)
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 03 #22

23. (p. 52) Self-serving bias is the tendency to take credit for our successes and blame others or the situation for our mistakes.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 03 #23

24. (p. 52) Self-fulfilling prophecy occurs whenever supervisors accurately predict the future performance of recently hired employees.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 03 #24

25. (p. 52) The first step in self-fulfilling prophecy occurs when the observer acts differently towards people with whom he or she has high
expectations than towards those with whom he or she has low expectations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 03 #25

26. (p. 52) Self-fulfilling prophecy may result in either better or worse performance than if the employee is not exposed to the self-fulfilling
prophecy effect.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 03 #26

27. (p. 55) The Johari Window is a training program that teaches employees how to change their personality.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 03 #27

28. (p. 55) The four areas of the Johari Window are open, closed, internal and external.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 03 #28

29. (p. 55) The main objective of the Johari Window process is to maintain the same amount of information about yourself in each of the four
quadrants.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 03 #29

30. (p. 55 According to the Johari Window, the hidden area is reduced through disclosure.
-56)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 03 #30

31. (p. 55) The hidden area, in the Johari Window, refers to information that is known to others but not to you.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 03 #31

32. (p. 55) The more interaction we have with someone in a meaningful way, the more we rely on stereotypes and other perceptual shortcuts to
understand that person.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 03 #32

33. (p. 57) The only way to know whether an employee has learned something is if there is a relatively permanent change in the employee's
behavior.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #33

34. (p. 57) When demonstrating how to perform a task, you are transferring explicit knowledge (rather than tacit knowledge).
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #34

35. (p. 57) Tacit knowledge is best learned through formal classroom instruction.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #35

36. (p. 57) Most knowledge in organizations is tacit rather than explicit.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #36

37. (p. 57) Tacit knowledge is mainly learning through observation and experience.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #37

38. (p. 57) Behavior modification is also called reinforcement theory.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #38

39. (p. 57) Behavior modification emphasizes human thoughts rather than the environment as the source of all learning.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #39

40. (p. 57) In behavior modification, antecedents refer to environmental cues, informing employees that certain behaviors will have particular
consequences.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #40

41. (p. 57 According to behavior modification theory, people learn to anticipate consequences by observing the experiences of other people.
-58)
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #41

42. (p. 58) Negative reinforcement occurs when the introduction of a consequence increases or maintains the frequency or future probability of
a behavior.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #42

43. (p. 58) Punishment decreases the frequency of future behavior whereas negative reinforcement increases or maintains the frequency of
future behavior.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #43

44. (p. 58) Research has concluded that punishment and negative reinforcement should never be used in organizational settings.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #44

45. (p. 58) If you praise an employee every time after he or she has performed the job well, then extinction of the desired behaviors is less likely
to occur after you stop giving any more praise.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 7
McShane - Chapter 03 #45

46. (p. 59) Continuous reinforcement provides the most rapid learning of the targeted behavior.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 03 #46

47. (p. 59) The fixed ratio schedule of reinforcement produces more rapid learning than any other reinforcement schedule.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 03 #47

48. (p. 59 According to social learning theory, people can reinforce their own behavior.
-60)
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 03 #48

49. (p. 60) One problem with experiential learning is that it captures explicit knowledge, but overlooks tacit knowledge.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 03 #49

50. (p. 60) Kolb's experiential learning model is an eight-stage process where people first learn explicit and later tacit knowledge.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 03 #50

51. (p. 60) Reflective observation and abstract conceptualization are two stages in Kolb's experiential learning model.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 03 #51

52. (p. 61) Companies with a strong learning orientation warn employees that mistakes will not be tolerated.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 03 #52

53. (p. 47) Which of these refers to the process of receiving information about and making sense of the world around us?
A.
B.
C.
D.
E.

Personality
Stereotyping
Reinforcement theory
Perception
Social identity
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 03 #53

54. (p. 47) Selective attention is a component of:


A.
B.
C.
D.
E.

attribution theory.
the perceptual process.
the Johari Window.
social learning theory.
the self-fulfilling prophecy model.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 03 #54

55. (p. 47) ________ is the process of filtering information received by our senses.
A.
B.
C.
D.
E.

Personal identity
Social learning
Projection
Stereotyping
Selective attention
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 03 #55

56. (p. 47) Our likelihood of noticing a person or object depends on its:
A.
B.
C.
D.
E.

novelty
intensity
motion
size
all of the above
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 03 #56

57. (p. 47) Which of the following is an example of selective attention?


A.
B.
C.
D.
E.

You notice that two employees are arguing in the company's quiet library.
You conclude that the person near the cash register is a sales clerk.
You assume that an employee is lazy because she works in a department with lazy people.
All of the above are examples of selective attention.
None of the above.
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 1

ch4 KEY
1. (p. 68) Emotions represent the cluster of beliefs, assessed feelings, and behavioral intentions towards something or someone.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 04 #1

2. (p. 68) Emotions are brief events or "episodes."


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 04 #2

3. (p. 68) Moods represent our reaction to specific people or events, whereas emotions are not directed toward anything in particular.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 04 #3

4. (p. 68) Emotions are communications to ourselves and put us in a state of readiness.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 04 #4

5. (p. 68) Scholars have concluded that emotions fall into just two categories ethical emotions and unethical emotions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 04 #5

6. (p. 68) Attitudes are fleeting physiological experiences we have in response to an attitude object.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 04 #6

7. (p. 68) Attitudes have three components: emotions, beliefs and behaviors.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 04 #7

8. (p. 69) Beliefs represent our perceptions about the attitude object.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 04 #8

9. (p. 69) In the model of emotions, attitudes, and behavior, feelings represent the motivation to act towards the attitude object.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 04 #9

10. (p. 69) In the model of emotions, attitudes, and behavior, feelings lead to beliefs which, in turn, lead to behaviors.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 04 #10

11. (p. 70) Cognitive dissonance occurs when we perceive an inconsistency between our beliefs, feelings, and behavior.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 04 #11

12. (p. 70) Emotional labor refers to any physical work that makes employees feel angry that they must perform this kind of work.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 04 #12

13. (p. 70) Display rules are norms that require employees to show certain emotions and to withhold others.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 04 #13

14. (p. 70) Jobs require more emotional labor when employees must display a variety of emotions, rather than just one or two.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 04 #14

15. (p. 71) The norms and expectations governing emotional display rules are similar around the world.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 04 #15

16. (p. 71) Compared to Americans, Italians are less likely to accept or tolerate people who display their true emotions at work.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 2
McShane - Chapter 04 #16

17. (p. 72) Emotional dissonance occurs when we use our emotional intelligence on others but other people do not use their emotional
intelligence on us.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 2
McShane - Chapter 04 #17

18. (p. 72) Emotional dissonance refers to the conflict experienced between the emotions we are required to display and our true emotions in
that situation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 04 #18

19. (p. 72) Emotional labor may result in stress and job burnout when the prescribed emotions for a job conflict with the employee's true
emotions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 04 #19

20. (p. 72) Emotional dissonance is most common where emotional display rules are highly regulated and employees must display emotions
quite different from their true emotions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 04 #20

21. (p. 72) Employees experience less stress from emotional labor when they practice surface acting rather than deep acting.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 04 #21

22. (p. 72) Conflict between required and true emotions is called emotional intelligence.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 04 #22

23. (p. 72) Employees minimize the stress from emotional labor by actually changing their emotions to match the job requirements (deep
acting), rather than displaying emotions contrary to their true emotions (surface acting).
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 04 #23

24. (p. 72) Emotional intelligence refers to the ability to perceive and express emotion, assimilate emotion in thought, understand and reason
with emotion, and regulate emotion in oneself and others.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 04 #24

25. (p. 72) Scholars have concluded that cognitive intelligence and emotional intelligence are synonymous.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 04 #25

26. (p. 72) Emotional intelligence represents a set of abilities.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 04 #26

27. (p. 72 Four dimensions of emotional intelligence are cognitive dissonance, continuance commitment, cognitive intelligence, and emotional
labor.

-73)

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 04 #27

28. (p. 72 Self-management represents the highest level of emotional intelligence.


-73)
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 04 #28

29. (p. 73) Social awareness is mainly about empathy.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 04 #29

30. (p. 74) Emotional intelligence can be learned to some extent.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3

McShane - Chapter 04 #30

31. (p. 74) Coaching, practice and feedback help to develop emotional intelligence.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 04 #31

32. (p. 74) Job satisfaction represents a person's evaluation of his or her job and work context.
TRUE
AACSB: Use of information technology
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 04 #32

33. (p. 74) It is reasonable to conclude from recent surveys that nearly all employees in the United States are very satisfied with their jobs.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 04 #33

34. (p. 74) Compared with other countries, American employees have above average levels of job satisfaction.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 04 #34

35. (p. 75) The exit-voice-loyalty-neglect model states that some employees respond to their job dissatisfaction by patiently waiting for the
problem to work itself out or get resolved by others.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 04 #35

36. (p. 75) According to the exit-voice-loyalty-neglect model, some dissatisfied employees engage in "voice" by constructively recommending
solutions to the source of their dissatisfaction.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 04 #36

37. (p. 76) Researchers have found a consistently strong positive association between job satisfaction and job performance.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 04 #37

38. (p. 76) The latest organizational behavior evidence concludes that happy workers are more productive workers to some extent.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 04 #38

39. (p. 76) Research indicates that employees with higher job satisfaction tend to provide better customer service.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 04 #39

40. (p. 77) Organizational commitment refers to an employee's contractual obligation to provide a minimum amount of time and effort to the
organization in return for a fair day's pay from the organization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium

Learning Objective: 6
McShane - Chapter 04 #40

41. (p. 77) The two types of organizational commitment are affective and ineffective.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 04 #41

42. (p. 77) Continuance commitment is a calculative decision to remain with the organization, rather than an emotional attachment to the firm.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 04 #42

43. (p. 77) Employees with high levels of affective commitment tend to engage in more organizational citizenship behaviors.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 04 #43

44. (p. 77) Continuance commitment motivates employees to increase their work effort beyond expectations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 04 #44

45. (p. 77) Financial incentives to stay with the organization (i.e., golden handcuffs) usually reduce continuance commitment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 04 #45

46. (p. 77) Employees have lower affective commitment when they are offered stable, long-term employment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 04 #46

47. (p. 78) Trust, employee involvement, and organizational comprehension tend to increase organizational commitment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 04 #47

48. (p. 78) Employees experience more continuance commitment when the organization provides opportunities for employee involvement.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 04 #48

49. (p. 78) Trust is a reciprocal activity; to receive trust from employees, corporate leaders must demonstrate their trust in those employees.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 04 #49

50. (p. 79) Stress is an adaptive response to a situation that is perceived as challenging or threatening to the person's wellbeing.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 04 #50

51. (p. 79) Stress refers to any environmental conditions that cause someone to suffer or experience fear.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #51

52. (p. 79) Everyone needs some level of stress to survive.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #52

53. (p. 79) The general adaptation syndrome describes the consequences of stress.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #53

54. (p. 79) The individual's energy level and ability to cope with stress decrease at the beginning of the general adaptation syndrome.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #54

55. (p. 79) Resistance is the final stage of the stress experience (i.e. the general adaptation syndrome).
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #55

56. (p. 79) Employees can build up a resistance to stress by frequently experiencing the exhaustion stage of the general adaptation syndrome.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #56

57. (p. 80) Stressors include any environmental conditions that place a physical or emotional demand on the person.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #57

58. (p. 80) Work-related stress is a psychological phenomenon has that has almost no effect on the employee's physical health.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 04 #58

59. (p. 81) Quid pro quo is a form of sexual harassment.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #59

60. (p. 81) Sexual harassment includes both unwanted sexual relations as well as a hostile work environment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 04 #60

61. (p. 81) Death from overwork (karoshi), which plagued Japan in the 1970s during the country's booming economy, is much less of a concern
during Japan's current recession.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 04 #61

62. (p. 82) Employees are more likely to experience stress when they lack control over their work activities.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 04 #62

63. (p. 82) Two employees in the same job might experience different stress levels because they perceive the situation differently.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 04 #63

64. (p. 83) Companies can reduce employee stress by transferring them to jobs for which they are better qualified.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 04 #64

65. (p. 83) Job sharing and telecommuting are usually responsible for increasing stress through work-life initiatives.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 04 #65

66. (p. 83) Some firms offer sabbaticals to give employees a temporary withdrawal from the stressors of work.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 04 #66

67. (p. 83) Research finds that personal goal setting, self-reinforcement, and other self-leadership practices reduce stress by changing stress
perceptions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 04 #67

68. (p. 83) According to the field studies, corporate fitness and wellness programs have almost no effect on the consequences of work-related
stress.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 04 #68

69. (p. 83) Employees can control the consequences of excessive stress by learning relaxation and meditation techniques.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 04 #69

70. (p. 83) Wellness programs manage stress by temporarily removing employees from the stressful environment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 04 #70

71. (p. 83) Social support helps employees to manage stress by increasing their self-esteem.

ch5 KEY
1. (p. 91) Motivation refers to the forces external to a person that affect the direction, intensity, and persistence of voluntary behavior.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 05 #1

2. (p. 92) The stronger your needs, the less motivated you are to fulfill them.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 05 #2

3. (p. 92) A satisfied need creates a tension that makes us want to find ways to enhance those needs.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 05 #3

4. (p. 92) Needs hierarchy theory explains how people develop perceptions of fairness in the distribution and exchange of resources.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 05 #4

5. (p. 92) Being so basic, physiological needs are at the bottom of the hierarchy in Maslow's Need Hierarchy.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 05 #5

6. (p. 92) In Maslow's Need Hierarchy, self-esteem represents the need for self-fulfillment a sense that a person's potential has been realized.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 05 #6

7. (p. 92) According to needs hierarchy theory, the satisfaction-progression process does not apply to the fulfillment of self-actualization needs.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 05 #7

8. (p. 92) Growth needs consist of a person's safety through personal achievement as well as self-actualization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 05 #8

9. (p. 94) There is increasing evidence that due to individual values, need hierarchies are unique, not universal.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 05 #9

10. (p. 95) The four-drive theory states that people have a hierarchy of needs that they progress through as lower level needs are fulfilled.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 05 #10

11. (p. 95) Two drives identified in the four drives theory are the drive to acquire and the drive to bond.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 05 #11

12. (p. 95) The four-drive theory states that drives are hard-wired in our brains through evolution and are found in everyone.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 05 #12

13. (p. 95) In four-drive theory, the drive to bond does not produce any emotional markers.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 05 #13

14. (p. 95) In four-drive theory, only the drive to acquire is reactive (i.e. triggered by environmental conditions) rather than proactive.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 05 #14

15. (p. 95 An important implication of needs/drives-based theories of motivation is that employees should be offered a choice of rewards rather
than give everyone the same specific reward.

-96)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 05 #15

16. (p. 98) Expectancy theory of motivation states that people naturally direct their effort towards desired outcomes.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 05 #16

17. (p. 98) In expectancy theory, the performance-to-outcome expectancy represents the anticipated satisfaction or dissatisfaction that an
individual places on an outcome.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 05 #17

18. (p. 98) According to expectancy theory, communicating the existence of a performance-based reward system motivates employees by
increasing their outcome valences.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 05 #18

19. (p. 98 Expectancy theory identifies emotions as a key component of employee motivation.
-99)
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 05 #19

20. (p. 99) Employee motivation is explained reasonably well by the expectancy theory model.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 05 #20

21. (p. 99) According to expectancy theory, employee motivation will remain high even when the P-to-O expectancy falls to zero.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 05 #21

22. (p. 99) One way to increase an employee's E-to-P expectancy regarding a specific task is to increase the person's self-confidence through
counseling and coaching.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 05 #22

23. (p. 99) One way to increase a person's P-to-O expectancy is to measure his or her job performance more accurately.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 05 #23

24. (p. 99) Goal setting potentially improves employee performance by increasing motivation and clarifying role perceptions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 05 #24

25. (p. 100) Goal setting tends to be less effective when the goals are specific rather than general.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 05 #25

26. (p. 100) Goal setting is more effective when employees can easily complete the goals assigned to them.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 05 #26

27. (p. 100) The optimal level of goal difficulty occurs where the goal has more than a low level but less than a moderate level of goal
difficulty.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 05 #27

28. (p. 100) Goal setting is usually, but not always, more effective when employees participate in setting goals.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 05 #28

29. (p. 100) Feedback is a source of motivation as well as learning.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 05 #29

30. (p. 100) Feedback to employees is most effective when it is frequent, credible, and general.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 05 #30

31. (p. 101) When goals are tied to financial rewards, employees are motivated to choose very difficult rather than easy goals.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 05 #31

32. (p. 101) According to equity theory, employees feel inequity only when other people receive higher salaries than they do.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 05 #32

33. (p. 101) According to the equity theory, outcomes are the things employees receive from the organization in exchange for the inputs.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #33

34. (p. 102) In the equity theory model, a comparison other' is an individual or group of people against whom the person compares his or her
outcome/input ratio.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 05 #34

35. (p. 102) Feelings of inequity occur when employees receive less than others, but not when they receive more than others.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #35

36. (p. 102) Underreward inequity occurs when your outcome/input ratio is lower than the outcome/input ratio of a comparison other.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #36

37. (p. 102) Overreward inequity occurs whenever other people receive less money than you do.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #37

38. (p. 102) Equity theory research has found that employees who feel overrewarded tend to alter their perceptions of inputs and outcomes rather
than attempt to actually change them.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #38

39. (p. 102) One of the most common consequences of overreward inequity is that overpaid employees try to increase their inputs by working
harder.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #39

40. (p. 102) One advantage of equity theory is that it captures the employees' feeling of fairness to the fullest extent.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 05 #40

41. (p. 103) Unfortunately, job specialization reduces work efficiency.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #41

42. (p. 104) Job specialization increases work efficiency, but it tends to reduce employee motivation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #42

43. (p. 104) The level of work quality tends to increase with the level of job specialization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 05 #43

44. (p. 104) Task identity is the degree to which the job has a substantial impact on the organization and/or larger society.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 05 #44

45. (p. 104) Employees assembling complete computer modems would have higher task identity than those assembling only one component and
passing it along to others for further assembly.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #45

46. (p. 104) Jobs with high level of task significance provide freedom, independence, and discretion in scheduling the work and determining the
procedures to be used to complete the work.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #46

47. (p. 104


105)

The job characteristics model identifies five core job characteristics and three psychological states.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #47

48. (p. 104


105)

According to the job characteristics model, experienced meaningfulness increases with the level of job feedback.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 05 #48

49. (p. 105) Increasing the core job characteristic will not increase employee motivation for those with low growth need strength.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #49

50. (p. 105) Increasing the core job characteristic, increases employee motivation only when employees have the required skills and knowledge
to master the more challenging work.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8

McShane - Chapter 05 #50

51. (p. 105) Forming natural work units tends to increase task identity and task significance.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 05 #51

52. (p. 106) Job enrichment tends to increase the quality of products or services.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 05 #52

53. (p. 106) Two ways to enrich jobs are by clustering jobs into natural groups and by establishing client relationships.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 05 #53

54. (p. 106) By making employees directly responsible for specific customers and having them communicate directly with those customers,
companies are applying job specialization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 05 #54

55. (p. 106) Task identity is the main job characteristic related to job enrichment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 05 #55

56. (p. 106) Empowerment is the process of putting employees in situations involving job rotation and job enlargement.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 05 #56

57. (p. 106) People are empowered when they feel self-determination, meaning, competence, and impact regarding their role in the
organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 05 #57

58. (p. 106) One of the most important characteristics of empowerment is that it is a personality trait.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 05 #58

59. (p. 107) Employees are more likely to feel empowered in jobs with a high degree of autonomy, task identity, and task significance.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 05 #59

60. (p. 107) Empowerment flourishes in organizations with a learning orientation.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 05 #60

ch6 KEY
1. (p. 115) Decision making is an unconscious process of moving away from a desirable state of affairs.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 06 #1

2. (p. 115) The rational decision-making model states that effective decision makers begin at any step in the model.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 06 #2

3. (p. 116) The last step in the rational decision-making model is to evaluate the decision outcomes.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 06 #3

4. (p. 116) The textbook argues that the first step in the rational decision-making model is probably the least important step in the process.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 06 #4

5. (p. 117) The decision maker's emotions play an important role in his or her identification of a problem or opportunity.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 06 #5

6. (p. 117) One problem with problem identification is that people with vested interests try to influence perceptions that there is or is not a
problem or opportunity.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 06 #6

7. (p. 118) The decision-making process is more effective when problems are defined in terms of their solutions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 06 #7

8. (p. 117) Decision makers can discover blind spots in problem identification by discussing the situation with other people.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 06 #8

9. (p. 117) The rational decision-making model assumes that decision makers have limited information-processing capabilities and engage in a
limited search for alternatives.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 06 #9

10. (p. 119) Organizational behavior scholars claim that decision makers typically look at alternatives sequentially and compare each alternative
to an implicit favorite.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium

Learning Objective: 3
McShane - Chapter 06 #10

11. (p. 120) Satisficing occurs when people continue on a failing course of action.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 06 #11

12. (p. 120) The rational choice paradigm completely ignores the effect of emotions in human decision making.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 06 #12

13. (p. 121) In making choices, we pay more attention to details when in a good mood than when in a negative mood.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 06 #13

14. (p. 121) According to almost all organizational behavior research, intuitive decision making is a myth that should not be taken seriously.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 06 #14

15. (p. 121) Decisions tend to have a higher failure rate when leaders are decisive rather than contemplative.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 06 #15

16. (p. 121) Intuition is the main strategy to minimize escalation of commitment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 06 #16

17. (p. 121) Scenario planning is a structured process that helps decision makers to explore potential problems and choose the best solutions
under different future conditions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 06 #17

18. (p. 122) Escalation of commitment occurs when employees increase their support for a decision because most of their colleagues also
support that decision.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 06 #18

19. (p. 122) Prospect theory and self-justification are the main causes of satisficing.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 06 #19

20. (p. 122) Escalation of commitment is more likely to occur when the perceived costs of terminating the project are high or unknown.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6

McShane - Chapter 06 #20

21. (p. 124) Escalation of commitment may be corrected by ensuring that those involved in choosing decision alternatives are also responsible
for evaluating the implemented solution.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 06 #21

22. (p. 124) Escalation of commitment may be corrected by publicly establishing a preset level at which the decision is abandoned or
reevaluated.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 06 #22

23. (p. 124) Employee involvement mainly refers to controlling resources for one's own job.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 06 #23

24. (p. 124) The higher the level of employee involvement, the more employees influence a larger portion of the decision process.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 06 #24

25. (p. 124) The highest level of employee involvement occurs when employees are asked to make recommendations to managers, who then
decide whether to implement them.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 06 #25

26. (p. 124) Involving employees in decision making improves problem identification.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 06 #26

27. (p. 124) Teams are less likely to select the best decision alternative compared to the typical individual working alone.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 06 #27

28. (p. 124) Employees are more likely to be committed to implementing a solution when they are involved in making the decision.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 06 #28

29. (p. 125) The number of employees participating in the decision is one of the four contingencies determining best level of employee
involvement.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 06 #29

30. (p. 125) Two contingencies of employee involvement are decision structure and risk of conflict.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Medium
Learning Objective: 8
McShane - Chapter 06 #30

31. (p. 126) Employees should not make the final decision alone when conflict is likely among employees.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 06 #31

32. (p. 126) Employee involvement potentially improves the decision-making process.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 06 #32

33. (p. 126) Creativity is a unique phenomenon that occurs only in a few types of decisions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 06 #33

34. (p. 126) The incubation stage of creativity is more effective when the decision maker sets aside all other activities and focuses attention on
the issue or problem.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 9
McShane - Chapter 06 #34

35. (p. 126) Incubation is the stage of creativity in which the problem is simmering at the back of your mind while you are doing something
else.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 06 #35

36. (p. 126) Divergent thinking occurs when the individual has a fleeting inspiration that is usually forgotten before it can be written down.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 06 #36

37. (p. 126) The ideas that appear during the insight stage of creativity are quickly forgotten unless documented.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 06 #37

38. (p. 126) The ideas that form during the insight stage of creativity need to be verified through conscious evaluation and experimentation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 06 #38

39. (p. 127) Creativity is related to both the characteristics of creative people and the situation in which they work.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 06 #39

40. (p. 127) Two characteristics of creative people are intelligence and age.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium

Learning Objective: 10
McShane - Chapter 06 #40

41. (p. 127) People are creative because they work in creative environments, not because of any differences in their ability or personality.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #41

42. (p. 127) Creative people tend to have a high need for social approval.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 06 #42

43. (p. 127) Creative people have a low need for achievement and a strong need to follow rules.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 06 #43

44. (p. 127) Creative people are risk-takers and have less concern about social approval.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #44

45. (p. 127) Employees tend to be less creative in organizations that punish failure.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #45

46. (p. 127) Task significance and autonomy are two important conditions for creativity in organizations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #46

47. (p. 127) People tend to be more creative when corporate executives assign tight deadlines and other performance goals along with
performance bonuses.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #47

48. (p. 127) Creativity occurs by redefining the problem, not just by finding a unique solution to the existing problem.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #48

49. (p. 127) Art classes and impromptu storytelling are two creative activities of associative play.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 06 #49

50. (p. 127) Morphological analysis is mainly used as a test to identify people with a creative personality.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Difficult
Learning Objective: 10
McShane - Chapter 06 #50

51. (p. 128) Cross-pollination is recommended in the textbook as a way to encourage creativity in organizations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 06 #51

52. (p. 128) In organizational settings, creativity usually occurs alone rather than with other people.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 06 #52

53. (p. 115) _______ is a conscious process of making choices among one or more alternatives with the intention of moving toward some
desired state of affairs.
A.
B.
C.
D.
E.

Decision making
Bounded rationality
Divergent thinking
Prospect theory
Scenario planning
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 06 #53

54. (p. 116) The rational decision making model begins with:
A.
B.
C.
D.
E.

evaluating alternatives.
recognizing and defining the problem.
searching for alternatives.
implementing the solution.
searching for information about outcomes to each alternative.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 06 #54

55. (p. 117) The purely rational model of decision making is rarely practiced in reality because:
A.
B.
C.
D.
E.

it ignores the fact that problems must be defined before alternatives are chosen.
it assumes that human beings make decisions based on their emotions.
it assumes that people are efficient and logical information processing machines.
it ignores the fact that people evaluate their decision after an alternative has been chosen and implemented.
None of the above.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 06 #55

56. (p. 117) Which of these represent the final step in the rational choice decision making process?
A.
B.
C.
D.
E.

Identifying problems
Implement the selected alternative
Choose the best alternative
Evaluate decision outcomes
None of the above.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 06 #56

57. (p. 117) In what stage of the decision-making process do emotions influence human decision making?
A.
B.
C.
D.
E.

Identifying problems
Identifying alternatives
Choosing alternatives
All of the above
None of the above; emotions do not influence decision making.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 06 #57

58. (p. 117) Which of the following best describes how emotions influence the problem identification process?
A. Emotions have no effect on how people identify problems.
B. The emotional brain center classifies incoming perceptual information as bad or good, which then influences the rational brain center's
evaluation about whether that situation is a problem.

ch7 KEY
1. (p. 145) Teams are groups of two or more people who have equal influence over each other regarding the team's goals and means of achieving
those goals.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #1

2. (p. 145
146)

All teams exist to fulfill some purpose, either for the organization or for its members.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 07 #2

3. (p. 146) Team members are held together by their interdependence and need for collaboration to achieve common goals.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 07 #3

4. (p. 146) Virtual and advisory are two types of formal teams in organizations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #4

5. (p. 146) All groups are teams, but some types of teams are not groups.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 07 #5

6. (p. 146) All teams are groups, but some types of groups are not teams.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 07 #6

7. (p. 146
147)

Informal groups are initiated by the organization to satisfy the social needs of their employees.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 07 #7

8. (p. 146) Task forces are temporary entities that typically investigate a particular problem and disband when the decision is made.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #8

9. (p. 146) Skunkworks are informal groups that attempt to influence people outside the group by pooling the resources and power of their
members.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #9

10. (p. 146) Communities of practice are informal groups bound together by shared expertise and passion for a particular activity or interest.
TRUE

AACSB: Analytical Skills


Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #10

11. (p. 146) Informal groups that share expertise, usually through information technology, on a specific area of knowledge are called
skunkworks.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #11

12. (p. 146) Virtual teams are entities that provide recommendations to decision makers, often temporary but can be permanent, and extend
beyond the organizational hierarchy to create a product or develop a new service.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #12

13. (p. 146


147)

Informal groups exist primarily to complete tasks for the organization that management doesn't know about.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 07 #13

14. (p. 146) Self-directed work teams have very high autonomy and usually control inputs, flow, and outputs.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 07 #14

15. (p. 147) Teams are generally better than individuals working alone at making decisions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 07 #15

16. (p. 147) One reason why people belong to informal group is that human beings are social animals.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 07 #16

17. (p. 147) Social identity theory explains why people congregate near each other, when in danger, even though it serves no apparent purpose.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 07 #17

18. (p. 148) Process losses are the resources expended to develop and maintain an effective team.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #18

19. (p. 148) Social loafing is least common in situations where team members work alone towards a common output.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 07 #19

20. (p. 148) Social loafing is more common among people with collectivist values.
FALSE

AACSB: Analytical Skills


Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 07 #20

21. (p. 148) Companies can minimize social loafing by dividing the team's work into distinct units and assigning those unique tasks to each team
member.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 07 #21

22. (p. 149) A team's effectiveness is partly measured by how well its members' needs are fulfilled.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 07 #22

23. (p. 149) Team effectiveness refers to how well a team accomplishes its objectives for the organization, even if this undermines the team's
ability to survive for future tasks.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 07 #23

24. (p. 149) Team members tend to work together more effectively when they are at least partly rewarded for team performance.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 07 #24

25. (p. 149) Communication systems are least important when team members are geographically dispersed.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 07 #25

26. (p. 149) Office layout and other physical space characteristics influence the team's ability to accomplish tasks as well as shape team member
perceptions about being part of a team.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 07 #26

27. (p. 149) Teams work better when there are several layers of management and team members are encouraged to communicate mainly through
their immediate supervisor.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 07 #27

28. (p. 149) Reward systems, communication systems, and physical space are three elements of the organizational and team environment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 07 #28

29. (p. 149) Two important elements of the team's environment are the team's size and composition.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 07 #29

30. (p. 150) The three elements of team design include communication systems, organizational environment, and reward systems.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 4
McShane - Chapter 07 #30

31. (p. 150) Teams are generally more effective when the task is complex and lacks structure.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 07 #31

32. (p. 150) Teams are best suited for highly interdependent tasks where team members have the same ultimate goals.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 07 #32

33. (p. 150) Team members tend to most satisfied and productive when they are highly dependent on each other to accomplish their tasks and
each team member has unique goals (such as serving different clients).
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 07 #33

34. (p. 150) The higher the level of task interdependence, the greater the need for individuals working alone rather than as team members
working together.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 07 #34

35. (p. 150) Larger teams are typically more effective because of the larger input from larger number of members, and less time and effort
necessary in coordinating their roles and resolving differences.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 07 #35

36. (p. 150) The optimal team size exists when the team is as small as possible, yet has enough people to accomplish the task.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 07 #36

37. (p. 151) Research suggests that high performing team members demonstrate more cooperative behaviors towards others even though they
have less emotional intelligence.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 07 #37

38. (p. 151) In effective teams, members must be motivated and able to work together, as well as contribute to the team's task.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 07 #38

39. (p. 151) Homogeneous teams experience more interpersonal conflict and take longer to develop than do heterogeneous teams.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 07 #39

40. (p. 151) Heterogeneous teams tend to be more effective than homogeneous teams on simple tasks requiring a high degree of cooperation and
coordination.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 07 #40

41. (p. 153) The norming stage of team development is marked by interpersonal conflict as team members compete for leadership and other
positions on the team.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 5
McShane - Chapter 07 #41

42. (p. 153) Teams develop their first real sense of cohesion during the norming stage of team development.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 07 #42

43. (p. 153) During the adjourning stage of team development, team members shift their attention away from relationships and instead focus
mainly on completing the task.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 07 #43

44. (p. 154) Norms are the informal rules and standards established by a team to regulate the behavior of its members.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 07 #44

45. (p. 154) Team members rarely conform to team norms unless other team members apply reinforcement or punishment.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 07 #45

46. (p. 154) Team members typically hold one or more formal roles in the team as well as roles that they informally fulfill at various times.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 07 #46

47. (p. 155) The only way to alter team norms is to disband the group.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 07 #47

48. (p. 155) One way to change team norms in existing teams is to explicitly discuss the counterproductive norms with team members using
persuasive communication strategies.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 07 #48

49. (p. 155) Team norms usually remain the same even when the group is disbanded and replaced with people with different values and
experiences.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Medium
Learning Objective: 6
McShane - Chapter 07 #49

50. (p. 155) To maximize cohesiveness, the team should be as small as possible without jeopardizing its ability to accomplish the task.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 07 #50

51. (p. 155) Homogeneous teams with relatively few members and a high level of interaction tend to have high cohesiveness.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 07 #51

52. (p. 155) Team cohesiveness increases when entry into the group is very difficult and humiliates the new team member.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 07 #52

53. (p. 156) Highly cohesive teams invariably perform organizational objectives better than teams with moderate or low cohesiveness.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 07 #53

54. (p. 158) Self-directed teams control most work inputs, work processes, and output quality.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #54

55. (p. 158) In most self-directed work teams, the supervisor assigns tasks that individual team members perform.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #55

56. (p. 158) Self-directed teams are designed for production processes but not for administrative or service activities.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #56

57. (p. 158) Most self-directed teams fail because they are not as productive as employees working in traditional departmental teams.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #57

58. (p. 158) When companies introduce self-directed teams, supervisors must change from hands-on controller to hands-off facilitators.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #58

59. (p. 158) Self-directed work teams tend to work better in cultures with low power distance and high collectivism.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 07 #59

60. (p. 158) Self-directed work teams are more difficult to implement in high power distance cultures.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #60

61. (p. 158) Employees with low collectivist values tend be more satisfied than those with high collectivist values working in self-directed work
teams.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 07 #61

62. (p. 159) Virtual teams are usually permanent functional groups that communicate mainly through weekly face-to-face meetings.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #62

63. (p. 159) Virtual team members are mutually accountable for achieving common goals associated with organizational objectives.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #63

64. (p. 159) Unlike traditional teams, virtual team members do not influence each other.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #64

65. (p. 159) Virtual teams are becoming more common because companies are encouraging employees in distant parts of the organization to
share knowledge with each other.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #65

66. (p. 159) The shift towards knowledge-based rather than production-based work has made virtual teamwork possible.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #66

67. (p. 159) The shift from production to knowledge-based work has resulted in fewer virtual teams than in the past.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #67

68. (p. 159) One problem with virtual teams is that they create more silos of knowledge.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #68

69. (p. 159) Due to globalization, companies are usually unable to form virtual teams.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #69

70. (p. 159) Compared with conventional teams, virtual teams experience fewer problems as the number of team members increases.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #70

71. (p. 160) Some virtual teams include members from several organizations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #71

72. (p. 160) A team member's ability to use communication systems is more important in virtual teams than in conventional teams.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 07 #72

73. (p. 160) Virtual teams have more cohesiveness when they are able to meet face-to-face.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 07 #73

74. (p. 160) Production blocking occurs when employees are unable to complete their tasks because they spend too much time in meetings.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 07 #74

75. (p. 161) Evaluation apprehension causes employees to present ideas to the group even though the ideas are silly and a waste of the group's
time.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 07 #75

76. (p. 161) Many potentially valuable ideas never get presented to the group because individuals think they are silly and would make them look
equally silly to the team.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 07 #76

77. (p. 161) Evaluation apprehension is most common in meetings attended by people with different levels of status or expertise.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 07 #77

78. (p. 161) Groupthink and evaluation apprehension are two characteristics of effective decision-making teams.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 07 #78

79. (p. 161) A symptom of groupthink is that the team feels comfortable with risky decisions because possible weaknesses are suppressed or
glossed over.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 07 #79

80. (p. 161) "Self-censorship" is another name for "groupthink."


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 07 #80

81. (p. 162) Constructive conflict occurs when team members hold different opinions and assumptions and debate the issues through an open,
healthy dialogue.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 07 #81

82. (p. 163) An important rule in brainstorming is that no one is allowed to evaluate or criticize another team member's ideas.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 07 #82

83. (p. 163) One of the rules of brainstorming is that no one is allowed to piggyback or build on the ideas of other team members.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 07 #83

84. (p. 163) One of the main advantages of brainstorming is that this process removes most production blocking.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 07 #84

85. (p. 163) Electronic brainstorming is any situation in which team members communicate through email and other computer technologies to
make decisions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 07 #85

86. (p. 163) Electronic brainstorming relies mainly on email and electronic chat rooms to make decisions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 07 #86

87. (p. 163) Electronic brainstorming significantly reduces the problem of production blocking.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 07 #87

88. (p. 163) The nominal group technique tends to produce more and better ideas than do traditional interacting groups.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 07 #88

89. (p. 163) The nominal group technique removes the problems of evaluation apprehension and production blocking.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 07 #89

ch8 KEY
1. (p. 169) Communication exists whenever someone sends a message to someone else, even when the person receiving the message does not
understand it.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 08 #1

2. (p. 169) Communication refers to the process by which information is transmitted and understood between two or more people.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 08 #2

3. (p. 170) Effective communication potentially improves knowledge management and decision making.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 08 #3

4. (p. 170) One reason that people communicate with each other is to fulfill their drive to bond.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 08 #4

5. (p. 170) According to research, employees' paycheck value goes up by 7 percent when they improve their communication integrity.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 08 #5

6. (p. 170) In the communication process model, encoding the message refers to selecting the appropriate medium and sending your ideas
through that medium.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 08 #6

7. (p. 170) According to the communication process model, communication begins with forming the message, then encoding it.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 08 #7

8. (p. 171) Intended feedback is encoded, transmitted, received, and decoded from the receiver to the sender of the original message.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 08 #8

9. (p. 172) There are two main types of channels or mediums through which informational is transmitted: personal and organizational.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 08 #9

10. (p. 172) People tend to understand technical information better through aural rather than written communication media.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3

McShane - Chapter 08 #10

11. (p. 172) One limitation of e-mail is that both sender and receiver need to coordinate the communication session.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 08 #11

12. (p. 172) E-mail tends to reduce some face-to-face and telephone communication but increase the flow of information to higher levels in the
organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 08 #12

13. (p. 172) E-mail is the best medium for communicating emotions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 08 #13

14. (p. 172


173)

One advantage of e-mail is that it is very easy to interpret the emotional tone of the sender's message.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 08 #14

15. (p. 173) Employees use emoticons' in electronic mail messages to clarify the emotional meaning of their messages.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 08 #15

16. (p. 173) E-mail is usually developed and sent so quickly that it increases the risk of transmitting an emotionally charged message before the
sender has time to reconsider sending the message.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 08 #16

17. (p. 173) Flaming refers to the capacity of an organization to transmit information more quickly through computer networks than through
traditional paper media.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 08 #17

18. (p. 173) One consequence of e-mail is that it tends to increase the amount of communication across the organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 08 #18

19. (p. 173) E-mail tends to offer more warmth and social support compared with face-to-face communication.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 3
McShane - Chapter 08 #19

20. (p. 174) Nonverbal communication is less rule-bound than is verbal communication.
TRUE
AACSB: Analytical Skills

Blooms taxonomy: Comprehension


Difficulty: Medium
Learning Objective: 4
McShane - Chapter 08 #20

21. (p. 174) Nonverbal communication is typically conscious, whereas most verbal communication is automatic, reactive, and unconscious.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 08 #21

22. (p. 175) Media richness refers to the financial cost of using the medium relative to its frequency of use in the organization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 08 #22

23. (p. 175 A communication channel with high media richness should be used in routine situations where the sender and receiver have
common understanding and expectations.

176)

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 5
McShane - Chapter 08 #23

24. (p. 175) Face-to-face interaction has higher media richness than a telephone conversation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 08 #24

25. (p. 176) When sending a message, the choice of medium also communicates information from the sender to receiver.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 5
McShane - Chapter 08 #25

26. (p. 177) Perceptions, filtering, and jargon are three types of noise in the communication process.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #26

27. (p. 177) Jargon improves communication efficiency when both the sender and receiver understand this specialized language.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #27

28. (p. 177) Information overload occurs when a person's information-processing capacity exceeds the job's information load.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #28

29. (p. 178) Employees increase their information-processing capacity by reading abstracts and other summaries.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 6
McShane - Chapter 08 #29

30. (p. 178) Omitting and buffering strategies help employees to reduce the amount of information they must process (i.e. information load).
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium

Learning Objective: 6
McShane - Chapter 08 #30

31. (p. 178) Language differences represent one of the most obvious cross-cultural barriers.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 08 #31

32. (p. 178) When having a conversation with someone from Japan, it is polite to allow some silence after the person has spoken before
beginning your reply.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #32

33. (p. 178) Maintaining eye contact to show interest in someone's conversation is one of the few forms of nonverbal communication that
transmits common meaning across all cultures.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #33

34. (p. 178) In Brazil, silence in conversation demonstrates respect and empathy between people.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #34

35. (p. 178) When working in Brazil, colleagues expect you to be silent for several seconds after the other person has spoken before beginning
your reply.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 08 #35

36. (p. 179) Men are more likely than women to view conversations as negotiations of relative status and power.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 7
McShane - Chapter 08 #36

37. (p. 179) The problem with men and women communicating with each other is that most women don't know how to engage in report talk'.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 08 #37

38. (p. 179) Women sometimes expect empathy when describing a problem whereas men are more likely to provide a solution to the problem
without providing empathy.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 08 #38

39. (p. 179) Research has found that women are generally more sensitive than men to nonverbal cues in face-to-face meetings.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 08 #39

40. (p. 179) When communicating with another person, you should avoid repeating your message.
FALSE
AACSB: Analytical Skills

Blooms taxonomy: Comprehension


Difficulty: Easy
Learning Objective: 8
McShane - Chapter 08 #40

41. (p. 179) Active listeners empathize with the speakerthey try to understand and be sensitive to the speaker's feelings, thoughts, and
situation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 08 #41

42. (p. 180) One of the most important features of active listening is to engage yourself by interrupting the speaker whenever he or she says
something that you want to discuss further.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 08 #42

43. (p. 180) The three components of listening are encoding, decoding and interpreting.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 08 #43

44. (p. 180) Active listeners constantly cycle through the three components of listening: sensing, evaluating, and responding.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 08 #44

45. (p. 181) One way active listeners empathize is by clarifying the messagerephrasing the speaker's ideas at appropriate breaks.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 08 #45

46. (p. 181


182)

To encourage communication within the team, organizations are more and more isolating individuals in walled offices.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 08 #46

47. (p. 181


182)

Open offices - replacing walled offices with open work areas tend to improve communication among employees.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 08 #47

48. (p. 182) One dilemma in workspace design is the requirement to balance the need to encourage social interaction with the employee's need
for privacy.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 08 #48

49. (p. 182) Wikis are a collaborative variation of nonverbal messages complied by employees in the organization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 08 #49

50. (p. 182) Management by walking around occurs whenever senior executives get out of their offices and communicate face-to-face with
employees.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 08 #50

51. (p. 182) Unfortunately, management by walking around enhances the problem of filtering in the communication process.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 08 #51

52. (p. 183) E-mail, instant messaging, and public web sites are changing characteristics of the corporate grapevine.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 08 #52

53. (p. 183) In times of uncertainty, a company newsletter or similar formal communication activity can effectively replace the informal
grapevine.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 10
McShane - Chapter 08 #53

54. (p. 183) The grapevine is an important social process that bonds employees together and fulfills their need for affiliation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 08 #54

55. (p. 184) Corporate leaders should view grapevine as a competitor and eventually win the challenge to inform employees before they receive
the news through the grapevine.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 08 #55

56. (p. 169) Effective communication occurs when:


A.
B.
C.
D.
E.

information is sent through informal rather than formal channels.


information is transmitted between two or more people.
the sender convinces the receiver to accept the information sent.
information is transmitted and understood between two or more people.
the sender transmits information that is received by someone other than the intended receiver.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 08 #56

57. (p. 169) ________ refers to the process by which information is transmitted and understood between two or more people.
A.
B.
C.
D.
E.

Communication
Jargon
Flaming
Grapevine
MBWA
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 08 #57

58. (p. 169


170)

A.
B.
C.
D.
E.

Effective communication plays an important role in:

knowledge management.
decision making.
coordinating work activities.
fulfilling employee needs.
all of the above.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

ch9 KEY
1. (p. 190) Power is the act of changing another person's attitudes and behavior.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 09 #1

2. (p. 190) Power is defined as influence in motion.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 09 #2

3. (p. 190) Power does not exist until the power holder actually applies power to influence someone else.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 1
McShane - Chapter 09 #3

4. (p. 190) People might gain power by convincing others that they have something of value.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 09 #4

5. (p. 190) Countervailing power is the power that the dominant person in a relationship uses as a backup when the primary source of power
fails to work as planned on the dependent person.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 09 #5

6. (p. 190) In any relationship, both parties have some degree of power over the other.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 09 #6

7. (p. 191) Expert power is created whenever the organization assigns a supervisor formal authority over subordinates.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 09 #7

8. (p. 191) Reward and coercive power originate from the powerholder's own characteristics.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 09 #8

9. (p. 191) Legitimate power is an agreement between people that one person has the right to request specific behaviors from the other person.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 09 #9

10. (p. 191) Employees with low power distance are more likely to comply with legitimate power.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 09 #10

11. (p. 191) Legitimate power operates outside of a "zone of indifference," the range outside of which people are willing to accept someone
else's authority.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 09 #11

12. (p. 191) Subordinates have reward power over their bosses through 360-degree feedback systems.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 09 #12

13. (p. 191) Coercive power is derived from the person's ability to control the allocation of rewards valued by others and to remove negative
sanctions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 09 #13

14. (p. 191) Peer pressure typically represents a form of coercive power.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 09 #14

15. (p. 192) Employees are losing their expert power as society moves from an industrial to a knowledge-based economy.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 2
McShane - Chapter 09 #15

16. (p. 192) Referent power is largely developed through a person's interpersonal skills.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 09 #16

17. (p. 192) Information is power.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 09 #17

18. (p. 192) Some employees and departments gain power by forecasting uncertainties in the organization's environment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 09 #18

19. (p. 192


193)

Prevention, forecasting, and absorption are three contingencies of power in organizations.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 09 #19

20. (p. 192


193)

Three general strategies to help organizations to cope with uncertainty are prevention, creation, and deception.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium

Learning Objective: 3
McShane - Chapter 09 #20

21. (p. 193) An employee's ability to influence others increases as the source of his or her power becomes more substitutable.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 09 #21

22. (p. 193) Non-substitutability is strengthened by controlling access to the resources.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 09 #22

23. (p. 193) By avoiding written documentation of special procedures, maintenance workers in the French tobacco-processing industry were
maximizing their expert power through non-substitutability.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Difficult
Learning Objective: 4
McShane - Chapter 09 #23

24. (p. 193) An employee or department has more power when its actions quickly affect many other people throughout the organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 09 #24

25. (p. 193) The four contingencies of power include substitutability, visibility, referent, and utilitarian.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 09 #25

26. (p. 194 First-line supervisors may have legitimate, reward, and coercive sources of power, but their actual power is often limited by a lack
of discretion.

195)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 09 #26

27. (p. 195) Even though you should be visiting clients most of the time, you make a point of stopping by the office each day so your boss sees
that you are working. This increases your power mainly through the contingency of centrality.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 09 #27

28. (p. 195) Networking helps to increase a person's expert power and centrality.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 5
McShane - Chapter 09 #28

29. (p. 195) Networking is a form of influence that tends to increase the individual's expert and referent power.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 09 #29

30. (p. 195) Networking can potentially leverage a person's power by increasing the person's visibility and centrality.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Medium
Learning Objective: 5
McShane - Chapter 09 #30

31. (p. 196) Influence is an essential process in organizations through which people coordinate their effort.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #31

32. (p. 196) A unique feature of influence is that it operates down the corporate hierarchy but not up or across that hierarchy.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #32

33. (p. 197) Persuasion is the most common form of influence in high power distance cultures.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Application
Difficulty: Difficult
Learning Objective: 6
McShane - Chapter 09 #33

34. (p. 197) Silent authority, assertiveness, and exchange are three sources of power.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #34

35. (p. 197) Exchange and ingratiation are two types of hard influence tactics.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #35

36. (p. 197) Coalition formation, information control, and silent authority represent three forms of hard influence tactics.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #36

37. (p. 197) Exchange, coalition formation, and ingratiation represent three forms of influence.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #37

38. (p. 198) A coalition gains power by symbolizing the legitimacy of the issue supported by the coalition.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #38

39. (p. 198) A coalition attempts to influence people outside the group by pooling the resources and power of its members.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #39

40. (p. 198) Coalition formation includes relying on the authority of the firm as an entity without approaching anyone further up the hierarchy.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #40

41. (p. 198) Upward appeal is considered a more forceful influence strategy than ingratiation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #41

42. (p. 198


199)

How we dress and the way we behave politely towards others represents a type of influence strategy.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #42

43. (p. 199) People are more persuasive when they rely on logical arguments and avoid emotional appeals.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #43

44. (p. 199) When the issue is extremely important to listeners, the speaker's personal characteristics are more important than the message
content in persuading listeners.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 6
McShane - Chapter 09 #44

45. (p. 199) In persuasive communication, the inoculation effect involves warning listeners that others will try to influence them in the future
and that they should watch out for the opponent's arguments.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #45

46. (p. 199) Persuasion generally works better in face-to-face interaction than through e-mail or written letters.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 09 #46

47. (p. 200) Negotiation and networking are forms of exchange as an influence strategy.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 09 #47

48. (p. 200) Soft' influence tactics such as persuasion tend to build compliance rather than commitment to the influencer's request.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 09 #48

49. (p. 200) The most appropriate influence tactic depends in part on the influencer's power base and position in the organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 09 #49

50. (p. 200) The general trend in North America is toward hard influence tactics because younger employees tend to have more egalitarian
values compared with those near retirement.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult

Learning Objective: 7
McShane - Chapter 09 #50

51. (p. 202) Organizational politics refers to any use of power to influence others.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 09 #51

52. (p. 202) Organizational politics occurs when someone attempts to influence others for the purpose of promoting personal interests.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 09 #52

53. (p. 202) Organizational politics flourish when resource allocation decisions are ambiguous and complex with no formal rules.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 09 #53

54. (p. 202) Machiavellian values help employees to recognize and avoid using political tactics in organizational settings.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 09 #54

55. (p. 202) People with an internal locus of control and strong Machiavellian values are less likely to engage in organizational politics.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 09 #55

56. (p. 202) Organizational leaders can minimize organizational politics by making decision rules more complex and ambiguous.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 09 #56

57. (p. 202) Establishing a free flow of information and using effective change management practices help to minimize organizational politics.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 10
McShane - Chapter 09 #57

58. (p. 190) In organizational settings, power is defined as:


A.
B.
C.
D.

the practice of trying to influence another person.


the capacity to influence others.
the act of changing another person's attitudes and behaviors.
the extent to which one person is required to follow another person's commands even though he or she does not want to follow those
commands.
E. any situation where one person is dependent on another person, who is not at all dependent on the first person.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 09 #58

59. (p. 190, Power is _____, whereas influence is _______.


196)

A.
B.
C.
D.
E.

good, bad
weak, strong
potential, behavior
apparent, hidden
intended, unintended
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
Learning Objective: 6

ch10 KEY
1. (p. 209) Conflict begins whenever both parties realize that they have opposing interests.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #1

2. (p. 209) Conflict occurs when one party perceives that its interests are being opposed or negatively affected by another party.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 10 #2

3. (p. 209) Conflict begins when two parties experience manifest conflict.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #3

4. (p. 209) Conflict perceptions and emotions lead to conflict sources.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 10 #4

5. (p. 209) Conflict may occur when one party obstructs or plans to obstruct another's goals in some way.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #5

6. (p. 209) Conflict is manifested by cohesiveness, turnover, and politics.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #6

7. (p. 209) Conflict is a process.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 10 #7

8. (p. 209) If conflict remains focused on perceptions, parties cannot resolve it through logical analysis.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #8

9. (p. 210) One benefit of moderate conflict is improved decision making.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 10 #9

10. (p. 210) At the intragroup level, conflict between people inside the team causes the team to become more insularincreasing their
cohesiveness.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #10

11. (p. 210) Conflict with people outside the team potentially increases cohesion within the team.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 10 #11

12. (p. 211) Cognitive conflict occurs when people focus their discussion on the issue while maintaining respectfulness for people having other
points of view.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 10 #12

13. (p. 211) Socioemotional conflict refers to conflict between individuals, whereas constructive conflict refers to conflict between departments
and organizations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 10 #13

14. (p. 211) When people experience socioemotional conflict, they tend to view differences as personal attacks rather than attempts to resolve an
issue.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 10 #14

15. (p. 211) Constructive conflict is one of the more serious forms of socioemotional conflict.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 10 #15

16. (p. 211) Constructive conflict helps people to recognize problems, identify a variety of solutions, and better understand the issues involved.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 10 #16

17. (p. 211) Socioemotional conflict is more likely to occur when team members have high levels of emotional intelligence.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 10 #17

18. (p. 211 Cohesion produces a stronger social identity with the group, so team members are motivated to avoid escalating socioemotional
conflict during otherwise emotionally turbulent discussions.

212)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 10 #18

19. (p. 212) Conflict perceptions and emotions manifest themselves in the decisions and behaviors of one party toward the other.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 10 #19

20. (p. 212


213)

The conflict process is really a series of episodes that potentially cycle into conflict escalation.

TRUE
AACSB: Analytical Skills

Blooms taxonomy: Comprehension


Difficulty: Medium
Learning Objective: 4
McShane - Chapter 10 #20

21. (p. 213) Goal incompatibility occurs when personal or work goals seem to interfere with another person's or department's goals.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 10 #21

22. (p. 213


214)

Mergers and acquisitions tend to increase conflict due to different values and beliefs.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 10 #22

23. (p. 214) Conflict tends to increase with the lack of task interdependence.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 10 #23

24. (p. 214) Higher resource scarcity increases the ability of each person to fulfill his or her goals without undermining others.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 10 #24

25. (p. 215) Conflict may occur because the conflicting parties lack the opportunity, ability, and/or motivation to communicate with each other.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 10 #25

26. (p. 215) "Communication problems" is one structural condition why conflict occurs.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 10 #26

27. (p. 215) Conflict tends to escalate more with a win-lose than with a win-win orientation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 10 #27

28. (p. 215) The five interpersonal conflict management styles are distinguished by their level of interdependence on the other party.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 6
McShane - Chapter 10 #28

29. (p. 215) The problem-solving conflict management style involves a high degree of assertiveness and cooperativeness.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 10 #29

30. (p. 215) The compromising conflict management style has the highest win-win orientation and should be applied wherever the parties seem
to have mutual interests.
FALSE
AACSB: Analytical Skills

Blooms taxonomy: Comprehension


Difficulty: Medium
Learning Objective: 6
McShane - Chapter 10 #30

31. (p. 215) Although forcing is one of five interpersonal styles of conflict management, it should never actually be used to manage conflict.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 10 #31

32. (p. 215) Avoiding is usually the best interpersonal conflict management style where conflict has become socioemotional.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 10 #32

33. (p. 215) The yielding conflict management style is preferred when both parties have equal power and enough trust to share information.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 10 #33

34. (p. 216) The preferred conflict management style tends to depend partly on the situation and an individual's cultural background.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 10 #34

35. (p. 218) Focusing employees on superordinate goals is particularly useful where conflict is caused by goal incompatibility and
differentiation.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 7
McShane - Chapter 10 #35

36. (p. 219) A logical strategy for minimizing conflict due to different values and beliefs is to have employees move through different
departments, regions, and occupations of the company throughout their careers.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 10 #36

37. (p. 219) Communication only enhances conflict when it takes the form of structured meetings and dialogue sessions such as talking circles.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 10 #37

38. (p. 219) Dialogue reduces conflict by lowering task interdependence.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 10 #38

39. (p. 219) People from collectivist cultures tend to apply a forcing style of conflict with colleagues more than do people from individualist
cultures.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Difficult
Learning Objective: 7
McShane - Chapter 10 #39

40. (p. 219) Drum circles help minimize conflict by reducing differentiation.
TRUE

AACSB: Analytical Skills


Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 10 #40

41. (p. 220) Buffers tend to resolve conflict by reducing the level of interdependence between the conflicting parties.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 10 #41

42. (p. 220) Increasing resources and creating more precise rules for allocation of those resources represent two ways to increase conflict.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 10 #42

43. (p. 220) Third-party conflict resolution involves resolving conflict without resorting to arbitration or mediation.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 10 #43

44. (p. 220) Arbitration has a high level of process control but a low level of decision control.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 10 #44

45. (p. 221) Mediation has a high level of process control but a low level of decision control.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 10 #45

46. (p. 220) Research suggests that managers tend to avoid the inquisitional approach to third-party conflict resolution.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 10 #46

47. (p. 221) The preference for arbitration or mediation in work disputes partly depends on cross-cultural values.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 10 #47

48. (p. 209) Conflict is defined as:


A.
B.
C.
D.
E.

any event where two parties demonstrate their dislike of each other.
any occasion where both parties perceive each other as a threat to achieving the other party's goals.
a process in which one party perceives that its interests are being opposed or negatively affected by another party.
any event where one party acts in a way that prevents another party from achieving its goals.
a process in which each party tries to learn the resistance point of the other party.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 10 #48

49. (p. 209) The process in which one party perceives that its interests are being opposed or negatively affected by another party is called:
A.
B.
C.
D.
E.

mediation.
conflict.
negotiation.
dialogue.
conflict management.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1

ch11 KEY
1. (p. 231) Leadership is the ability to influence, motivate, and enable others to contribute to organizational effectiveness.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 11 #1

2. (p. 231) According to the authors, leaders are people in management and other leadership' positions in the organization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 11 #2

3. (p. 231) Effective leaders teach and empower their employees to take leadership roles.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 11 #3

4. (p. 231) Leaders do not exist in self-directed work teams.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 11 #4

5. (p. 231
232)

Leadership is one of the most studied and most agreed upon concepts in organizational behavior.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 11 #5

6. (p. 232) Currently, the most popular leadership perspective is about examining leadership behaviors.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 11 #6

7. (p. 232) The competency perspective of leadership has been discussed since the beginning of recorded civilization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 11 #7

8. (p. 232) Recent literature has confirmed that there are no universal leadership competencies.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 11 #8

9. (p. 232
233)

Integrity, drive, and cohesiveness are three of the characteristics of effective leaders, according to the recent leadership literature.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 11 #9

10. (p. 232) Effective leaders are able to perceive and express emotions, as well as regulate emotions in themselves and others.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy

Learning Objective: 2
McShane - Chapter 11 #10

11. (p. 232 Research on the competency perspective of leadership has concluded that four traits are consistently strong predictors of effective
leadership across most situations and industries.

233)

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 11 #11

12. (p. 232) Several large-scale studies have identified integrity as the most important leadership trait.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 11 #12

13. (p. 232


233)

Integrity, intelligence, and self-confidence are competencies that are characteristics of effective leaders.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 11 #13

14. (p. 233) Leadership competencies identify leadership potential, not leadership performance.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 11 #14

15. (p. 233) One implication of the leadership competency approach is that leadership is found among senior executives rather than people in
lower-level positions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 2
McShane - Chapter 11 #15

16. (p. 234) Leaders with a strong task-oriented style, according to the behavioral perspective of leadership, listen to employee suggestions and
support their interests when required.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 11 #16

17. (p. 234) The behavioral perspective of leadership says that task-oriented leaders clarify duties and procedures, ensure that employees follow
company rules, and push them to reach their performance capacity.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 11 #17

18. (p. 234) Research indicates that employees of task-oriented leaders have better performance.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 11 #18

19. (p. 234) One problem with the behavioral leadership perspective is that it assumes that high levels of either style are not good in all
situations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 11 #19

20. (p. 235) Path-goal theory has its roots in the expectancy theory of motivation.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 11 #20

21. (p. 235) Path-goal theory states that effective leaders have high emotional intelligence, integrity and motivation to become a leader.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #21

22. (p. 235


236)

Path-goal leadership theory includes directive, supervisory, and integrity leadership styles.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #22

23. (p. 236) Directive leadership from path-goal leadership theory is the same as task-oriented leadership from behavioral perspective.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #23

24. (p. 236) Directive leadership from path-goal leadership theory is the same as people-oriented leadership from behavioral perspective.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #24

25. (p. 236) The achievement-oriented leadership style applies the goal-setting and self-fulfilling prophecy concepts.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #25

26. (p. 236


237)

A unique feature of path-goal theory is that all of the contingencies are employee characteristics.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #26

27. (p. 235) According to path-goal leadership theory, directive leadership should never be applied to inexperienced employees.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #27

28. (p. 236) One limitation of path-goal theory of leadership is that it ignores the possibility that the best leadership style depends on the
situation.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 11 #28

29. (p. 236 According to path-goal theory, directive leadership should be applied where the task is complex and the team norms are opposing
the team's formal objectives.

237)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 4
McShane - Chapter 11 #29

30. (p. 236 According to path-goal theory, participative leadership should be applied where employees work in routine tasks and the team norms
are opposing the team's formal objectives.

237)

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 4
McShane - Chapter 11 #30

31. (p. 237) According to path-goal theory, supportive leadership is desirable for employees who work in teams with low cohesiveness.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #31

32. (p. 237) One problem with path-goal theory is that it is an extremely simple model of leadership relative to other leadership theories because
the theory cannot be expanded.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 11 #32

33. (p. 237) The leadership substitutes model identifies ways to neutralize or replace transformational leaders in specific conditions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 11 #33

34. (p. 237) Reward systems and employees' skills are substitutes for task-oriented leadership.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 11 #34

35. (p. 237) Self-leadership replaces the need for formal leadership in self-directed work teams.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 11 #35

36. (p. 238) Transactional leaders are mainly change agents.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 11 #36

37. (p. 238) Scholars recommend that transformational leadership should be used instead of transactional leadership.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 11 #37

38. (p. 238) Charismatic leadership refers more to leader behaviors whereas transformational leadership refers mainly to personal traits that
provide referent power over followers.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 11 #38

39. (p. 238) According to the textbook, charismatic leadership differs from transformational leadership.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6

McShane - Chapter 11 #39

40. (p. 238) Charismatic leadership is a characteristic found mainly in transactional leaders.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 11 #40

41. (p. 239) Transformational leaders shape a strategic vision of the future that focuses employees on a superordinate organizational goal.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 11 #41

42. (p. 239) Transformational leaders frame their vision by setting it aside until the time is right to introduce it again.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 11 #42

43. (p. 240) Transformational leaders talk about a vision, whereas transactional leaders enact it.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 11 #43

44. (p. 240) Effective transformational leaders build commitment towards the strategic vision by using words, symbols and stories that inspire
and energize employees to adopt the vision as their own.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 11 #44

45. (p. 241) Transformational leadership is currently the most popular leadership perspective.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 11 #45

46. (p. 241) The implicit leadership perspective explains how perceptual processes cause people to inflate the importance of leadership in
explaining organizational events.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 11 #46

47. (p. 241) The implicit leadership perspective encourages potential leaders to act differently than what employees expect.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 11 #47

48. (p. 241) Self-fulfilling prophecy and expectancy theory are the two main concepts behind the implicit leadership perspective of leadership.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 11 #48

49. (p. 242) Cultural values shape the expectations that followers have of their leaders.
TRUE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 11 #49

50. (p. 242) Recent studies reveal that the concept and features of leadership are similar around the world.
FALSE
AACSB: Multicultural and diversity understanding
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 11 #50

51. (p. 242) Research indicates that male and female leaders do not differ in their levels of task-oriented and people-oriented leadership.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 11 #51

52. (p. 242) Women tend to use the participative leadership style less often than do men.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 11 #52

53. (p. 242) The emerging expectations of effective leaders are the opposite of how many women prefer to lead.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 11 #53

54. (p. 231) Effective leaders:


A.
B.
C.
D.
E.

influences, motivates, and enables others to contribute towards the success.


use power and persuasion to ensure that followers have the motivation and role clarity to achieve specified goals.
arrange the work environment so that employees can achieve corporate objectives more easily.
do all of the above.
do only A' and B'.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 11 #54

55. (p. 231) Which of these statements about leadership is TRUE?


A. Leadership includes the process of influencing others.
B. Leadership includes actions that change the work environment so that employees are better able to achieve team or organizational
objectives.
C. Leadership applies to people in any position in the organization, not just those in executive positions.
D. All of the above are true.
E. Only A' and C' are true.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 11 #55

56. (p. 231


232)

A.
B.
C.
D.
E.

Which of these statements about leadership is FALSE?

Anyone may be a leader at an appropriate time and place.


Leaders use power and persuasion to get others to achieve organizational objectives.
Scholars began studying leadership after World War II.
Effective leaders provide an environment for followers to achieve team or organizational objectives.
Organizational behavior scholars have studied leadership from several different perspectives.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 11 #56

57. (p. 232) Competency, contingency, implicit, and transformational represent four of the main:
A.
B.
C.
D.
E.

sources of organizational power.


perspectives of leadership.
forms of employee involvement.
process theories of motivation.
levels of media richness in communication.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 11 #57

ch12 KEY
1. (p. 255) An organization's structure is mainly its organizational chart.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #1

2. (p. 255) The two fundamental requirements of all organizational structures are divisionalization and decentralization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #2

3. (p. 256) Division of labor leads to increased job specialization.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #3

4. (p. 256) When work is divided among people, a coordinating mechanism is needed to ensure that everyone works in concert.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #4

5. (p. 256) Informal communication is a coordination mechanism in small and entrepreneurial organizations, whereas formal communication is a
coordination mechanism in large organizations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #5

6. (p. 257) Large organizations encourage informal communication as a coordinating mechanism by moving team members into a common
physical area.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #6

7. (p. 257) Informal communication is the most flexible form of coordination.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #7

8. (p. 257) One problem with informal communication as a coordinating mechanism is that it reduces organizational flexibility.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #8

9. (p. 256
257)

Formal hierarchy is the most effective coordinating mechanism where employees work in non-routine and ambiguous situations.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #9

10. (p. 257) Formal hierarchy is usually the most efficient coordinating mechanism in small organizations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #10

11. (p. 257) One of the main benefits of formal hierarchy as a coordinating mechanism is that it coordinates work without relying on direct
supervision.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #11

12. (p. 257) Coordination through standardization takes three distinct forms: standardized processes, standardized hierarchy, and standardized
communication.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #12

13. (p. 257) Standardized outputs involve ensuring that individuals and work units have clearly defined goals and output measures.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #13

14. (p. 257) Job descriptions and training are examples of coordination through standardization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #14

15. (p. 258) Traditional management theorists set the maximum span of control at 20 people, but this number may be higher where work
activities are routine and standardized.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 12 #15

16. (p. 258) A narrower span of control is consistent with the trend towards employee involvement and self-directed work teams.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 2
McShane - Chapter 12 #16

17. (p. 258) Span of control can increase without adverse consequences by introducing informal communication and other coordinating
mechanisms.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 12 #17

18. (p. 258) The number of layers in an organization's hierarchy depends on the number of people employed and the average span of control.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 12 #18

19. (p. 259) Most organizations begin with centralized structures and become more decentralized as they grow larger and divide work into more
specialized functions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 12 #19

20. (p. 259) Organizations tend to centralize as their external environment becomes more complex.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 12 #20

21. (p. 259) Companies can be centralized in some parts of the organization and decentralized in other parts.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 12 #21

22. (p. 259


260)

Organizations tend to become less formalized as they age and grow in number of employees.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 12 #22

23. (p. 259) Formalization represents the establishment of standardization as a coordinating mechanism.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 12 #23

24. (p. 260) A mechanistic structure is decentralized, has a narrow span of control and little formalization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 12 #24

25. (p. 261) Mechanistic structures operate best in stable environments.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 12 #25

26. (p. 261) In organic structure, communication flows in all directions with little concern for the formal hierarchy.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 12 #26

27. (p. 261) As external environments become more complex and dynamic, organizational structures should become more mechanistic and less
organic.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 12 #27

28. (p. 261) Departmentalization specifies how employees and their activities are grouped together.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 12 #28

29. (p. 261


262)

Departmentalization establishes interdependencies and coordination through informal communication within each work unit.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 12 #29

30. (p. 262) One problem with departmentalization is that it discourages coordination through informal communication.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 12 #30

31. (p. 262) A simple structure is one of the best structures in which to accommodate organizational growth and diversification.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 12 #31

32. (p. 262) Functional structures foster professional identity and permit greater specialization than most other forms of departmentalization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 12 #32

33. (p. 262) Functional structures tend to have higher dysfunctional conflict and poorer coordination across units than other forms of
departmentalization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 12 #33

34. (p. 262) Divisional structures may be formed around products, geography, or functional specializations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 12 #34

35. (p. 263) The product/service structure organizes work around distinct outputs.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 12 #35

36. (p. 263) Companies with divisionalized structures are increasingly adopting the geographically-based structure.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 12 #36

37. (p. 263) A problem with the divisional organizational structure is that it does not allow the organization to grow within that structure.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 12 #37

38. (p. 263


264)

Two disadvantages of divisional structures are: they tend to duplicate resources and create silos of knowledge.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 12 #38

39. (p. 264) Organizations move towards a team-based structure by flattening the hierarchy, reducing formalization, and making extensive use
of self-directed teams.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 12 #39

40. (p. 264) Team-based organizational structures are usually found within divisionalized structures.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 12 #40

41. (p. 264) One problem with the team-based organizational structure is that employees may experience more stress due to ambiguity of their
roles.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 12 #41

42. (p. 265) Some matrix structures typically overlay a divisional structure with a functional structure to gain the benefits of both.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 12 #42

43. (p. 266) People who feel comfortable working in structured bureaucracies tend to experience greater satisfaction working in a matrix
structure.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Difficult
Learning Objective: 8
McShane - Chapter 12 #43

44. (p. 266) Four characteristics of external environments influence the type of organizational structure best suited to a particular situation:
complexity, centralization, formalization, and hostility.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 12 #44

45. (p. 267) The more diversified the environment, the more the firm would benefit from a divisionalized form of departmentalization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 12 #45

46. (p. 267) Organic structures are better suited to dynamic environments than to stable environments.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 12 #46

47. (p. 267) Decentralization is the preferred strategy for organizations in simple, integrated (one market) and hostile environments.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Hard
Learning Objective: 9
McShane - Chapter 12 #47

48. (p. 267) Mechanistic structures tend to be best in hostile environments.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 12 #48

49. (p. 268) Larger firms tend to be more centralized and make greater use of direct supervision than do smaller firms.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 12 #49

50. (p. 268


-

The best organizational structure depends on the variety and analyzability of the tasks.

269)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 12 #50

51. (p. 269) Organizations that follow a cost leadership strategy should apply an organic organizational structure.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 12 #51

52. (p. 269) A widely accepted scholarly view of an organization's structure and its environment is that organizational decision makers can
choose the environments in which they want to operate.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 10
McShane - Chapter 12 #52

53. (p. 255) All organizational structures have the following two fundamental requirements:
A.
B.
C.
D.
E.

flatter span of control and decentralization


division of labor and coordination
decentralization and divisionalization
coordination and decentralization
centralization and outsourcing
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #53

54. (p. 256) All organizations have:


A.
B.
C.
D.
E.

a formal hierarchy that includes supervisors and non-supervisory employees.


a divisionalized structure.
some form of coordinating mechanism.
a mechanistic structure.
both A' and C'
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #54

55. (p. 256) As soon as people divide work among themselves, they need to:
A.
B.
C.
D.
E.

centralize.
decentralize.
form a team-based organizational structure.
rely increasingly on a simple structure.
rely on one or more coordinating mechanisms.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 12 #55

56. (p. 256) Dividing work into more specialized jobs tends to:
A.
B.
C.
D.
E.

increase training costs.


reduce work efficiency.
reduce the opportunity to match people with appropriate jobs.
do all of the above.
do none of the above.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 12 #56

57. (p. 256) To increase work efficiency and make it easier to match employee competencies with job requirements, companies tend to:
A.
B.
C.
D.
E.

divide work into more specialized jobs.


rely on formal hierarchy as a coordinating mechanism.
rely on a narrow span of control.
centralize decision making.
do both B' and C'.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium

ch13 KEY
1. (p. 275) Organizational culture is the basic pattern of shared assumptions and artifacts considered to be the correct way of thinking about and
acting on problems and opportunities facing the organization specifically and the industry in general.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 13 #1

2. (p. 276) The values espoused by an organization's senior executives represent one of the best indicators of an organization's culture.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 13 #2

3. (p. 276) Assumptions are the shared mental models that people rely on to guide their perceptions and behaviors.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 13 #3

4. (p. 275) Values represent the individual's perception of reality.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 13 #4

5. (p. 277) Subcultures are groups of employees whose values are opposed to the organization's dominant values.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 13 #5

6. (p. 277) Organizational countercultures further strengthen the organization's dominant culture.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 13 #6

7. (p. 277) Organizational countercultures potentially create conflict and dissension among employees.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 13 #7

8. (p. 277) Organizational countercultures help the organization to maintain its ethical conduct.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 13 #8

9. (p. 277 Artifacts of organizational culture may include the building's design, the way people are greeted and the food served in the company's
cafeteria.
278)
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 13 #9

10. (p. 277


278)

Artifacts refer mainly to the paintings and other art objects that appear throughout the organization.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #10

11. (p. 277) Organizational culture is not directly observable, but it may be indirectly interpreted through visible artifacts.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #11

12. (p. 277


278)

Researchers have found that an organization's culture may be identified very easily and quickly by surveying the employees.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 13 #12

13. (p. 278) Organizational stories support organizational culture by providing social prescriptions of the ways things should or should not be
done around the organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #13

14. (p. 278) Organizational stories are most effective at communicating corporate culture when they describe real people and seem to represent
true past events.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #14

15. (p. 278) Rituals represent the organization's deliberate and usually dramatic displays of its dominant culture.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 13 #15

16. (p. 278) A ritual would include how visitors are greeted as they enter the company's offices.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #16

17. (p. 278


279)

Language reflects an organization's dominant values but not the values of its subcultures.

FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 13 #17

18. (p. 279) The organization's physical structure and use of space often communicates its dominant cultural values.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #18

19. (p. 279) Office space and paintings hung on walls can be artifacts that symbolize the organization's culture.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 13 #19

20. (p. 279) Organizational culture is a deeply embedded form of social control that subconsciously directs the thoughts and actions of
organizational members.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 13 #20

21. (p. 279) A strong organizational culture exists when most employees understand and accept the dominant values.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 13 #21

22. (p. 280) A strong corporate culture bonds employees together and makes them feel part of the organization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 13 #22

23. (p. 280) The stronger the corporate culture, the more difficult it is for employees to bond together.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 13 #23

24. (p. 279) A strong corporate culture exists only when employees are forced to abide by a particular set of organizational values whether or not
they believe in those values.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 13 #24

25. (p. 279) Organizational culture tends to be weaker in organizations where employees have many years of service.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 13 #25

26. (p. 280) A strong organizational culture improves the firm's effectiveness only if the cultural values are aligned with the external
environment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 13 #26

27. (p. 280) Companies with strong corporate cultures invariably have much higher performance than companies with weak cultures.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 13 #27

28. (p. 280) One problem with a strong corporate culture is that it focuses employees so much on one mental model that they may fail to see
issues from different perspectives.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 13 #28

29. (p. 280) Organizations with adaptive cultures are unable to maintain a stable value system and, consequently, tend to perform poorly in the
long run.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 13 #29

30. (p. 280) Adaptive cultures focus employees on the changing needs of customers and other stakeholders and support initiative and leadership
to keep pace with these changes.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 13 #30

31. (p. 280) An adaptive organizational culture is one where employees have an internal focus and they pass on the responsibility for the
organization's performance to senior management.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 13 #31

32. (p. 283) Most studies have found that reward systems have little or no effect on strengthening corporate culture.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 13 #32

33. (p. 283) Companies strengthen corporate culture by selecting applicants whose values are compatible with the company's dominant values.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 13 #33

34. (p. 283) New employees learn corporate culture through the process of organizational socialization.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 13 #34

35. (p. 283) Organizational socialization is a process of both learning and adjustment.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 13 #35

36. (p. 283) Ideally, newcomers should adopt a level of creative individualism in which they accept the essential elements of the organization's
culture, yet maintain a healthy individualism that challenges some elements of organizational life.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 13 #36

37. (p. 284) The three stages of organizational socialization are psychological contract, confirmation and role management.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 13 #37

38. (p. 284) Nearly all of the socialization adjustment process occurs during and after the first day of work.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 13 #38

39. (p. 284) Reality shock improves the organizational socialization process by forcing newcomers to pay more attention to work activities.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 13 #39

40. (p. 284) Reality shock occurs when you perceive a discrepancy between your pre-employment expectations and on-the-job reality.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 13 #40

41. (p. 284) Reality shock usually occurs on or before the first day of work.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 13 #41

42. (p. 284) During the role management stage of organizational socialization, employees are newcomers who test their pre-employment
expectations with the perceived realities.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 13 #42

43. (p. 284) Realistic job previews improve organizational socialization by ensuring that applicants develop more accurate pre-employment
expectations.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Application
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 13 #43

44. (p. 284) Co-workers are important organizational socialization agents.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 13 #44

45. (p. 285) Clashing corporate cultures after a merger of two firms has very little effect on the success of the merger.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 9
McShane - Chapter 13 #45

46. (p. 285) The bicultural audit process begins by identifying cultural differences between the merging companies.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 13 #46

47. (p. 285) Two companies should not merge if a bicultural audit determines that they have substantially different cultures.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 13 #47

48. (p. 285) Compared to other strategies for merging two organizations, assimilation is most likely to result in a culture clash.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 13 #48

49. (p. 285) The assimilation strategy of merging corporate cultures should be applied when the acquired firm has a weak culture and is willing
to embrace the acquiring company's culture.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9

McShane - Chapter 13 #49

50. (p. 286) Deculturation is the best strategy for combining corporate cultures in most mergers.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 9
McShane - Chapter 13 #50

51. (p. 286) The integration strategy for combining corporate cultures usually creates the most conflict as employees from the acquired firm
resist the cultural intrusions.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 13 #51

52. (p. 286) The separation strategy is most appropriate when the merging companies are unrelated industries.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 9
McShane - Chapter 13 #52

53. (p. 275) Organizational culture is best described as the basic pattern of shared:
A.
B.
C.
D.
E.

assumptions, beliefs and behaviors that subconsciously guide employee thoughts and actions.
Behaviors that employees enact to demonstrate their support for corporate goals.
Decisions routinely occurring throughout the organization that support corporate strategies.
assumptions, beliefs and values that subconsciously guide employee thoughts and actions.
Rituals and ceremonies that employees enact to consummate their relationship with the organization.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 13 #53

54. (p. 275) The definition of organizational culture refers to all of these EXCEPT:
A.
B.
C.
D.
E.

Assumptions.
Artifacts
Values
Beliefs
Both A' and C'
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 13 #54

55. (p. 275) The assumptions, beliefs and values that subconsciously guide employee thoughts and actions are called:
A.
B.
C.
D.
E.

Organizational culture.
Organizational structure.
Organizational socialization.
Organizational politics.
Transformational leadership.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 13 #55

56. (p. 276) The deepest element of organizational culture is:


A.
B.
C.
D.
E.

Values
Artifacts
Language
Beliefs
Assumptions
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 13 #56

57. (p. 276) Which part of organizational culture is closest to the surface' (i.e.observable indicators)?
A.
B.
C.
D.
E.

Assumptions
Artifacts
Values
Beliefs
Mental models
AACSB: Analytical Skills

ch14 KEY
1. (p. 291) Since it was developed more than 50 years ago, given today's technological advancements, Levin's force field analysis model is
practically useless in understanding the change process.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 14 #1

2. (p. 291) Force field analysis determines the level of psychological compatibility among participants in team-building programs.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 14 #2

3. (p. 291
292)

In force field analysis, one side represents driving forces and the other side represents restraining forces.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 14 #3

4. (p. 292) In force field analysis, stability occurs when the driving forces and restraining forces are roughly of equal strength in opposite
directions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 14 #4

5. (p. 292) In Lewin's force field analysis model, refreezing involves producing a disequilibrium between the current and future state.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 14 #5

6. (p. 292) In Lewin's force field analysis model, refreezing occurs when the organization's systems and structures are aligned with the desired
behaviors.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 1
McShane - Chapter 14 #6

7. (p. 292) Economist John Kenneth Galbraith once quipped that when faced with the prospect of changing the status quo or proving why
change isn't needed, most people get busy changing the status quo.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 14 #7

8. (p. 292
293)

Employee resistance to change' represents symptoms of underlying restraining forces that need to be removed.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 14 #8

9. (p. 293) Resistance to change occurs when employees are worried about the consequences of change, not with the change process itself.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 14 #9

10. (p. 293) People sometimes resist change to prove that the change agent is incompetent.

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 14 #10

11. (p. 293) Fear of the unknown usually motivates employees to support organizational change.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 14 #11

12. (p. 293) Direct costs, fear of the unknown and incongruent organizational systems are all sources of resistance to change.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 14 #12

13. (p. 293) One reason why employees resist change is that they dislike predictable role patterns.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 14 #13

14. (p. 293) Unfreezing occurs by making the driving forces stronger, weakening the restraining forces or a combination of both.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 14 #14

15. (p. 293 To minimize resistance to change, change agents need to reduce the restraining forces rather than pushing harder on the driving
forces.

294)

TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 2
McShane - Chapter 14 #15

16. (p. 294) The preferred strategy for unfreezing the current situation is to increase the restraining forces and reduce or remove the driving
forces.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 2
McShane - Chapter 14 #16

17. (p. 294) By creating an urgency for change, change agents are motivating employees to change towards the new conditions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 14 #17

18. (p. 294) Customer feedback provides a human element that energizes employees to change their current behavior patterns.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #18

19. (p. 294) To bring about effective change, leaders must create an urgency to change rather than rely on forces outside the organization to
create that urgency.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #19

20. (p. 295)

Negotiation, communication, coercion and employee involvement try to reduce the restraining force and should be attempted first to

unfreeze the organization.


FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #20

21. (p. 295) Communication should be applied to reduce resistance to change where the change must occur quickly with little financial cost.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 14 #21

22. (p. 296) Coaching reduces resistance to change mainly by helping employees to break previous routines and develop new role patterns.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #22

23. (p. 296) Future search conferences are meetings among a small task force of senior executives who have been given the mandate to look for
a change agent on a particular corporate strategy.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #23

24. (p. 296) Future search conferences are large group sessions, usually lasting a few days, in which participants identify the environmental
trends and establish strategic solutions for those conditions.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 14 #24

25. (p. 296) Future search conferences minimize resistance to change mainly as a form of employee involvement.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 14 #25

26. (p. 296) One of the main advantages of future search conferences is that they require little or no involvement from employees.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #26

27. (p. 296) Stress management can minimize resistance by removing some of the direct costs and fear of the unknown of the change process.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #27

28. (p. 296) One problem with negotiation is that it tends to produce compliance rather than commitment to the change process.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #28

29. (p. 296) Negotiation is the highest priority and first strategy required for any organizational change.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #29

30. (p. 297) The best way to manage resistance to change among those who will clearly lose out from the change is to introduce coercion
practices.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 3
McShane - Chapter 14 #30

31. (p. 297) Coercion should never be used to manage change in organizations.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 3
McShane - Chapter 14 #31

32. (p. 297) Refreezing requires the establishment of organizational systems that are compatible with the desired change.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 14 #32

33. (p. 297) Most change agents are external consultants rather than corporate executives.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 14 #33

34. (p. 297) Given that they lack organization-specific knowledge and understanding, external consultants should never be used as change
agents.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 4
McShane - Chapter 14 #34

35. (p. 298) Successful change requires a clear, well-articulated vision of the desired future state.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 14 #35

36. (p. 298) Transformational leaders are effective change agents.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 4
McShane - Chapter 14 #36

37. (p. 298) Action research is the process of determining whether the change process is ethical or not.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 14 #37

38. (p. 298) Action research is a problem-oriented process of organizational change.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 14 #38

39. (p. 298) Action research takes the view that organizational change is all about bringing about real change, not testing theory.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 14 #39

40. (p. 298) Action research is a highly participative process.


TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 14 #40

41. (p. 298) Consultants involved in organizational change should first determine the client's readiness for change.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 14 #41

42. (p. 299) Quantum change is most commonly recommended and applied in conjunction with employee involvement.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 5
McShane - Chapter 14 #42

43. (p. 299) Change experts recommend introducing quantum change when the organization wants to overhaul the system quickly and
decisively.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 14 #43

44. (p. 299) Compared with quantum change, incremental change interventions are less traumatic and tend to produce less resistance among
affected employees.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 5
McShane - Chapter 14 #44

45. (p. 299) One of the main advantages of quantum change is that it is less traumatic to employees than incremental change.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 5
McShane - Chapter 14 #45

46. (p. 299) A unique feature of appreciative inquiry is that it breaks away from the problem-solving mentality by reframing relationships
around what is positive and possible.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 6
McShane - Chapter 14 #46

47. (p. 299) Change agents should apply the action research model if they want to help people to break out of a problem-solving mentality and,
instead, reframe relationships around the positive and possible.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 6
McShane - Chapter 14 #47

48. (p. 300) The first step in appreciative inquiry is dreaming, in which participants envision what might be possible in an ideal organization.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Difficult
Learning Objective: 6
McShane - Chapter 14 #48

49. (p. 300) In the Four-D model, as participants identify the positive elements of the observed events in the discovery stage, they move into the
designing stage engaging in dialogue about "what should be."
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension

Difficulty: Medium
Learning Objective: 6
McShane - Chapter 14 #49

50. (p. 301) A parallel learning structure is an organizational change intervention in which a social structure is constructed alongside the formal
hierarchy to increase the organization's learning.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Easy
Learning Objective: 7
McShane - Chapter 14 #50

51. (p. 301) An important feature of parallel learning structures is that they operate within the existing organizational hierarchy.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Difficult
Learning Objective: 7
McShane - Chapter 14 #51

52. (p. 301) Parallel learning structures are structures that primarily help employees learn on the job rather than in the classroom.
FALSE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 7
McShane - Chapter 14 #52

53. (p. 302) An ethical problem with many organizational change programs is that management tends to lose power in the process.
FALSE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 8
McShane - Chapter 14 #53

54. (p. 302) One ethical concern with some organizational change programs is that they may threaten the employee's self-esteem.
TRUE
AACSB: Ethical understanding and reasoning abilities
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 14 #54

55. (p. 302) Organizations are human entities, full of life, sometimes fragile, always exciting.
TRUE
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Easy
Learning Objective: 8
McShane - Chapter 14 #55

56. (p. 291) The main objective of force field analysis is to help change agents to:
A.
B.
C.
D.
E.

Identify ways to force employees to change their behavior.


Find ways to increase the driving forces for change.
Diagnose the situation better by understanding the driving and constraining forces for change.
Determine whether change is necessary at all.
Do A' and B' only.
AACSB: Analytical Skills
Blooms taxonomy: Knowledge
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 14 #56

57. (p. 291) The force field analysis model includes all of the following EXCEPT:
A.
B.
C.
D.
E.

Process forces.
Driving forces.
Unfreezing.
Refreezing.
Restraining forces.
AACSB: Analytical Skills
Blooms taxonomy: Comprehension
Difficulty: Medium
Learning Objective: 1
McShane - Chapter 14 #57

58. (p. 291) Which of these forces pushes organizations toward a new state of affairs?
A.
B.
C.
D.
E.

Process forces
Driving forces
Parallel learning structures
Restraining forces
None of the above