Subject : Management process and Organization Behavior (MB0022 )<br><br>Provide d by <a href='http://www.programmer2programmer.net'>www.programmer2programmer.

ne t</a><br><br><b><u>PART A</u></b><br><br><table border='0' width='600' id='table 1_0_0'><tr><td width='41' align='left' valign='top'><b>Q.1 </b></td><td width='7 49' align='left' valign='top' colspan='2'> _____ is a complex set of these belie fs, values and <br>techniques for dealing with the environment, which are <br>sh ared among contemporaries and transmitted from one <br>generation to the next</t d></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' al ign='left' valign='top'><b>A) </b></td><td width='711' align='left' valign='top' >Attitude</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td w idth='34' align='left' valign='top'><b>B) </b></td><td width='711' align='left' valign='top'>Culture</td></tr><tr><td width='41' align='left' valign='top'>&nbsp ;</td><td width='34' align='left' valign='top'><b>C) </b></td><td width='711' al ign='left' valign='top'>Socialization</td></tr><tr><td width='41' align='left' v align='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>D) </b></td>< td width='711' align='left' valign='top'>Personality</td></tr></table><table bor der='0' width='600' id='table1_0_1'><tr><td width='41' align='left' valign='top' ><b>Q.2 </b></td><td width='749' align='left' valign='top' colspan='2'>Norming i s the _____ stage in the Model of Group <br>Development proposed by Bruce Tuckma n</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34 ' align='left' valign='top'><b>A) </b></td><td width='711' align='left' valign=' top'>First</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>B) </b></td><td width='711' align='left' valign='top'>Second</td></tr><tr><td width='41' align='left' valign='top'>&nbsp ;</td><td width='34' align='left' valign='top'><b>C) </b></td><td width='711' al ign='left' valign='top'> Third</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width ='34' align='left' valign='top'><b>D) </b></td><td width='711' align='left' vali gn='top'>Fourth</td></tr></table><table border='0' width='600' id='table1_0_2'>< tr><td width='41' align='left' valign='top'><b>Q.3 </b></td><td width='749' alig n='left' valign='top' colspan='2'> _____ is the opposite of reinforcement</td></ tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align= 'left' valign='top'><b>A) </b></td><td width='711' align='left' valign='top'>Ext inction</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td wid th='34' align='left' valign='top'><b>B) </b></td><td width='711' align='left' va lign='top'>Punishment</td></tr><tr><td width='41' align='left' valign='top'>&nbs p;</td><td width='34' align='left' valign='top'><b>C) </b></td><td width='711' a lign='left' valign='top'>Negative Reinforcement</td></tr><tr><td width='41' alig n='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>D) </b></td><td width='711' align='left' valign='top'>All of the above</td></tr></t able><table border='0' width='600' id='table1_0_3'><tr><td width='41' align='lef t' valign='top'><b>Q.4 </b></td><td width='749' align='left' valign='top' colspa n='2'>In _____ method, an individual or a group is given <br>the role of critic< /td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</td><td width='34' align='left' valign='top'><b>A) </b></td><td width='711' align='left' valign='to p'>Brianstorming</td></tr><tr><td width='41' align='left' valign='top'>&nbsp;</t d><td width='34' align='left' valign='top'><b>B) </b></td><td width='711' align= 'left' valign='top'>Devils Advocacy</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >NGT</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></ td><td width= 711 align= left valign= top >Delphi</td></tr></table><table bord er= 0 width= 600 id= table1_0_4 ><tr><td width= 41 align= left valign= top > <b>Q.5 </b></td><td width= 749 align= left valign= top colspan= 2 >According to _____, a childs physical characteristics <br>may be related to his approach to the social <br>environment, to the expectancies of others, and to their <br>reac tions to him</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Mischel</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711

align= left valign= top >Gordon Allport</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></t d><td width= 711 align= left valign= top >Paul H Mussen</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>D) </b></td><td width= 711 align= left valign= top >H. A. Murray</td></ tr></table><table border= 0 width= 600 id= table1_0_5 ><tr><td width= 41 alig n= left valign= top ><b>Q.6 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is an individual difference that lends <br>consistency to a p ersons behaviour</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Personality</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td widt h= 711 align= left valign= top >Emotion</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></ td><td width= 711 align= left valign= top >Attitude</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>D) </b></td><td width= 711 align= left valign= top > Belief</td></tr></table><table border= 0 width= 600 id= table1_0_6 ><tr><td wi dth= 41 align= left valign= top ><b>Q.7 </b></td><td width= 749 align= left valign= top colspan= 2 >_____ is an unhealthy, insecure pattern of behaviour <b r>that leads to separation in relationships with other <br>people</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>A) </b></td><td width= 711 align= left valign= top >Over Depend ence</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valig n= top >Counter Dependence</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7 11 align= left valign= top >Self-reliance</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >Negative Affectivity</td></tr></t able><table border= 0 width= 600 id= table1_0_7 ><tr><td width= 41 align= lef t valign= top ><b>Q.8 </b></td><td width= 749 align= left valign= top colspa n= 2 >The _____ technique can be used to improve the <br>operations of the total organization</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >Team Building</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td widt h= 711 align= left valign= top >Survey Feedback</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >Virtual Team</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>D) </b></td><td width= 711 align= left valign= top >Delphi</td> </tr></table><table border= 0 width= 600 id= table1_0_8 ><tr><td width= 41 al ign= left valign= top ><b>Q.9 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ are-emotional activities the help members <br>maintain thei r involvement in the group and raise their <br>personal commitment to the group< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >Maintenance Roles</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 al ign= left valign= top >Work roles</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Informer roles</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>D) </b></td><td width= 711 align= left valign= top >Norms</td></tr></table>< table border= 0 width= 600 id= table1_0_9 ><tr><td width= 41 align= left val ign= top ><b>Q.10 </b></td><td width= 749 align= left valign= top colspan= 2 >_____ is the degree of worth and respects those <br>other members of group acco rd with individual group <br>members</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><t

d width= 711 align= left valign= top >Cohesiveness</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>B) </b></td><td width= 711 align= left valign= top >Status</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>C) </b></td><td width= 711 align= left valign= top >Leadership</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top > Task</td></tr></table><table border= 0 width= 600 id= table1_0_10 ><tr><td wid th= 41 align= left valign= top ><b>Q.11 </b></td><td width= 749 align= left valign= top colspan= 2 > ____ is a full-fledged and highest form of workers <br> participation in management</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Works Committees</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Board Representatives</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >ESOP s</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Quality Circles</td></tr></table><table border= 0 width= 600 id= table1_0 _11 ><tr><td width= 41 align= left valign= top ><b>Q.12 </b></td><td width= 74 9 align= left valign= top colspan= 2 > _____ conflict occurs when an individu al in a <br>particular role is expected to perform behaviours that <br>clash wit h his or her values</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 ali gn= left valign= top >Inter-role</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td w idth= 711 align= left valign= top >Person-role</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Intra-role</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>D) </b></td><td width= 711 align= left valign= top >None of the ab ove</td></tr></table><table border= 0 width= 600 id= table1_0_12 ><tr><td widt h= 41 align= left valign= top ><b>Q.13 </b></td><td width= 749 align= left v align= top colspan= 2 > _____ mechanisms are aimed at attacking the <br>source of the conflict</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Compromise</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width = 711 align= left valign= top >Aggressive</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b> </td><td width= 711 align= left valign= top >Withdrawal</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>D) </b></td><td width= 711 align= left valign= top >Extraction</td></tr ></table><table border= 0 width= 600 id= table1_0_13 ><tr><td width= 41 align = left valign= top ><b>Q.14 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ demand relates to pressures placed on a <br>person as a funct ion of the particular role he or she <br>plays in the organization</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Task</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >In ter-personal</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= lef t valign= top >Physical</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Role</td></tr></table><table border= 0 width= 600 id= table1_0_14 ><tr><td width= 41 align= left valign= top ><b>Q.15 </b></td>< td width= 749 align= left valign= top colspan= 2 > _____ is the embodiment of a persons perfect self</td></tr><tr><td width= 41 align= left valign= top >&nb

sp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Ego Ideal</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Self-Image</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >Both A) and B)</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >None of t he above</td></tr></table><table border= 0 width= 600 id= table1_0_15 ><tr><td width= 41 align= left valign= top ><b>Q.16 </b></td><td width= 749 align= le ft valign= top colspan= 2 >The term _____ has evolved to characterize the fact <br>that peoples expectations determine their behaviour</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Self-Fulfilling proph ecy</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign = top >Pygmalion effect</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Both A) or B)</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></t d><td width= 711 align= left valign= top >None of the above</td></tr></table>< table border= 0 width= 600 id= table1_0_16 ><tr><td width= 41 align= left va lign= top ><b>Q.17 </b></td><td width= 749 align= left valign= top colspan= 2 >TAT stands for _____</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Thesis Appreciation Test</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> B) </b></td><td width= 711 align= left valign= top >Thematic Appreciation Test </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= t op >Thesis Apperception Test</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Thematic Apperception Test</td></tr></table><tab le border= 0 width= 600 id= table1_0_17 ><tr><td width= 41 align= left valig n= top ><b>Q.18 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ may be unmanageable spans of control, lack <br>of coordination between dep artments, lack of uniformity <br>in politics, non-cooperation between line and s taff etc</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left v align= top >Crisis</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 alig n= left valign= top >Expectations</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Loopholes</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top > Effectiveness</td></tr></table><table border= 0 width= 600 id= table1_0_18 ><t r><td width= 41 align= left valign= top ><b>Q.19 </b></td><td width= 749 alig n= left valign= top colspan= 2 > _____ refers to the overall health profile of the <br>individual, including strengths and susceptibilities</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>A) </b></td><td width= 711 align= left valign= top >Natural Therapy </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= t op >Ayurveda</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= lef t valign= top >Constitution</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Meditation</td></tr></table><table border= 0 wi dth= 600 id= table1_0_19 ><tr><td width= 41 align= left valign= top ><b>Q.20

</b></td><td width= 749 align= left valign= top colspan= 2 > _____ conflict i s an intellectual discomfort created <br>by trying to achieve incompatible goals </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= t op >Cognitive</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= le ft valign= top >Affective</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 7 11 align= left valign= top >Dysfunctional</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >Functional</td></tr></table><tabl e border= 0 width= 600 id= table1_0_20 ><tr><td width= 41 align= left valign = top ><b>Q.21 </b></td><td width= 749 align= left valign= top colspan= 2 > _ ____ viewed the ultimate psychological task as the <br>process of individuation, based on the strengths and <br>limitations of ones psychological type</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Jung</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Friedman</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Block</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 alig n= left valign= top >Myers-Briggs</td></tr></table><table border= 0 width= 600 id= table1_0_21 ><tr><td width= 41 align= left valign= top ><b>Q.22 </b></td ><td width= 749 align= left valign= top colspan= 2 >For high quality decision making, the size of the <br>team should be between _____</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>A) </b></td><td width= 711 align= left valign= top >1 and 3</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >3 and 5< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= to p >3 and 13</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >5 and 13</td></tr></table><table border= 0 width= 600 id= table 1_0_22 ><tr><td width= 41 align= left valign= top ><b>Q.23 </b></td><td width= 749 align= left valign= top colspan= 2 >Henry Mintzberg has indentified ____ _ roles common <br>to the work of all the managers</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> A) </b></td><td width= 711 align= left valign= top >Five</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Seven</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Nine</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >T en</td></tr></table><table border= 0 width= 600 id= table1_0_23 ><tr><td width = 41 align= left valign= top ><b>Q.24 </b></td><td width= 749 align= left va lign= top colspan= 2 > _____ is the final step in the change process</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Unfreez ing</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign = top >Transformation</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 a lign= left valign= top >Moving</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wid th= 711 align= left valign= top >Refreezing</td></tr></table><table border= 0 width= 600 id= table1_0_24 ><tr><td width= 41 align= left valign= top ><b>Q.

25 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is the reward type in cultures that value <br>individualism</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>A) </b></td><td width= 711 align= left valign= top >Cooperative group reward s</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Competitive group rewards</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td widt h= 711 align= left valign= top >Both A) and B)</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Either A) or B)</td></tr></t able><table border= 0 width= 600 id= table1_0_25 ><tr><td width= 41 align= le ft valign= top ><b>Q.26 </b></td><td width= 749 align= left valign= top cols pan= 2 >Ancient Greek philosophers such as Hippocrates 400 <br>BC and Galen, 140 /150 AD classified ___ types of <br>humours in people</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >A) </b></td><td width= 711 align= left valign= top >1</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>B) </b></td><td width= 711 align= left valign= top >2</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>C) </b></td><td width= 711 align= left valign= top >3</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >4</td></tr ></table><table border= 0 width= 600 id= table1_0_26 ><tr><td width= 41 align = left valign= top ><b>Q.27 </b></td><td width= 749 align= left valign= top colspan= 2 >The basic response to legitimate power is _____</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Reward</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Authori ty</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Internalization</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 a lign= left valign= top >Coercion</td></tr></table><table border= 0 width= 600 id= table1_0_27 ><tr><td width= 41 align= left valign= top ><b>Q.28 </b></td> <td width= 749 align= left valign= top colspan= 2 >The ____ role defines the relationships between the <br>manager and employees</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >A) </b></td><td width= 711 align= left valign= top >Leader</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>B) </b></td><td width= 711 align= left valign= top >Figurehead</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >L iasion</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left val ign= top >Monitor</td></tr></table><table border= 0 width= 600 id= table1_0_28 ><tr><td width= 41 align= left valign= top ><b>Q.29 </b></td><td width= 749 align= left valign= top colspan= 2 >A _____ is a skilled and impartial third p arty who <br>attempts to facilitate problem solving through <br>communication an d analysis</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Mediator</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Consultant</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><t d width= 711 align= left valign= top >Arbitrator</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> D) </b></td><td width= 711 align= left valign= top >Inquisitor</td></tr></tabl e><table border= 0 width= 600 id= table1_0_29 ><tr><td width= 41 align= left

valign= top ><b>Q.30 </b></td><td width= 749 align= left valign= top colspan = 2 >According to _____ Personality is a pattern of <br>stable states and charact eristics of a person that <br>influences his or her behaviour toward goal <br>ac hievement. Each person has unique ways of protecting <br>these states</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >James Th ompson</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left val ign= top >Gluck</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >J. B. Kolasa</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wid th= 711 align= left valign= top >Gordon Allport</td></tr></table><table border = 0 width= 600 id= table1_0_30 ><tr><td width= 41 align= left valign= top >< b>Q.31 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ ref ers to the persons feelings that result from <br>his or her beliefs about a perso n, object or situation</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Affective Component</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </ b></td><td width= 711 align= left valign= top >Achievement</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>C) </b></td><td width= 711 align= left valign= top >Value</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Attitud e</td></tr></table><table border= 0 width= 600 id= table1_0_31 ><tr><td width= 41 align= left valign= top ><b>Q.32 </b></td><td width= 749 align= left val ign= top colspan= 2 >It becomes relatively easy to avoid major resistance <br>t hrough _____</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= lef t valign= top >Empathy</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Participation</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></t d><td width= 711 align= left valign= top >Negotiation</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Manipulation</td></tr ></table><table border= 0 width= 600 id= table1_0_32 ><tr><td width= 41 align = left valign= top ><b>Q.33 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is the process of affecting the thoughts, <br>behaviour and f eelings of another person</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 71 1 align= left valign= top >Influence</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td> <td width= 711 align= left valign= top >Authority</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >C) </b></td><td width= 711 align= left valign= top >Personalization</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Social ization</td></tr></table><table border= 0 width= 600 id= table1_0_33 ><tr><td width= 41 align= left valign= top ><b>Q.34 </b></td><td width= 749 align= lef t valign= top colspan= 2 > _____ conflicts are conflicts that support the goal s of <br>the group and improve its performance</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) < /b></td><td width= 711 align= left valign= top >Cognitive</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Affective</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Dysf unctional</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w

idth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Functional</td></tr></table><table border= 0 width= 600 id= table 1_0_34 ><tr><td width= 41 align= left valign= top ><b>Q.35 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is a win-win style that is hi gh on both <br>assertiveness and cooperativeness</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Collaborating</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>B) </b></td><td width= 711 align= left valign= top >Avoiding</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Accommodating</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= l eft valign= top > Competing</td></tr></table><table border= 0 width= 600 id= table1_0_35 ><tr><t d width= 41 align= left valign= top ><b>Q.36 </b></td><td width= 749 align= l eft valign= top colspan= 2 > _____ is the process through which the parties to a <br>conflict define what they are willing to give and accept in <br>an exchan ge</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Avoiding</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= l eft valign= top >Compromising</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td widt h= 711 align= left valign= top >Conflict Management</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>D) </b></td><td width= 711 align= left valign= top >Negotiation</td></tr></ table><table border= 0 width= 600 id= table1_0_36 ><tr><td width= 41 align= l eft valign= top ><b>Q.37 </b></td><td width= 749 align= left valign= top col span= 2 > ____ is an enduring belief that a specific mode of <br>conducts or end state of existence is personally and <br>socially referable to the alternative modes of conduct or <br>end states of existence</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Affective Component</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Achiev ement</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left vali gn= top >Value</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= l eft valign= top >Attitude</td></tr></table><table border= 0 width= 600 id= ta ble1_0_37 ><tr><td width= 41 align= left valign= top ><b>Q.38 </b></td><td wid th= 749 align= left valign= top colspan= 2 >The most common types of teams is /are _____</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Work teams</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Problem-solving teams</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >Virtual teams</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_0_38 ><tr><td w idth= 41 align= left valign= top ><b>Q.39 </b></td><td width= 749 align= left valign= top colspan= 2 >In the past, organizations could succeed by claiming <br>excellence in _____</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Quality</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Reliability</td></tr><tr><td width= 41 al

ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C ) </b></td><td width= 711 align= left valign= top >Cost</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>D) </b></td><td width= 711 align= left valign= top >Any of the above</t d></tr></table><table border= 0 width= 600 id= table1_0_39 ><tr><td width= 41 align= left valign= top ><b>Q.40 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ theory emphasizes the unconscious <br>determinants of b ehaviour</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left v align= top >Type</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</t d><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Intrapsychic</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wi dth= 711 align= left valign= top >Trait</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></ td><td width= 711 align= left valign= top >Self</td></tr></table><table border = 0 width= 600 id= table1_0_40 ><tr><td width= 41 align= left valign= top >< b>Q.41 </b></td><td width= 749 align= left valign= top colspan= 2 >The _____ approach argues that the ultimate <br>explanation of an individuals personality i s the molecular <br>structure of the genes, located in the chromosomes</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Brain< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= to p >Biofeedback</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= l eft valign= top > Heredity</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left v align= top >Physical Features</td></tr></table><table border= 0 width= 600 id= table1_0_41 ><tr><td width= 41 align= left valign= top ><b>Q.42 </b></td><td width= 749 align= left valign= top colspan= 2 >______ is establishing the int ernal organizational <br>structure of the business</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> A) </b></td><td width= 711 align= left valign= top >Planning</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>B) </b></td><td width= 711 align= left valign= top >Staffing</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Or ganizing</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left v align= top >Directing</td></tr></table><table border= 0 width= 600 id= table1_ 0_42 ><tr><td width= 41 align= left valign= top ><b>Q.43 </b></td><td width= 7 49 align= left valign= top colspan= 2 > _____ is the addition to a job of tas ks that increase <br>the amount of employee control or responsibility</td></tr>< tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= lef t valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Job Enl argement</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left v align= top >Job Dissatisfaction</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wid th= 711 align= left valign= top >Job Enrichment</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D ) </b></td><td width= 711 align= left valign= top >Job Rotation</td></tr></tab le><table border= 0 width= 600 id= table1_0_43 ><tr><td width= 41 align= left valign= top ><b>Q.44 </b></td><td width= 749 align= left valign= top colspa n= 2 > _____ refers to the lack of clarity about the <br>expectations of role wh ich may arise out of lack of <br>information or understanding</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>A) </b></td><td width= 711 align= left valign= top >Role Conflict</

td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Role Overload</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Role Ambiguity</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td w idth= 711 align= left valign= top >Role Structure</td></tr></table><table bord er= 0 width= 600 id= table1_0_44 ><tr><td width= 41 align= left valign= top ><b>Q.45 </b></td><td width= 749 align= left valign= top colspan= 2 > ______ skills involve process or technique knowledge <br>and proficiency in a certain s pecialized field, such as <br>engineering, computers, accounting, or manufacturi ng</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Human</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Technical</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Conceptual</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td> <td width= 711 align= left valign= top >All of the above</td></tr></table><tab le border= 0 width= 600 id= table1_0_45 ><tr><td width= 41 align= left valig n= top ><b>Q.46 </b></td><td width= 749 align= left valign= top colspan= 2 >L UC stands for _____</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 ali gn= left valign= top >Life Cycle Units</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td ><td width= 711 align= left valign= top >Life Counter Units</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>C) </b></td><td width= 711 align= left valign= top >Life Change Uni ts</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Life Control Units</td></tr></table><table border= 0 width= 600 id= tabl e1_0_46 ><tr><td width= 41 align= left valign= top ><b>Q.47 </b></td><td width = 749 align= left valign= top colspan= 2 > _____ means the experience that th e shape is <br>familiar</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Recognition</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td> <td width= 711 align= left valign= top >Perception</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top >< b>C) </b></td><td width= 711 align= left valign= top >Illusions</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>D) </b></td><td width= 711 align= left valign= top >Constancy</ td></tr></table><table border= 0 width= 600 id= table1_0_47 ><tr><td width= 41 align= left valign= top ><b>Q.48 </b></td><td width= 749 align= left valign = top colspan= 2 > _____ involves the process by which person <br>acquires, fro m the enormously wide range of <br>behavioural potentialities that are open to h im or her, <br>those that are ultimately synthesized and absorbed</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>A) </b></td><td width= 711 align= left valign= top >Attitude</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Culture</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left v align= top >Personality</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Socialization</td></tr></table><table border= 0 widt h= 600 id= table1_0_48 ><tr><td width= 41 align= left valign= top ><b>Q.49 </ b></td><td width= 749 align= left valign= top colspan= 2 >According to the An cient Greeks, the depressed <br>characters have ____ humour</td></tr><tr><td wid

th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Choleric</td></tr ><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= l eft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Melan cholic</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left val ign= top >Sanguine</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 alig n= left valign= top >Phlegmatic</td></tr></table><table border= 0 width= 600 id= table1_0_49 ><tr><td width= 41 align= left valign= top ><b>Q.50 </b></td>< td width= 749 align= left valign= top colspan= 2 > _____ message is open and expressed</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Crossed</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 al ign= left valign= top >Complementary</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td>< td width= 711 align= left valign= top >Covert</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Overt</td></tr></table><table border= 0 width= 600 id= table1_0_50 ><tr><td width= 41 align= left valign= top ><b>Q.51 </b></td><td width= 749 align= left valign= top colspan= 2 >The role of the _____ is to create an opportunity for <br>members to express their ideas, beliefs, and attitudes</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width = 711 align= left valign= top >Arbitrator</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >Facilitator</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Mediator</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Inform er</td></tr></table><table border= 0 width= 600 id= table1_0_51 ><tr><td width = 41 align= left valign= top ><b>Q.52 </b></td><td width= 749 align= left va lign= top colspan= 2 > _____ delegates the conflict to the parties along <br>wi th a threat that if they fail to resolve it, the manager <br>will dictate a solu tion they are sure to dislike</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width = 711 align= left valign= top >Avoider</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></t d><td width= 711 align= left valign= top >Delegator</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >Impetus provider</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Non e of the above</td></tr></table><table border= 0 width= 600 id= table1_0_52 >< tr><td width= 41 align= left valign= top ><b>Q.53 </b></td><td width= 749 ali gn= left valign= top colspan= 2 > _____ is managing a conflict with by not see king to <br>meet your own objectives or the objectives of the other <br>person</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Collaborating</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Accommodating</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wi dth= 711 align= left valign= top >Avoiding</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b ></td><td width= 711 align= left valign= top >Competing</td></tr></table><tabl e border= 0 width= 600 id= table1_0_53 ><tr><td width= 41 align= left valign = top ><b>Q.54 </b></td><td width= 749 align= left valign= top colspan= 2 >In

Ayurvedic medicine (used in India since 3000 <br>BC), which of the following is not a main metabolic body <br>type</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Vata</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >Pitta</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >C) </b></td><td width= 711 align= left valign= top >Kapha</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>D) </b></td><td width= 711 align= left valign= top >None of the abov e</td></tr></table><table border= 0 width= 600 id= table1_0_54 ><tr><td width= 41 align= left valign= top ><b>Q.55 </b></td><td width= 749 align= left val ign= top colspan= 2 > _____ often develop because the individual <br>members ha ve one or more common characteristics</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td>< td width= 711 align= left valign= top >Formal Group</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>B) </b></td><td width= 711 align= left valign= top >Friendship Group</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Tas k Group</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left va lign= top >Command Group</td></tr></table><table border= 0 width= 600 id= tabl e1_0_55 ><tr><td width= 41 align= left valign= top ><b>Q.56 </b></td><td width = 749 align= left valign= top colspan= 2 > _____ is used to describe a progra m that relies on <br>rewarding positive behaviour in order to increase the <br>f requency of such behavior</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 71 1 align= left valign= top >Behaviour Modification</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >B) </b></td><td width= 711 align= left valign= top >MBO</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Both A) or B)</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >N one of the above</td></tr></table><table border= 0 width= 600 id= table1_0_56 ><tr><td width= 41 align= left valign= top ><b>Q.57 </b></td><td width= 749 a lign= left valign= top colspan= 2 > ______ identifies five functions of manage ment viz., <br>planning, organizing, commanding, coordinating and <br>controllin g</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Neuman and Summer</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Henri Fayol</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td>< td width= 711 align= left valign= top >Luther Gulik</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>D) </b></td><td width= 711 align= left valign= top > Ernest Dale</td></tr></table><table border= 0 width= 600 id= table1_0_57 ><tr> <td width= 41 align= left valign= top ><b>Q.58 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is the process by which certain types of <br>behaviours are strengthened</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td wid th= 711 align= left valign= top >Attention</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b ></td><td width= 711 align= left valign= top >Retention</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>C) </b></td><td width= 711 align= left valign= top >Motor Reproduction< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= to

p >Reinforcement</td></tr></table><table border= 0 width= 600 id= table1_0_58 ><tr><td width= 41 align= left valign= top ><b>Q.59 </b></td><td width= 749 a lign= left valign= top colspan= 2 > _____ bargaining is an approach in which t he goals <br>of one party are in direct conflict with the goals of the <br>other party</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left val ign= top >Distributive</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Integrative</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td>< td width= 711 align= left valign= top >Consolidative</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Diffusive</td></tr></t able><table border= 0 width= 600 id= table1_0_59 ><tr><td width= 41 align= le ft valign= top ><b>Q.60 </b></td><td width= 749 align= left valign= top cols pan= 2 >The change in behaviour must be ______</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) < /b></td><td width= 711 align= left valign= top >Relatively permanent</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Good o r bad</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left vali gn= top >Temporary</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 alig n= left valign= top >None of the above</td></tr></table><table border= 0 width = 600 id= table1_0_60 ><tr><td width= 41 align= left valign= top ><b>Q.61 </b ></td><td width= 749 align= left valign= top colspan= 2 >In _____, the indivi dual learns the internal rhythms <br>of a particular body process through electr onic signals <br>that are feedback from equipment that is wired to the <br>body< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >BFT</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left val ign= top >BET</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= le ft valign= top >ESB</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top > EBS</td></tr></table><table border= 0 width= 600 id= table1_0_61 ><tr><td widt h= 41 align= left valign= top ><b>Q.62 </b></td><td width= 749 align= left v align= top colspan= 2 >In the role of a ______, the manager passes some of <br> his privileged information directly to his subordinates <br>who would otherwise have no access to it</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >Monitor</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td wid th= 711 align= left valign= top >Disseminator</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Spokesman</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>D) </b></td><td width= 711 align= left valign= top >Figurehead</td>< /tr></table><table border= 0 width= 600 id= table1_0_62 ><tr><td width= 41 al ign= left valign= top ><b>Q.63 </b></td><td width= 749 align= left valign= to p colspan= 2 >The individual or group that undertakes the task of <br>introduci ng and managing a change in an organization is <br>known as a _____</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Mediator< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= to p >Arbitrator</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><

td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= le ft valign= top >Negotiator</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Change Agent</td></tr></table><table border= 0 w idth= 600 id= table1_0_63 ><tr><td width= 41 align= left valign= top ><b>Q.64 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ is define d as a more or less stable set of <br>predisposition of opinion, interest or pur pose involving <br>expectancy of a certain kind of experience and readiness <br> with an appropriate response</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Affective Component</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >B) </b></td><td width= 711 align= left valign= top >Achievement</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Value</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >A ttitude</td></tr></table><table border= 0 width= 600 id= table1_0_64 ><tr><td width= 41 align= left valign= top ><b>Q.65 </b></td><td width= 749 align= lef t valign= top colspan= 2 > _____ is certain attitudes and behaviour consistent <br>with a role</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</t d><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Role Perception</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Role Expectation</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Role Identity</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Role Conflict</td></tr></table><table border= 0 width= 600 id= table1_0_65 ><tr><t d width= 41 align= left valign= top ><b>Q.66 </b></td><td width= 749 align= l eft valign= top colspan= 2 >An alternate approach to classical conditioning wa s <br>proposed by ____, known as Operant Conditioning</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>A) </b></td><td width= 711 align= left valign= top >Ivan Pavlov</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Stephen P. Robbins</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Munn N. L.</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >B. F. Skinner</td></tr></table><table border= 0 wid th= 600 id= table1_0_66 ><tr><td width= 41 align= left valign= top ><b>Q.67 < /b></td><td width= 749 align= left valign= top colspan= 2 > _____ means menta l organization and interpretation <br>of sensory information</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>A) </b></td><td width= 711 align= left valign= top >Recognition</td> </tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 alig n= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >C onstancy</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left v align= top >Psychology</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Perception</td></tr></table><table border= 0 width= 6 00 id= table1_0_67 ><tr><td width= 41 align= left valign= top ><b>Q.68 </b></ td><td width= 749 align= left valign= top colspan= 2 >Gestalt psychology was founded by_____ and <br>focused on how people interpret the world</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>A) </b></td><td width= 711 align= left valign= top >Max Werthei mer</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width=

34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign = top >Wolfgang Kohler</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Kurt Koffka</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td>< td width= 711 align= left valign= top >All of the above</td></tr></table><tabl e border= 0 width= 600 id= table1_0_68 ><tr><td width= 41 align= left valign = top ><b>Q.69 </b></td><td width= 749 align= left valign= top colspan= 2 > _ ____ is shown in such behaviours as working hard <br>and seeking opportunities t o develop new skills</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >Affective Component</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >Achievement</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Value</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Attitude< /td></tr></table><table border= 0 width= 600 id= table1_0_69 ><tr><td width= 4 1 align= left valign= top ><b>Q.70 </b></td><td width= 749 align= left valig n= top colspan= 2 > _____ is an employees intention to remain in an <br>organiza tion because of a strong desire to do so</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></t d><td width= 711 align= left valign= top >Job Involvement</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Job Commitment</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Continuance Commitment</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Affective Commitment</td></tr></table><table border= 0 width= 600 id= table1_0_70 ><tr><td width= 41 align= left valign= top ><b> Q.71 </b></td><td width= 749 align= left valign= top colspan= 2 >Managerial b ehaviour is always _____ so that a <br>newly appointed manager might favour diff erent <br>organizational design, objectives, procedures and <br>policies than a predecessor</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Objective</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Relative</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><t d width= 711 align= left valign= top >Selective</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D ) </b></td><td width= 711 align= left valign= top >None of the above</td></tr> </table><table border= 0 width= 600 id= table1_0_71 ><tr><td width= 41 align= left valign= top ><b>Q.72 </b></td><td width= 749 align= left valign= top c olspan= 2 > _____ is/are situations in which our expectations <br>about people a ffect our interaction with them in such a <br>way that our expectations are fulf illed</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left vali gn= top >Projection</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 ali gn= left valign= top >Implicit Personality</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b> </td><td width= 711 align= left valign= top >Self-Fulfilling Prophecies</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_0_72 ><t r><td width= 41 align= left valign= top ><b>Q.73 </b></td><td width= 749 alig n= left valign= top colspan= 2 > _____ have proposed a Contingency framework f

or <br>matching methods with situations of organizations</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>A) </b></td><td width= 711 align= left valign= top >Kotter and Schlesing er</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Neuman and Summer</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Henri Fayol and Luther Gulik</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >James D Thompson and Donald Van Houten</td></tr></table><table border= 0 width= 600 id= table1_0_73 ><tr><td width= 41 align= left valign= top ><b>Q.74 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ Political Behaviour refers to norma l everyday <br>politics</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Legitimate</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >Illegitimate</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >Formal</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left val ign= top ><b>D) </b></td><td width= 711 align= left valign= top >Informal</td> </tr></table><table border= 0 width= 600 id= table1_0_74 ><tr><td width= 41 a lign= left valign= top ><b>Q.75 </b></td><td width= 749 align= left valign= t op colspan= 2 > _____ said personality is the dynamic organization <br>within th e individual of those psychophysical systems <br>that determine his unique adjus tments to environment</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >James Thompson</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td> <td width= 711 align= left valign= top >Gluck</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >J. B. Kolasa</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left val ign= top ><b>D) </b></td><td width= 711 align= left valign= top >Gordon Allpor t</td></tr></table><table border= 0 width= 600 id= table1_0_75 ><tr><td width= 41 align= left valign= top ><b>Q.76 </b></td><td width= 749 align= left val ign= top colspan= 2 >Two major influences on attitudes are _____ and <br>_____< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >Classic Conditioning, Operant Conditioning</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </ b></td><td width= 711 align= left valign= top >Direct Experience, Social Learn ing</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign = top >Behavioral Intentions, Cognition</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td ><td width= 711 align= left valign= top >Direct Experience, Cognition</td></tr ></table><table border= 0 width= 600 id= table1_0_76 ><tr><td width= 41 align = left valign= top ><b>Q.77 </b></td><td width= 749 align= left valign= top colspan= 2 >The _____ are apt politicians</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></ td><td width= 711 align= left valign= top >Craftsmen</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Jungle Fighters</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Gam esmen</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left vali gn= top >Company Men or Women</td></tr></table><table border= 0 width= 600 id=

table1_0_77 ><tr><td width= 41 align= left valign= top ><b>Q.78 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ occurs when the hygiene factors are either <br>not present or not sufficient</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>A) </b></td><td width= 711 align= left valign= top >Job Enlargement</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Job Dissatisfaction</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Job Enrichment</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td w idth= 711 align= left valign= top >Job Rotation</td></tr></table><table border = 0 width= 600 id= table1_0_78 ><tr><td width= 41 align= left valign= top >< b>Q.79 </b></td><td width= 749 align= left valign= top colspan= 2 >In the ___ __ effect the person is perceived on the <br>basis of one trait</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left val ign= top ><b>A) </b></td><td width= 711 align= left valign= top >Stereotyping< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= to p >Halo</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left va lign= top >First Impression</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Contrast</td></tr></table><table border= 0 width = 600 id= table1_0_79 ><tr><td width= 41 align= left valign= top ><b>Q.80 </b ></td><td width= 749 align= left valign= top colspan= 2 >A _____ consists of a manager and the employees <br>who report to him or her</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>A) </b></td><td width= 711 align= left valign= top >Formal Group</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Task Group</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left val ign= top >Command Group</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Committee</td></tr></table><br><br><b><u>PART B</u></ b><br><br><table border= 0 width= 600 id= table1_1_0 ><tr><td width= 41 align = left valign= top ><b>Q.1 </b></td><td width= 749 align= left valign= top c olspan= 2 >State the True points with respect to Disorientation <br>a. Disorient ated employees are lost and confused <br>b. They are unsure of their feelings <b r>c. They ask very little number of questions <br>d. Analysis paralysis is charact eristic of disoriented</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Only a</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td wi dth= 711 align= left valign= top >a and b</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b> </td><td width= 711 align= left valign= top >a, b and d</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>D) </b></td><td width= 711 align= left valign= top >b, c and d</td></tr ></table><table border= 0 width= 600 id= table1_1_1 ><tr><td width= 41 align= left valign= top ><b>Q.2 </b></td><td width= 749 align= left valign= top co lspan= 2 >Which of the following examples are of Positive <br>Reinforcement? <br >a. Bonuses paid at the end of a successful business year <br>b. Employees will work hard for a raise or a promotion <br>c. Salesmen will increase their efforts to get rewards and <br>b</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 71 1 align= left valign= top >Except b</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >Except a and d</td></tr><tr><td width=

41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Except d</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of th e above</td></tr></table><table border= 0 width= 600 id= table1_1_2 ><tr><td w idth= 41 align= left valign= top ><b>Q.3 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>i. Extrovert <br>ii. Intr overts <br>Set B <br>a. withdrawn <br>b. optimistic <br>c. gregarious <br>d. inw ard-directed <br>e. objective <br>f. less sociable</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> A) </b></td><td width= 711 align= left valign= top >i-a,b,c ; ii-d,e,f</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >i-a, b,e ; ii-c,d,f</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= l eft valign= top >i-b,c,f ; ii-a,d,e</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><t d width= 711 align= left valign= top >i-b,c,e ; ii-a,d,f</td></tr></table><tab le border= 0 width= 600 id= table1_1_3 ><tr><td width= 41 align= left valign = top ><b>Q.4 </b></td><td width= 749 align= left valign= top colspan= 2 >Sta te True or False with respect to Geometrical <br>illusions <br>a. In Ponzo illus ion, the two horizontal lines of equal <br>length appear equal <br>b. In Poggend orff illusion, the two oblique lines <br>segments are aligned with one another</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a-T, b-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >a-T, b-F</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >a-F, b-T</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >a-F, b-F</td></tr></table><table border= 0 width= 600 id= table1_1_4 ><tr><td width= 41 align= left valign= top ><b>Q. 5 </b></td><td width= 749 align= left valign= top colspan= 2 >Arrange the bel ow ways to assess tradeoffs in <br>proper order: <br>1. Consider whether the cha nged outcomes will better <br>meet the parties interest <br>2. Specify what impac t trade-offs will have on these <br>outcomes <br>3. Identify the best and wors</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 1</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 al ign= left valign= top >1, 3, 2</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wid th= 711 align= left valign= top >3, 2, 1</td></tr></table><table border= 0 wi dth= 600 id= table1_1_5 ><tr><td width= 41 align= left valign= top ><b>Q.6 </ b></td><td width= 749 align= left valign= top colspan= 2 >In ERG,</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >E= Exist ence, R= Relatedness, G= Growth</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td wid th= 711 align= left valign= top >E= Extra, R= Relatedness, G= Goal</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >E= Exper t, R= Relatedness, G= Growth</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >E= Experience, R= Relatedness, G= Goal</td></tr> </table><table border= 0 width= 600 id= table1_1_6 ><tr><td width= 41 align= left valign= top ><b>Q.7 </b></td><td width= 749 align= left valign= top col

span= 2 >i) _____ is the extent to which team members are <br>specialized relati ve to others in the organization <br>ii) _____ is the degree to which the team m ust <br>coordinate with managers, employees, suppliers and <br>customers outside the team</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Consolidation, Integration</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td ><td width= 711 align= left valign= top >Differentiation, Consolidation</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Int egration, Differentiation</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 71 1 align= left valign= top >Differentiation, Integration</td></tr></table><tabl e border= 0 width= 600 id= table1_1_7 ><tr><td width= 41 align= left valign= top ><b>Q.8 </b></td><td width= 749 align= left valign= top colspan= 2 >Name the team with regards to the below points: <br>These are temporary teams establ ished to attack specific <br>problems in the work place <br>These teams generall y offer recommendations for others <br>to implement <br>In these teams, members share ideas</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Work Teams</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 71 1 align= left valign= top >Problem-Solving Teams</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> C) </b></td><td width= 711 align= left valign= top >Management Teams</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Virtua l Teams</td></tr></table><table border= 0 width= 600 id= table1_1_8 ><tr><td w idth= 41 align= left valign= top ><b>Q.9 </b></td><td width= 749 align= left valign= top colspan= 2 >Which of the following points are true with respect <b r>to High Self-Monitors? <br>a. High self-monitors pay attention to what is <br> appropriate in particular situations and to the behaviour <br>of other people <b r>b. The behaviour of high self-monitors </td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></ td><td width= 711 align= left valign= top >Except b</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>B) </b></td><td width= 711 align= left valign= top >a, b and d</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >b, c and d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_ 1_9 ><tr><td width= 41 align= left valign= top ><b>Q.10 </b></td><td width= 74 9 align= left valign= top colspan= 2 > _____ norms define behaviour that is a bsolutely <br>required for continued membership in the group where <br>as _____ norms define behaviour that is desirable - but <br>not essential for continued g roup membership</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Proprietary, Peripheral</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >Pivotal, Proprietary</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Pivotal, P eripheral</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Peripheral, Pivotal</td></tr></table><table border= 0 width= 600 id= table1_1_10 ><tr><td width= 41 align= left valign= top ><b>Q.11 </b></td>< td width= 749 align= left valign= top colspan= 2 >Match the Sets for the Trai t Theories <br>Set A <br>i. Openness to Experience <br>ii. Conscientiousness <br >iii. Extraversion <br>iv. Agreeableness <br>v. Neuroticism <br>Set B <br>a. a t

endency to show self-discipline, act dutifully, and <br>aim for achi</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >i-a, iib, iii-c, iv-d, v-e</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 ali gn= left valign= top >i-e, ii-a, iii-b, iv-c, v-d</td></tr><tr><td width= 41 a lign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b> C) </b></td><td width= 711 align= left valign= top >i-e, ii-c, iii-a, iv-b, vd</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >i-a, ii-c, iii-b, iv-d, v-e</td></tr></table><table border= 0 width= 600 id= table1_1_11 ><tr><td width= 41 align= left valign= top ><b>Q.12 </b></td>< td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <b r>i. Vata <br>ii. Pitta <br>iii. Kapha <br>Set B <br>a. Relaxed <br>b. Moody <br >c. Explosive Tempers <br>d. Pale Skin <br>e. Prone to Anxiety <br>f. Ruddy Comp lexion</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left val ign= top >i-a,b ; ii-c,d, iii-e,f</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td w idth= 711 align= left valign= top >i-a,f ; ii-b,c, iii-d,e</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>C) </b></td><td width= 711 align= left valign= top >i-e,f ; ii-a,b, iii-c,d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left va lign= top >i-b,e ; ii-c,f, iii-a,d</td></tr></table><table border= 0 width= 600 id= table1_1_12 ><tr><td width= 41 align= left valign= top ><b>Q.13 </b></td ><td width= 749 align= left valign= top colspan= 2 >The characteristics of Mo tivations are: <br>1. It concerns with what activates human behaviour <br>2. It involves what directs this behaviour towards a <br>particular goal <br>3. Motiva tion concerns how this behaviour is sustained <br>(supported)</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>A) </b></td><td width= 711 align= left valign= top >1 and 2</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2 an d 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign = top >1 and 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= l eft valign= top >1, 2 and 3</td></tr></table><table border= 0 width= 600 id= table1_1_13 ><tr><td width= 41 align= left valign= top ><b>Q.14 </b></td><td w idth= 749 align= left valign= top colspan= 2 >The Attribution process may be affected by two <br>errors such as:</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Consistency Error and Self-Serving Bias</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Fundamental Attribution Error and Consistency Error</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>C) </b></td><td width= 711 align= left valign= top >Fundamental Attribution Error and Self-Serving Bias</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_1_14 ><tr><td width= 41 align= left valign= top ><b >Q.15 </b></td><td width= 749 align= left valign= top colspan= 2 >State the T rue points with respect to Individual- <br>Group Conflict <br>1. An individual i s violating group norms <br>2. Subordinates of one boss collectively disagree wi th a <br>course of action the boss wants to take</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-T, 2-T</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign

= top ><b>B) </b></td><td width= 711 align= left valign= top >1-T, 2-F</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-F, 2-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valig n= top >1-F, 2-F</td></tr></table><table border= 0 width= 600 id= table1_1_15 ><tr><td width= 41 align= left valign= top ><b>Q.16 </b></td><td width= 749 a lign= left valign= top colspan= 2 >. _____, _____ and _____ seasons represent Vata, <br>Pitta and Kapha respectively</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td> <td width= 711 align= left valign= top >Autumn, Summer, Winter</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>B) </b></td><td width= 711 align= left valign= top >Summer, Autu mn, Winter</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Autumn, Winter, Summer</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><t d width= 711 align= left valign= top >Winter, Summer, Autumn</td></tr></table> <table border= 0 width= 600 id= table1_1_16 ><tr><td width= 41 align= left v align= top ><b>Q.17 </b></td><td width= 749 align= left valign= top colspan= 2 >Set A <br>i) Classical Conditioning <br>ii) Operant Conditioning <br>iii) Vic arious Learning <br>Set B <br>a) One of the basic processes underlying attitude <br>formation can be explained on the basis of learning <br>principles <br>b) At titudes that are r</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 alig n= left valign= top >i)-a), ii)-b), iii)-c</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b> </td><td width= 711 align= left valign= top >i)-a), ii)-c), iii)-b</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >i)-b), i i)-a), iii)-c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= le ft valign= top >i)-c), ii)-b), iii)-a</td></tr></table><table border= 0 width= 600 id= table1_1_17 ><tr><td width= 41 align= left valign= top ><b>Q.18 </b> </td><td width= 749 align= left valign= top colspan= 2 >According to Richard Lazarus (1977), stress is a <br>situation that someone regards as threatening, an d as <br>possibly exceeding his or her resources <br>Lazarus pointed out, that th e stress evoked by an event <br>depends on how people interpret the ev</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Medica l Approach</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Cognitive Appraisal Approach</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b>< /td><td width= 711 align= left valign= top >Person-Environment Approach</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Psy choanalytic Approach</td></tr></table><table border= 0 width= 600 id= table1_1 _18 ><tr><td width= 41 align= left valign= top ><b>Q.19 </b></td><td width= 74 9 align= left valign= top colspan= 2 >Allport and Odbert found over _____ wor ds in the <br>dictionary which referred to psychological differences <br>among p eople, e.g., trustworthy, shy, arrogant. <br>Typically, modern personality taxon omies have <br>emphasized between two, and among three, </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>A) </b></td><td width= 711 align= left valign= top >17,000, 16</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >17,000 , 8</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign = top >27,000, 16</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</

td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align = left valign= top >27,000, 8</td></tr></table><table border= 0 width= 600 id = table1_1_19 ><tr><td width= 41 align= left valign= top ><b>Q.20 </b></td><td width= 749 align= left valign= top colspan= 2 >State the True points with re spect to Storming <br>1. The Storming stage is one of the inter-group conflicts <br>2. Members accept the existence of the group, but resist <br>the constraints the group imposes on individuality <br>3. When this stage is comp</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-T, 2-T, 3-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign = top >1-T, 2-F, 3-T</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 al ign= left valign= top >1-T, 2-T, 3-F</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td>< td width= 711 align= left valign= top >1-F, 2-T, 3-T</td></tr></table><table b order= 0 width= 600 id= table1_1_20 ><tr><td width= 41 align= left valign= t op ><b>Q.21 </b></td><td width= 749 align= left valign= top colspan= 2 >Which of the following points are True with respect <br>to Behaviour Modification <br >a. It is an approach to the assessment, evaluation, and <br>alteration of behav ior <br>b. It is about reinforcing the behaviour you desire by <br>rewarding the performed</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a and b</td></tr><tr><td width= 41 align= left valign= top >&nbs p;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 a lign= left valign= top >b and c</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wi dth= 711 align= left valign= top >a and c</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >All of the above</td></tr></table ><table border= 0 width= 600 id= table1_1_21 ><tr><td width= 41 align= left valign= top ><b>Q.22 </b></td><td width= 749 align= left valign= top colspan= 2 >The Human Personality includes: <br>i. Eternal appearances and behaviour <br >ii. The inner awareness of self as a permanent <br>organizing force <br>iii. Th e particular organization of measurable traits, both <br>inner and outer</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Only I</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >i and ii</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= l eft valign= top >ii and iii</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >i, ii and iii</td></tr></table><table border= 0 width= 600 id= table1_1_22 ><tr><td width= 41 align= left valign= top ><b>Q. 23 </b></td><td width= 749 align= left valign= top colspan= 2 >Conflict mostl y arises from: <br>1. Conflict can occur when individuals or groups perceive <br >they have mutually exclusive goals or values <br>2. Behaviour designed to defea t, reduce or suppress an <br>opponent may cause conflict <br>3. Groups that face </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Only 1</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1 and 2</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><t d width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_1_23 ><tr><td width= 41 align= left valign= top ><b>Q.24 </b></td><td width= 749 align= left valign= top colspan= 2 >Sta

te the true points with respect to Identification: <br>i. Identification can be viewed as the difference of <br>behaviour including feelings and attitudes betwe en child <br>and model <br>ii. Identification can be looked at as the childs moti ves <br>or</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Only I</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 al ign= left valign= top >i and ii</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wi dth= 711 align= left valign= top >ii and iii</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) < /b></td><td width= 711 align= left valign= top >i, ii and iii</td></tr></table ><table border= 0 width= 600 id= table1_1_24 ><tr><td width= 41 align= left valign= top ><b>Q.25 </b></td><td width= 749 align= left valign= top colspan= 2 >In Brainstorming, the number of ideas, quality of <br>ideas and social press ure are _____, _____ and _____ <br>respectively</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Low, Low, High</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>B) </b></td><td width= 711 align= left valign= top >Moderate, M oderate, Low</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= lef t valign= top >Low, Moderate, High</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >High, High, Moderate</td></tr></table><ta ble border= 0 width= 600 id= table1_1_25 ><tr><td width= 41 align= left vali gn= top ><b>Q.26 </b></td><td width= 749 align= left valign= top colspan= 2 > State the true points with respect to Behaviour <br>Modification <br>a. Behaviou r Modification is an overall structure and <br>ignores individual differences <b r>b. Behaviour Modification programs ignore the fact that <br>employees can be i ntrinsically mo</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Only a</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 71 1 align= left valign= top >Only b</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Only c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </ b></td><td width= 711 align= left valign= top >All of the above</td></tr></tab le><table border= 0 width= 600 id= table1_1_26 ><tr><td width= 41 align= left valign= top ><b>Q.27 </b></td><td width= 749 align= left valign= top colspa n= 2 >Which of the following points hold true in terms of <br>Technical Skills? <br>i) The technical skills involve the managers <br>understanding of the nature of job that people under <br>him have to perform <br>ii) It refers to a persons k nowledge and prof</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align = left valign= top >i) True, ii) True</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td> <td width= 711 align= left valign= top >i) True, ii) False</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>C) </b></td><td width= 711 align= left valign= top >i) False, ii) Tr ue</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >i) False, ii) False</td></tr></table><table border= 0 width= 600 id= tab le1_1_27 ><tr><td width= 41 align= left valign= top ><b>Q.28 </b></td><td widt h= 749 align= left valign= top colspan= 2 >1. It is a curiosity and engagemen t with ones <br>environment that leads to the experience of activities as <br>int eresting and enjoyable <br>2. It is an ability to influence the process and outc omes <br>of events that lead to the experience of activitie</td></tr><tr><td wid th= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign=

top ><b>A) </b></td><td width= 711 align= left valign= top >Commitment, Contr ol, Challenge</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= le ft valign= top >Control, Commitment, Challenge</td></tr><tr><td width= 41 alig n= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Challenge, Commitment, Contro l</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Challenge, Control, Commitment</td></tr></table><table border= 0 width= 60 0 id= table1_1_28 ><tr><td width= 41 align= left valign= top ><b>Q.29 </b></t d><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>a. Production tasks <br>b. Discussion tasks <br>c. Problem-solving tasks <b r>Set B <br>1. Tasks requiring the group to decide on a course of <br>action for resolving a particular problem <br>2. Tasks requiring the group to eva</td></tr ><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= l eft valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a-1, b-2, c-3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left v align= top >a-3, b-1, c-2</td></tr><tr><td width= 41 align= left valign= top > &nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 71 1 align= left valign= top >a-3, b-2, c-1</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b>< /td><td width= 711 align= left valign= top >a-2, b-3, c-1</td></tr></table><ta ble border= 0 width= 600 id= table1_1_29 ><tr><td width= 41 align= left vali gn= top ><b>Q.30 </b></td><td width= 749 align= left valign= top colspan= 2 > Match the Sets <br>Set A <br>a. Boss <br>b. Employee <br>c. Co-worker <br>Set B <br>1. Upward influence <br>2. Downward influence <br>3. Lateral influence</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a1, b-2, c-3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >a-2, b-1, c-3</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >a-3, b-2, c-1</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </ b></td><td width= 711 align= left valign= top >a-3, b-1, b-2</td></tr></table> <table border= 0 width= 600 id= table1_1_30 ><tr><td width= 41 align= left v align= top ><b>Q.31 </b></td><td width= 749 align= left valign= top colspan= 2 >_____ display greater correspondence between their <br>attitudes and behaviou rs while _____ display little <br>correspondence between their attitudes and beh aviours</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left va lign= top >High self-monitors, Low self-monitors</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Low self-monitors, High self -monitors</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td w idth= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Attitude Specificity, Attitude Relevance</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>D) </b></td><td width= 711 align= left valign= top >Attitude Relevance, Att itude Specificity</td></tr></table><table border= 0 width= 600 id= table1_1_31 ><tr><td width= 41 align= left valign= top ><b>Q.32 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the following Skills Levels needed f or different <br>management levels <br>Set A <br>a. Top Level Management <br>b. Middle Level Management <br>c. Supervisory Level Management <br>Set B <br>i. Con ceptual Skills <br>ii. Human Skills <br>iii. Technica</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top > <b>A) </b></td><td width= 711 align= left valign= top >a i, b ii, c iii</td></ tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >a i

i, b i, c iii</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= le ft valign= top >a i, b iii, c ii</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td w idth= 711 align= left valign= top >a iii, b ii, c I</td></tr></table><table bo rder= 0 width= 600 id= table1_1_32 ><tr><td width= 41 align= left valign= to p ><b>Q.33 </b></td><td width= 749 align= left valign= top colspan= 2 > _____ leads to uncertainty, a lack of predictability <br>in a persons daily tasks and activities and may be <br>caused by job insecurity related to difficult economic <br>times whereas _____ may be caused by inability to <br>influence the timing of task</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left va lign= top >Role Demands, Task Demands</td></tr><tr><td width= 41 align= left v align= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td>< td width= 711 align= left valign= top >Task Demands, Role Demands</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Lack of C ontrol, Change</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= l eft valign= top >Change, Lack of Control</td></tr></table><table border= 0 wid th= 600 id= table1_1_33 ><tr><td width= 41 align= left valign= top ><b>Q.34 < /b></td><td width= 749 align= left valign= top colspan= 2 >Adaptation Syndrom e (GAS), an adaptive response <br>that occurs in three phases:</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>A) </b></td><td width= 711 align= left valign= top >A - an alarm r eaction; B - the stage of resistance; C the stage of exhaustion</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >A - an alarm reaction; B - the stage of exhaustion; C the stage of resistance</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >A - the stage of exhaustion; B - the stage of resistance; C - an alarm reaction</td></tr><tr><td width= 41 align= left valig n= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td w idth= 711 align= left valign= top >A - the stage of exhaustion; B - an alarm r eaction; C - the stage of resistance</td></tr></table><table border= 0 width= 600 id= tab le1_1_34 ><tr><td width= 41 align= left valign= top ><b>Q.35 </b></td><td widt h= 749 align= left valign= top colspan= 2 >Employees desire to share in decisi on-making <br>Employees demand for effective organizational <br>mechanism <br>Hig her employee expectation for satisfying jobs and <br>work environment <br>Employ ees desire for higher wages <br>The above forces represe</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Declining effectivene ss</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Change in work climate</td></tr><tr><td width= 41 align= left valign= to p >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Deficiencies in the existing system</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Employee expectations</td></tr></table><table border= 0 width= 600 id= table1_1_35 ><tr ><td width= 41 align= left valign= top ><b>Q.36 </b></td><td width= 749 align = left valign= top colspan= 2 >State the methods used in Intellectual abilitie s <br>a. Number Aptitude <br>b. Verbal Comprehension <br>c. Perceptual Speed <br >d. Deductive Reasoning <br>e. Cognitive Abilities Tests</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>A) </b></td><td width= 711 align= left valign= top >Except b</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left

valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Except a and d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left val ign= top >Except c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 alig n= left valign= top >All of the above</td></tr></table><table border= 0 width= 600 id= table1_1_36 ><tr><td width= 41 align= left valign= top ><b>Q.37 </b> </td><td width= 749 align= left valign= top colspan= 2 >In the _____ role, th e manager initiates change <br>In the _____ role, the manager deals with threats to the <br>organization will expend its efforts <br>In the _____ role, the mana ger negotiates on behalf of <br>the organization</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Negotiator, Entrepreneur, Di sturbance handler</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align = left valign= top >Entrepreneur, Disturbance handler, Negotiator</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Disturbanc e handler, Entrepreneur, Negotiator</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Entrepreneur, Negotiator, Disturbance han dler</td></tr></table><table border= 0 width= 600 id= table1_1_37 ><tr><td wid th= 41 align= left valign= top ><b>Q.38 </b></td><td width= 749 align= left valign= top colspan= 2 >Characteristics of Attitudes are: <br>i) An Attitude is the predisposition of the individual to <br>evaluate some objects in a favourab le or an <br>unfavourable manner <br>ii) The most pervasive phenomenon is attitud e <br>iii) Attitudes are similar to v</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><t d width= 711 align= left valign= top >Except i)</td></tr><tr><td width= 41 al ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B ) </b></td><td width= 711 align= left valign= top >Except ii)</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left val ign= top ><b>C) </b></td><td width= 711 align= left valign= top >Except iii)</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Except iv)</td></tr></table><table border= 0 width= 600 id= table1_1_38 ><tr ><td width= 41 align= left valign= top ><b>Q.39 </b></td><td width= 749 align = left valign= top colspan= 2 >For Expert power to work, which of these <br>co nditions must be in place? <br>a. The target must trust that the information giv en is <br>accurate <br>b. The information involved must be relevant and useful < br>to the target <br>c. The targets perception </td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) < /b></td><td width= 711 align= left valign= top >a and b</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>B) </b></td><td width= 711 align= left valign= top >b and c</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >a and c< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= to p >a, b and c</td></tr></table><table border= 0 width= 600 id= table1_1_39 ><t r><td width= 41 align= left valign= top ><b>Q.40 </b></td><td width= 749 alig n= left valign= top colspan= 2 >In perception, factors in the perceiver are:</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Attitudes, Motives, and Proximity</td></tr><tr><td width= 41 align= left val ign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Time, Work Setting and Social Setting</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top > Novelty, Motion and Sound</td></tr><tr><td width= 41 align= left valign= top >

&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 71 1 align= left valign= top >Experience, Expectation and Interests</td></tr></ta ble><br><br><b><u>PART C</u></b><br><br><table border= 0 width= 600 id= table1 _2_0 ><tr><td width= 41 align= left valign= top ><b>Q.1 </b></td><td width= 74 9 align= left valign= top colspan= 2 >Match the Sets <br>Set A (Types of Valu es) <br>1. Theoretical <br>2. Economic <br>3. Aesthetic <br>4. Social <br>5. Pol itical <br>6. Religious <br>Set B <br>a. Interested in the discovery of truth th rough reasoning <br>and systematic thinking <br>b. Inter</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>A) </b></td><td width= 711 align= left valign= top >1-a, 2-b, 3-c, 4-d, 5-e, 6-f</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wi dth= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left v align= top >1-d, 2-c, 3-b, 4-a, 5-e, 6-f</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></t d><td width= 711 align= left valign= top >1-a, 2-b, 3-d, 4-f, 5-e, 6-c</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-d, 2-e, 3-f, 4-a, 5-b, 6-c</td></tr></table><table border= 0 width= 600 id= tabl e1_2_1 ><tr><td width= 41 align= left valign= top ><b>Q.2 </b></td><td width= 749 align= left valign= top colspan= 2 >Which of the following statements are true with <br>respect to Staffing? <br>a. It includes recruiting, selecting, hi ring and training of <br>employees <br>b. Its success depends heavily on the pla nning and <br>organizing functions of management <br>c. In</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a, b and c</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >a, b and d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left val ign= top >b, d and e</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >a, b, c, d and e</td></tr></table><table border= 0 widt h= 600 id= table1_2_2 ><tr><td width= 41 align= left valign= top ><b>Q.3 </b> </td><td width= 749 align= left valign= top colspan= 2 >Erickson theory of Pe rsonality includes: <br>a. The ego is of utmost importance <br>b. Part of the su perego is able to operate independently <br>of the id and the ego <br>c. The ego is a powerful agent that can adapt to <br>situations, thereby promoting m</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Ex cept a</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left val ign= top >Except b</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 alig n= left valign= top >Except c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td widt h= 711 align= left valign= top >Except d</td></tr></table><table border= 0 wi dth= 600 id= table1_2_3 ><tr><td width= 41 align= left valign= top ><b>Q.4 </ b></td><td width= 749 align= left valign= top colspan= 2 >State the True poin ts with regards to Cooperative <br>Group Rewards <br>1. Can foster cooperation a nd coordination <br>2. Motivating in cultures that value collectivism and for <b r>highly interdependent tasks <br>3. Especially in cultures that value indiv</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top > 1, 2, 3, 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >3 & 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp; </td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 ali gn= left valign= top >1, 2, 4 and 5</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><t d width= 711 align= left valign= top >All of the above</td></tr></table><table

border= 0 width= 600 id= table1_2_4 ><tr><td width= 41 align= left valign= top ><b>Q.5 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. Education and Communication <br>2. Participation and Involvement <br>3. Facilitation and Support <br>4. Negotiation and Agreement <br >5. Manipulation and Co-optation <br>6. Explicit and Implicit Coercion <br>Set B <br>a. Us</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1-a, 2-b, 3-c, 4-d, 5-e, 6-f</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >1-e, 2-b, 3-c, 4-d, 5-f, 6-a</td>< /tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align = left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1a, 2-c, 3-b, 4-e, 5-d, 6-f</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 7 11 align= left valign= top >1-e, 2-c, 3-b, 4-f, 5-d, 6-a</td></tr></table><tab le border= 0 width= 600 id= table1_2_5 ><tr><td width= 41 align= left valign = top ><b>Q.6 </b></td><td width= 749 align= left valign= top colspan= 2 >Mat ch the Sets <br>Set A <br>1. Entrepreneur <br>2. Disturbance Handler <br>3. Reso urce Allocator <br>4. Negotiator <br>Set B <br>a. Manager has to work like a fir e fighter <br>b. Manager has to spend considerable time in <br>negotiations <br> c. Manager c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= lef t valign= top >1-a, 2-b, 3-c, 4-d</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-d, 2-b, 3-c, 4-a</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>C) </b></td><td width= 711 align= left valign= top >1-c, 2-a, 3-b, 4-d</ td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 a lign= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >1-c, 2-a, 3-d, 4-b</td></tr></table><table border= 0 width= 600 id= table1_2 _6 ><tr><td width= 41 align= left valign= top ><b>Q.7 </b></td><td width= 749 align= left valign= top colspan= 2 >Principles of Social Learning Theory are: <br>1. People can learn by observing the behaviours of <br>others and the outco mes of those behaviours <br>2. Learning can occur without a change in behaviour <br>3. The consequences of behaviour play a role in le</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2 and 3</td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</t d><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 width= 6 00 id= table1_2_7 ><tr><td width= 41 align= left valign= top ><b>Q.8 </b></td ><td width= 749 align= left valign= top colspan= 2 >1. _____ is/are small gro ups of employees who work on <br>solving specific problems related to quality an d <br>productivity <br>2. _____ is a process where subordinates share a <br>sign ificant degree of decision-making power with their <br>immediate super</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Employ ee Involvement Teams, Participative Management, Representative Participation, Quality Circles</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td wid th= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left va lign= top >Employee Involvement Teams, Representative Participation, Participative Management, Quality Circles</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>C) </b></td><td width= 711 align= left valign= top > Quality Circles, Employee Involvement Teams,

Participative Management, Representative Participation</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >Quality Circles, Parti cipative Management, Employee Involvement Teams, Representative Participation</td></tr></table><table border= 0 width= 600 id= table1_2_8 ><tr><td width= 41 align= left valign= top ><b>Q .9 </b></td><td width= 749 align= left valign= top colspan= 2 >Characteristic s of Innovative Organizations are: <br>1. Facilitate the flexibility and adaptab ility <br>2. Innovative organizations encourage experimentation <br>3. They acti vely promote training and development of <br>their members <br>4. Innovations ma y</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Except 1</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= le ft valign= top >Except 2 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td wid th= 711 align= left valign= top >Except 4</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >All of the above</td></tr></table ><table border= 0 width= 600 id= table1_2_9 ><tr><td width= 41 align= left v align= top ><b>Q.10 </b></td><td width= 749 align= left valign= top colspan= 2 >The research findings of the study conducted by <br>Sheldon S. Zalkind and Ti mothy W. Costello on some <br>specific characteristics of the perceiver reveal: <br>a. Knowing oneself makes it easier to see others <br>accurately. <br>b. Ones own characteristi</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 alig n= left valign= top >a, b and c</td></tr><tr><td width= 41 align= left valign = top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td wi dth= 711 align= left valign= top >a, b and d</td></tr><tr><td width= 41 align = left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) < /b></td><td width= 711 align= left valign= top >b, c and d</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above </td></tr></table><table border= 0 width= 600 id= table1_2_10 ><tr><td width= 41 align= left valign= top ><b>Q.11 </b></td><td width= 749 align= left vali gn= top colspan= 2 >Which of the following are types of Crisis? <br>1. Natural disaster <br>2. Industrial accident <br>3. Product or service failure <br>4. Hea lth scare related to the product of industry <br>5. Removal/loss of CEO or other key management <br>personnel <br>6.</td></tr><tr><td width= 41 align= left va lign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><t d width= 711 align= left valign= top >Except 1 and 2</td></tr><tr><td width= 4 1 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Except 5 and 6</td></t r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Exce pt 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valig n= top >All of the above</td></tr></table><table border= 0 width= 600 id= tabl e1_2_11 ><tr><td width= 41 align= left valign= top ><b>Q.12 </b></td><td width = 749 align= left valign= top colspan= 2 >The Economic reasons to fear change usually focus <br>on: <br>1. Fear of technological unemployment <br>2. Fear of reduced work hours and consequently less <br>pay <br>3. Fear of demotion and thu s reduced wages <br>4. Fear of the unknown <br>5. Fear of sp</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 5</t d></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 al ign= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= l eft valign= top >1, 2, 4 and 5</td></tr><tr><td width= 41 align= left valign=

top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td wid th= 711 align= left valign= top >2, 4 and 5</td></tr></table><table border= 0 width= 600 id= table1_2_12 ><tr><td width= 41 align= left valign= top ><b>Q. 13 </b></td><td width= 749 align= left valign= top colspan= 2 >Advantages of Physical abilities are: <br>a. Can identify individuals who are physically unabl e to <br>perform the essential functions of a job without risking <br>injury to themselves or others <br>b. Can result in decreased costs related to <br>disabil i</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a, b and c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >a, b and d</td></tr><tr><td width= 41 align= left valign= t op >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width = 711 align= left valign= top >a, c and d</td></tr><tr><td width= 41 align= l eft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b> </td><td width= 711 align= left valign= top >b, c and d</td></tr></table><tabl e border= 0 width= 600 id= table1_2_13 ><tr><td width= 41 align= left valign = top ><b>Q.14 </b></td><td width= 749 align= left valign= top colspan= 2 >Th e Objectives of MBO are: <br>1. Specific <br>2. Measurable <br>3. Attainable <br >4. Result-oriented <br>5. Time Limited <br>6. Skill based</td></tr><tr><td widt h= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >Except 2</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Except 3</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 3 4 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Except 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= l eft valign= top >Except 6</td></tr></table><table border= 0 width= 600 id= ta ble1_2_14 ><tr><td width= 41 align= left valign= top ><b>Q.15 </b></td><td wid th= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. T he Craftsman <br>2. The Jungle Fighter <br>3. Company Man <br>4. The Gamesman <b r>Set B <br>a. Active politicians <br>b. Apt politicians <br>c. Least political <br>d. Conservative people</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 7 11 align= left valign= top >1-a, 2-c, 3-d, 4-b</td></tr><tr><td width= 41 ali gn= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1-c, 2-a, 3-d, 4-b</td></tr> <tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= le ft valign= top ><b>C) </b></td><td width= 711 align= left valign= top >1-c, 2 -a, 3-b, 4-d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= lef t valign= top >1-d, 2-a, 3-c, 4-b</td></tr></table><table border= 0 width= 600 id= table1_2_15 ><tr><td width= 41 align= left valign= top ><b>Q.16 </b></td ><td width= 749 align= left valign= top colspan= 2 > Which of the following f actors influence the <br>perception process? <br>a. the intensity and physical d imensions of the stimulus <br>b. such activities of the sense organs as effects of <br>preceding stimulation <br>c. the subjects past experience <br></td></tr><t r><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >a, b, c and d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width = 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left vali gn= top >b, c, d and e</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >a, c, d and e</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td ><td width= 711 align= left valign= top >All of the above</td></tr></table><ta ble border= 0 width= 600 id= table1_2_16 ><tr><td width= 41 align= left vali gn= top ><b>Q.17 </b></td><td width= 749 align= left valign= top colspan= 2 > The Most Frequent Uplifts are: <br>1. Relating well with your spouse or lover <b

r>2. Property, investment, or taxes <br>3. Completing a task <br>4. Feeling heal thy <br>5. Getting enough sleep <br>6. Eating out <br>7. Physical appearance <br >8. Visiting, p</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td ><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4, 5 and 8</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td> <td width= 711 align= left valign= top >2, 3, 5, 6, 7 and 8</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>C) </b></td><td width= 711 align= left valign= top >1, 3, 4, 5, 6 a nd 8</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valig n= top >2, 3, 4, 5, 6 and 7</td></tr></table><table border= 0 width= 600 id= t able1_2_17 ><tr><td width= 41 align= left valign= top ><b>Q.18 </b></td><td wi dth= 749 align= left valign= top colspan= 2 >Type Bs behaviour pattern is: <br >Never suffer from a sense of time urgency with its <br>accompanying impatience <br>Feel no need to display or discuss either their <br>achievements or accompli shments <br>Devotion to work <br>Play for fun and relaxation,</td></tr><tr><td w idth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valig n= top ><b>A) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 2, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 alig n= left valign= top >2, 3, 4, 5 and 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td> <td width= 711 align= left valign= top >All of the above</td></tr></table><tab le border= 0 width= 600 id= table1_2_18 ><tr><td width= 41 align= left valig n= top ><b>Q.19 </b></td><td width= 749 align= left valign= top colspan= 2 >M atch the Sets <br>Set A <br>1. Illusions of invulnerability <br>2. Illusions of group morally <br>3. Illusions of unanimity <br>4. Rationalization <br>5. Stereo typing the enemy <br>6. Self-censorship <br>7. Peer pressure <br>8. Mind guards <br>Set B <br></td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td> <td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= l eft valign= top >1-a, 2-b, 3-c, 4-d, 5-e, 6-f, 7-g, 8-h</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= to p ><b>B) </b></td><td width= 711 align= left valign= top >1-h, 2-b, 3-a, 4-d, 5-f, 6-e, 7-g, 8-c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 alig n= left valign= top >1-a, 2-b, 3-g, 4-c, 5-e, 6-f, 7-d, 8-h</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>D) </b></td><td width= 711 align= left valign= top >1-h, 2-a, 3-c, 4 -d, 5-f, 6-e, 7-g, 8-b</td></tr></table><table border= 0 width= 600 id= table1 _2_19 ><tr><td width= 41 align= left valign= top ><b>Q.20 </b></td><td width= 749 align= left valign= top colspan= 2 > Attitude-Behaviour correspondence de pends of <br>these things: <br>1. Attitude Specificity <br>2. Attitude Relevance <br>3. Degree of Influence <br>4. Personality Factors <br>5. Social Constraints </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= t op >1, 2, 3 and 4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align = left valign= top >1, 2, 4 and 5</td></tr><tr><td width= 41 align= left vali gn= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >2, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b >D) </b></td><td width= 711 align= left valign= top >1, 2, 3, 4 and 5</td></tr ></table><table border= 0 width= 600 id= table1_2_20 ><tr><td width= 41 align = left valign= top ><b>Q.21 </b></td><td width= 749 align= left valign= top colspan= 2 >Which of the following are theories of personality? <br>1. Intrapsyc hic Theory <br>2. Interpsychic Theory <br>3. Type Theories <br>4. Trait Theories <br>5. Self Theory <br>6. Social Learning Theory</td></tr><tr><td width= 41 al

ign= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A ) </b></td><td width= 711 align= left valign= top >1, 2, 3 and 5</td></tr><tr> <td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >2, 3, 5 an d 6</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign = top >1, 3, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 al ign= left valign= top >All of the above</td></tr></table><table border= 0 widt h= 600 id= table1_2_21 ><tr><td width= 41 align= left valign= top ><b>Q.22 </ b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br> Set A <br>1. Sensitivity Training <br>2. Survey Feedback <br>3. Process Consulta tion <br>4. Team Building <br>Set B <br>a. It is a method of changing behaviour through <br>unstructured group interaction <br>b. Makes use of questionnaire</td ></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 ali gn= left valign= top ><b>A) </b></td><td width= 711 align= left valign= top > 1-a, 2-c, 3-b, 4-d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;< /td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 alig n= left valign= top >1-a, 2-b, 3-d, 4-c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></t d><td width= 711 align= left valign= top >1-a, 2-b, 3-c, 4-d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left vali gn= top ><b>D) </b></td><td width= 711 align= left valign= top >1-d, 2-c, 3-b, 4-a</td></tr></table><table border= 0 width= 600 id= table1_2_22 ><tr><td wid th= 41 align= left valign= top ><b>Q.23 </b></td><td width= 749 align= left valign= top colspan= 2 >Match the Sets <br>Set A <br>1. Floyd L. Ruch <br>2. Go rdon Allport <br>3. J.B Kolasa <br>4. Gluck <br>5. James D Thompson and Donald V an Houten <br>Set B <br>a. Personality is a pattern of stable states and <br>char acteristics of a person that influence</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td> <td width= 711 align= left valign= top >1-a, 2-b, 3-c, 4-d, 5-e</td></tr><tr>< td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left v align= top ><b>B) </b></td><td width= 711 align= left valign= top >1-d, 2-c, 3 -b, 4-a, 5-e</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><t d width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= lef t valign= top >1-a, 2-b, 3-d, 4-e, 5-c</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td ><td width= 711 align= left valign= top >1-d, 2-e, 3-a, 4-b, 5-c</td></tr></ta ble><table border= 0 width= 600 id= table1_2_23 ><tr><td width= 41 align= lef t valign= top ><b>Q.24 </b></td><td width= 749 align= left valign= top colsp an= 2 >Match the Sets <br>Set A <br>a. Employment Interview <br>b. Performance E valuation <br>c. Performance Expectations <br>d. self-fulfilling prophecy <br>Se t B <br>1. Represents an assessment of an employees work. <br>While this can be o bjective, many jobs </td></tr><tr><td width= 41 align= left valign= top >&nbsp ;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 al ign= left valign= top >a-1, b-2, c-4, d-3</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >a-2, b-1, c-4, d-3</td></tr><tr><t d width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left va lign= top ><b>C) </b></td><td width= 711 align= left valign= top >a-2, b-1, c3, d-4</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td widt h= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left val ign= top >a-1, b-2, c-3, d-4</td></tr></table><table border= 0 width= 600 id= table1_2_24 ><tr><td width= 41 align= left valign= top ><b>Q.25 </b></td><td w idth= 749 align= left valign= top colspan= 2 >Individuals tend to consider a group attractive, if it <br>meets the following conditions: <br>a. The groups goa ls are clear and compatible with <br>members goals <br>b. The group has a charism atic leader <br>c. The group has a reputation for successful</td></tr><tr><td wi dth= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign = top ><b>A) </b></td><td width= 711 align= left valign= top >Except c</td></t

r><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Exce pt d</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valig n= top >Except c and d</td></tr><tr><td width= 41 align= left valign= top >&nb sp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 wi dth= 600 id= table1_2_25 ><tr><td width= 41 align= left valign= top ><b>Q.26 </b></td><td width= 749 align= left valign= top colspan= 2 >Political activit ies in Organizational conditions are: <br>1. Unclear Goals <br>2. Democratic dec ision making <br>3. Unambiguous lines of authority <br>4. Scarce resources <br>5 . Uncertainty</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td>< td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= le ft valign= top >2 and 3</td></tr><tr><td width= 41 align= left valign= top >& nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >1, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td> <td width= 711 align= left valign= top >1, 2, 4 and 5</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td> </tr></table><table border= 0 width= 600 id= table1_2_26 ><tr><td width= 41 a lign= left valign= top ><b>Q.27 </b></td><td width= 749 align= left valign= t op colspan= 2 >Associated personality traits of Mesomorphic Body <br>Type are: <br>a. Adventurous <br>b. Desire for power and dominance <br>c. Love of Food <br >d. Indifference to what others think or want <br>e. Assertive, bold <br>f. Zest for physical activity <br>g. S</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td wid th= 711 align= left valign= top >a, b, c, d, e, g and h</td></tr><tr><td width = 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= t op ><b>B) </b></td><td width= 711 align= left valign= top >b, d, e, f, g and h </td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= t op >a, b, d, e, f and h</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >All of the above</td></tr></table><table border= 0 w idth= 600 id= table1_2_27 ><tr><td width= 41 align= left valign= top ><b>Q.28 </b></td><td width= 749 align= left valign= top colspan= 2 >The Important Fa ctors influencing Organizational <br>Effectiveness are: <br>1. Leadership style <br>2. Culture <br>3. Strategic planning <br>4. Environment <br>5. Technology <b r>6. Human Resource Development <br>7. Coercion <br>8. Structural Design <br>9.< /td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align= left valign= to p >Except 9</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b></td><td width= 711 align= left valign= top >Except 7</td></tr><tr><td width= 41 align= left valign= top >&n bsp;</td><td width= 34 align= left valign= top ><b>C) </b></td><td width= 711 align= left valign= top >Except 7 and 9</td></tr><tr><td width= 41 align= lef t valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></ td><td width= 711 align= left valign= top >All of the above</td></tr></table>< table border= 0 width= 600 id= table1_2_28 ><tr><td width= 41 align= left va lign= top ><b>Q.29 </b></td><td width= 749 align= left valign= top colspan= 2 >Which of the following points are the characteristics <br>of Norms? <br>i) Nor ms summarize and simplify group influence <br>processes <br>ii) They resolve imp ersonal differences in a group and <br>ensure uniformity of action <br>iii) Norm s apply to behavi</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</ td><td width= 34 align= left valign= top ><b>A) </b></td><td width= 711 align = left valign= top >i, ii, iii, iv and vi</td></tr><tr><td width= 41 align= le ft valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>B) </b>< /td><td width= 711 align= left valign= top >ii, iii, iv, v and vi</td></tr><tr ><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left

valign= top ><b>C) </b></td><td width= 711 align= left valign= top >i, ii, iv , v and vi</td></tr><tr><td width= 41 align= left valign= top >&nbsp;</td><td width= 34 align= left valign= top ><b>D) </b></td><td width= 711 align= left valign= top >i, iii, iv, v and vi</td></tr></table><br><br>