Test Bank For Organizational Behavior A Practical Problem Solving Approach 2nd Edition by Kinicki

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Test Bank for Organizational Behavior A Practical Problem Solving Approach 2nd
Edition By Kinicki
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23. Problem solving and critical thinking are ______ because they use logic and reasoning to develop and evaluate options.
A. technical skills
B. soft skills
C. common sense
D. hard skills
E. personal attributes
AACSB: Analytical Thinking

Accessibility: Keyboard Navigation
Blooms: Understand
Difficulty: 2 Medium
Learning Objective: 01-01 Exemplify different ways in which OB knowledge can enhance your job performance and career.
Topic: Conceptual Skills
Feedback: Soft skills relate to human interactions and include both interpersonal skills and personal attributes. They include problem solving, critical
thinking, active listening and judgment and decision making.
24. Which of the following is not one of the top four skills desired by employers?
A. Teamwork
B. Critical thinking
C. Problem solving
D. Judgment and decision making
E. Active listening

Blooms: Remember
Difficulty: 1 Easy
Feedback: According to Table 1.1, the top four skills most desired by employers are critical thinking, problem solving, judgment and decision
making, and active listening.
25. Justin and Edwardo were hired by the same network support firm. One year later, Edwardo receives a promotion to team leader. Justin believes
he has stronger technical skills and asks his supervisor why he did not get the promotion. The supervisor says that Edwardo has better people skills.
Having ____ can enable a person’s promotion.
A. soft skills.
B. hard skills.
C. technical skills.
D. team skills.
E. the right degree.

Blooms: Understand
Feedback: For most jobs you are selected for your technical skills, your ability to do the given job (i.e., hard skills). What it takes to get promoted is
your perceived ability to get things done through others and manage people. Figure 1.1 illustrates how technical or job-specific skills decline in
importance as you move to levels of higher responsibility, while the need for personal skills increases.
26. Soft skills are ______; they are more or less relevant in every job, at every level, and throughout your career.
1-1
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A. portable
B. inflexible
C. rigid
D. narrowly applied
E. hard-and-fast

Blooms: Remember
Difficulty: 1 Easy
Feedback: According to Table 1.1, the four skills most desired by employers are critical thinking; problem solving; judgment and decision making;
and active listening. All are soft skills, the skills you need to interact with, influence, and perform with others.
27. “When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings....” This is
A. a soft skill.
B. self-awareness.
C. common sense.
D. hindsight.
E. objectivity.

Blooms: Understand
Topic: Self-Awareness
Feedback: Soft skills are the skills you need to interact with, influence, and perform with others. Soft skills relate to our human interactions and
include both interpersonal skills and personal attributes.
28. Regarding the relative importance of personal and technical skills,

A. they remain equal and this does not change throughout careers.
B. technical skills are more important regardless of job level.
C. personal skills are more important regardless of job level.
D. technical skills become more important as job level increases.
E. personal skills become more important as job level increases.

Blooms: Understand
Topic: Knowledge and Skill
Feedback: Figure 1.1 illustrates how technical skills decline in importance as you move to levels of higher responsibility, while the need for personal
skills increases.
29. Pop’s Ice Cream Store sales were down 15 percent this summer. The owner, Pop, says that in his experience rainy summers mean lower ice
cream sales. Jonathan, his assistant, notices the staff at Pop’s appear uninterested and slow to serve customers. He would like to replace at least one
of them with a younger college student for the rest of the summer. Jonathan is using a(n) ______ perspective.
A. experience
B. management theory
C. hindsight
D. contingency
E. common sense
2-1
Blooms: Remember
Topic: Contingency Theory
Feedback: Common sense is often based on experience or logic, both of which have limits, and it suffers three major weaknesses you need to be
aware of—over-reliance on hindsight, lack of rigor, and lack of objectivity. An important part of your success is your ability to know which tools to
use and under what circumstances. This is described as a contingency approach to managing people.
30. At work, Jenna always volunteers to help others on their projects. But, she really resents the extra work and constantly complains to her friends
that she is doing everyone else’s job. Jenna is not _____; she needs to be more self-aware of what she takes on.
A. authentic
B. objective
C. fake
D. credible
E. a leader

Blooms: Remember
Difficulty: 1 Easy
Feedback: Self-awareness gives you the capacity to learn from your mistakes as well as your successes—to find out what works for you. You need to
know yourself in order to be authentic—real and not fake.
31. Kamal argues that 9 AM is a bad time to sign up for a small discussion group because he will be too tired from the previous night’s activities. He
prefers to sign up for a large lecture class at that time. Raoul disagrees, noting that this small discussion group is something they both wanted to do
and will require their attention, while they may not focus in the lecture class. Kamal says that this is not a commonsense approach. What weakness
does Kamal exhibit?
A. lack of rigor
B. lack of self-awareness
C. lack of authenticity
D. over-reliance on hindsight
E. lack of objectivity

Blooms: Remember
Difficulty: 1 Easy
Feedback: Commonsense is often based on experience or logic, both of which have limits. In this case, Kamal is relying on hindsight, believing that
what worked before should work again. Kamal is not considering how much he wanted to join the discussion group and how high his interest level is.
32. _________, with which you can build goodwill, include personality, teamwork and leadership.
A. Interpersonal skills
B. Commonsense skills
C. Hard skills
D. Technical expertise
E. Personal attributes

Blooms: Remember
Difficulty: 1 Easy
Topic: Social Capital
3-1
Feedback: Personal attributes with which we build goodwill and trust and demonstrate integrity include attitudes, personality, teamwork, and
leadership.
33. Joe expresses concern with Rita, an intern scheduled to work on his team for three weeks. José, Joe’s manager, quickly decides to move Rita to
another team. Which key problem-solving step has Jose skipped?
A. define the problem
B. take action
C. find a solution
D. defuse the situation
E. implement changes

Blooms: Apply
Difficulty: 1 Easy
Learning Objective: 01-03 Describe the ways in which you can apply OB knowledge to effectively solve problems.
Topic: Decision Making
Feedback: The three steps in our applied approach to problem solving begin with defining the problem. José doesn’t know WHY Joe is unhappy.
Instead, he jumps right to taking action.
34. In some business situations, you will make recommendations to solve a problem. Which of the following actions can help improve the quality of
your recommendations?
A. Check with Human Resources to be sure that you are following protocol.
B. Make sure that your suggestions don’t upset any team members.
C. Make sure that your recommendations address the causes of the problem.
D. Make sure you offer a quick fix for the problem.
E. Ask your superior to present the recommendations.

Blooms: Understand
Difficulty: 1 Easy
Feedback: If you map recommendations onto the causes of the problem, you can be more confident that as you remedy the causes, you will solve or
at least ease the underlying problem.
35. ______ highlight the fact that choosing among available options is not always a choice between right and wrong.
A. Organizational theories
B. Ethical dilemmas
C. Ethical lapses
D. Management theories
E. Ill-conceived goals

AACSB: Ethics
Blooms: Understand
Learning Objective: 01-02 Explain the drivers of unethical behavior and ethical lapses, and the lessons that can be learned as a result.
Topic: Ethical Behavior
Feedback: Ethical dilemmas are situations with two choices, neither of which resolves the situation in an ethically acceptable manner.
36. Suzette is a bank manager charged with determining which employees are downsized. Her only guidelines are to keep those employees who
contribute the most to the overall organization. When the list of employees downsized is presented, none of her personal friends are on it. This might
be viewed as ______ behavior.
4-1
A. rational
B. unbiased
C. unethical
D. illegal
E. organizational

AACSB: Ethics
AACSB: Knowledge Application
Blooms: Apply
Topic: Ethics
Feedback: Some researchers would contend that instead of ill intent, cognitive biases and organizational practices “blind managers to unethical
behavior, whether it is their own or that of others.” Suzette’s behavior may be partially unconscious, and partially a desire to protect her friends,
whom she may consider to be excellent employees. With lack of distinct direction from above, she makes her own choices.
37. Simone wants to become a partner in her Atlanta law firm. She knows that if she bills the most revenue, it will help her get her partnership. This
_____ can lead to unethical behavior.
A. overvalued outcome
B. motivated blindness
C. ill-conceived goal
D. indirect blindness
E. slippery slope

AACSB: Ethics
Blooms: Apply
Feedback: When we set goals and incentives to promote a desired behavior, they can encourage a negative one. In this case, Simone might
unconciously pad her bills.
38. Which of the following statements is true?

A. Ill-conceived goals occur when we set goals and incentives to promote a desired behavior, and that behavior is achieved.
B. The slippery slope refers to seeing the ethical actions of others as an example to follow.
C. Motivated blindness occurs when we overlook the unethical behavior of another because it’s in our interest to remain ignorant.
D. If the outcome is good, then the behavior must be ethical.
E. Direct blindness occurs when we hold others less accountable for unethical behavior because it’s carried out through third parties.

AACSB: Ethics
Blooms: Understand
Feedback: To address motivated blindness, which occurs when we overlook the unethical behavior of another because it’s in our interest to remain
ignorant, we need to root out conflicts of interest.
39. _____ is knowing who you are and what you want.
A. Self-esteem
B. Self-efficacy
C. Self-awareness
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D. Self-disclosure
E. self-assessment

Blooms: Remember
Difficulty: 1 Easy
Feedback: To have a successful career, you need to know who you are and what you want. Bossidy and Charan said it best in their book, Execution:
“When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings. . . . Self-awareness gives you the
capacity to learn from your mistakes as well as your successes. It enables you to keep growing.”
40. Ethics is primarily concerned with

A. right and wrong.
B. legal and illegal.
C. moral and immoral.
D. religious and nonreligious.
E. public and nonpublic.

AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Ethics is concerned with behavior—right versus wrong, good versus bad, and the many shades of gray in between.
41. Sustainable businesses tend to be run by CEOs who are

A. intelligent.
B. controlling.
C. target-driven.
D. people-centered.
E. egotistical.

AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Research shows that sustainable businesses are led by CEOs who take a people-centered, inclusive approach rather than a controlling,
target-driven one.
42. In an ethical dilemma,

A. there are two choices, neither of which resolves the situation in an ethically acceptable manner.
B. there are two choices, either of which resolves the situation in an ethically acceptable manner.
C. there are two choices, one of which resolves the situation in an ethically acceptable manner.
D. there is only one choice.
E. there are no choices.

AACSB: Ethics
Blooms: Understand
6-1
Topic: Ethics
Feedback: Ethical dilemmas involve situations with two choices, neither of which resolves the situation in an ethically acceptable manner.
43. Ronald works for a small biotech firm. When the firm presents the results of its clinical trials to the FDA, Ronald realizes that the results are not
accurate. He reports this to the FDA. Ronald is a(n)
A. ethicist.
B. whistleblower.
C. traitor.
D. mole.
E. deviant.

AACSB: Ethics
Blooms: Remember
Difficulty: 1 Easy
Topic: Ethics
Feedback: Whistleblowing is revealing a behavior that troubles you to management or to the authorities.
44. _______ are goals and incentives set to promote a desired behavior, but instead encourage a negative one.
A. Ill-conceived goals
B. Motivated blindness
C. Indirect blindness
D. The slippery slope
E. Overvaluing outcomes

AACSB: Ethics
Blooms: Understand
Feedback: Table 1.2 states that ill-conceived goals occur when we set goals and incentives to promote a desired behavior, but they encourage a
negative one.
45. Pascal is a customer-service representative who handles phone inquiries. He has a goal of handling 12 calls per hour. When he gets a customer
with a complex situation, he tends to become short with that person to keep the call short. This is an example of
A. ill-conceived goals.
B. motivated blindness.
C. indirect blindness.
D. the slippery slope.
E. overvaluing outcomes.

AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
Feedback: The effect of setting goals and incentives to promote a desired behavior, but instead these goals encourage negative ones, is described as
ill-conceived goals in Table 1.2. Pascal’s goal of handling 12 calls per hour encourages his negative behavior toward customers with complex
situations.
7-1
46. Ilsa is part of a team working on a project. Vanessa’s role on the team is to update and present status reports to management. Ilsa knows that
Vanessa’s reports do not show the delays that have occurred, but she doesn’t say anything because she does not want upper management more
involved. Which of the following is Ilsa is exhibiting?
A. ill-conceived goals
B. motivated blindness
C. indirect blindness
D. the slippery slope
E. overvaluing outcomes

AACSB: Ethics
Blooms: Understand
Feedback: According to Table 1.2, motivated blindness is when we overlook the unethical behavior of another when it is in our interest to remain
ignorant.
47. Harriet saw Josephine cheating on a test in their OB class. However, she did not report this because Josephine is on her team in the class and she
feared that Josephine might be kicked out of the class and that this would hurt her team’s chances of doing well on their project. Harriet is
experiencing
B.motivated blindness.

AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
Feedback: According to Table 1.2, motivated blindness is when we overlook the unethical behavior of another when it is in our interest to remain
ignorant. Harriet believes it is in her best interest for Josephine to remain on her team, and therefore, she overlooks Josephine’s unethical behavior.
48. _____ is(are) when we hold others less accountable for unethical behavior that is carried out through third parties.

AACSB: Ethics
Blooms: Understand
Feedback: Table 1.2 states that indirect blindness occurs when we hold others less accountable for unethical behavior when it’s carried out through
third parties.
49. Javier asked Maria for general advice on homework. Then he asked her to let him see specific problems. Now he wants to copy her assignment,
claiming he has no time and the content is too difficult. This is an example of
8-1
B. motivated blindness.

AACSB: Ethics
Blooms: Understand
Difficulty: 1 Easy
Feedback: When we are less able to see others’ unethical behavior when it develops gradually, this is called the slippery slope (see Table 1.2).
50. Because the auditors of XYX Company accepted a client firm’s questionable financial statements when the infractions have occurred over time,
James believes that they are
A. setting ill-conceived goals.
B. exhibiting motivated blindness.
C. showing indirect blindness.
D. on a slippery slope.

AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
Feedback: Table 1.2 states the slippery slope occurs when we are less able to see others’ unethical behavior when it develops gradually (e.g., auditors
may be more likely to accept a client firm’s questionable financial statements if the infractions have accrued over time).
51. _____ is when we give a pass to unethical behavior if the outcome is good.

AACSB: Ethics
Blooms: Understand
Feedback: Table 1.2 states that overvaluing outcomes is when we give a pass to unethical behavior if the outcome is good.
52. ______ is the remedy for ill-conceived goals.

A. Rooting out conflicts of interest
B. When handing off work, asking if the assignment might invite unethical behavior
C. Rewarding solid decision processes, not just good outcomes,
D. Being alert for even trivial ethical infractions and addressing them immediately
E. Brainstorming unintended consequences
9-1
AACSB: Ethics
Blooms: Apply
Feedback: Table 1.2 states that the remedy for ill-conceived goals is to brainstorm unintended consequences when devising goals and incentives and
consider alternative goals that may be more important to reward.
53. The remedy for motivated blindness is

A. to root out conflicts of interest.
B. when handing off work, to ask if the assignment might invite unethical behavior.
C. to reward solid decision processes, not just good outcomes.
D. to be alert for even trivial ethical infractions and address them immediately.
E. to brainstorm unintended consequences.

AACSB: Ethics
Blooms: Apply
Feedback: Table 1.2 states that the remedy for motivated blindness is to root out conflicts of interest. Simply being aware of them doesn’t necessarily
reduce their negative effect on decision making.
54. Green Care Landscaping Company minimizes attention to a price increase by selling lawn care treatments to a subsidiary, Keep It Up, Inc. Keep
It Up then increases the price of the specific treatments. The manager of Keep It Up wants to notify customers that they are a subsidiary of Green
Care Landscaping and that the increase has come from the parent company. This is an example of a remedy for
B. indirect blindness.
C. the slipper slope.
D. overvaluing outcomes.
E. motivated blindness.

AACSB: Ethics
Blooms: Apply
Feedback: Table 1.2 states that the remedy for indirect blindness when handing off or outsourcing work is to ask whether the assignment might invite
unethical behavior and take ownership of these implications.
55. Extreme examples of unethical and illegal conduct are the exception in the business community. Which of the following statements about this
behavior is false?
A. Very few unethical acts are also illegal.
B. Most unethical acts are not punished in any way.
C. Even if illegal, few of these acts are prosecuted.
D. You can rely on the legal system to manage or assure ethical conduct at work.
E. Unethical behavior negatively affects the offending employee, coworkers, and the employer.

AACSB: Ethics
10-1
Blooms: Apply
Feedback: Very few unethical acts are also illegal, most are not punished in any way, and even if illegal, few are prosecuted. This means you should
not rely on the legal system to manage or assure ethical conduct at work.
56. Why are ethics considered so important when studying organizational behavior?
A. Unethical behavior makes it easy to influence others and conduct business.
B. Unethical behavior can ensure loyalty, which helps the performance of individuals and teams.
C. You will be confronted with ethical challenges at all levels of organizations and throughout your career.
D. Unethical acts are not illegal and can benefit the company.
E. Some unethical acts are necessary to work around unfair governmental regulations.

AACSB: Ethics
Blooms: Apply
Feedback: Ethics gets priority because many OB topics—reward systems, decision making, leader behavior and organizational culture—have a direct
and substantial influence on the ethical conduct of individuals and organizations.
57. Bettina wants to make the Dean’s List this semester. She is doing well in all of her courses except Accounting. This presents a(n) _____ for
Bettina.
A. ethical dilemma
B. desired outcome
C. systematic approach
D. goal
E. problem

Blooms: Remember
Difficulty: 1 Easy
Feedback: A problem is a difference or gap between an actual and a desired situation.
58. A problem is
A. a decision that needs to be made.
B. a gap between an actual and a desired situation.
C. always due to environmental factors.
D. a situation that managers rarely face.
E. something to be ignored until it becomes serious.

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 01-05 Classify OB knowledge and tools for problem solving with the support of the Organizing Framework.
Feedback: A problem is a difference or gap between an actual and a desired situation.
59. ______ is the first step on the three-step journey (or approach) of the Organizing Framework.
11-1
A. Identifying the OB concepts
B. Defining the problem
C. Making recommendations
D. Taking action
E. Delegating the problem

Blooms: Remember
Difficulty: 1 Easy
Feedback: Our applied approach to problem solving proposes three activities or steps: Step 1: Define the problem. Step 2: Identify the OB concepts
or theories to use to solve the problem. Step 3: Make recommendations and (if appropriate) take action.
60. Person factors and ______ are the two broad categories of OB concepts and theories.
A. the three levels at work
B. ethical factors
C. situation factors
D. problem solving
E. system processes

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 01-04 Explain how OB can help you organize a problem in order to achieve a solution effectively.
Topic: Person-Environment Fit
Feedback: OB concepts and theories can be classified into two broad categories: person factors and situation factors.
61. Research has shown that

A. person factors influence a person’s performance more than situation factors.
B. situation factors influence a person’s performance more than person factors.
C. person and situation factors influence a person’s performance equally.
D. a person’s behavior and performance are a function of interdependent person and situation factors.
E. neither person nor situation factors significantly influence behavior or performance.

Blooms: Understand
Feedback: Many observers believe that some people are by their nature better suited than others to perform well at work. In contrast, others believe
that some people are clearly better in a given job or situation. Nobody is the best at everything. This common view is supported by research in
psychology and OB. Notably, the interactional perspective states that behavior is a function of interdependent person and situation factors.
62. “Different people may perceive similar situations in different ways and similar people may perceive different situations in the same way.” This
represents the _____ perspective.
A. interactional
B. ethical
C. problem-solving
D. contingency
E. individualistic

12-1
Blooms: Remember
Difficulty: 1 Easy
Feedback: The interactional perspective states that behavior is a function of interdependent person and environmental factors.
63. People bring their abilities, goals, and experiences to each and every situation, which often changes the situation. Conversely, because situations
have unique characteristics, such as opportunities and rewards, they change people. This dynamic reflects the interactional perspective, which
explains that behavior is a function of
A. interdependent person and situation factors.
B. interdependent ethical and unethical factors.
C. interdependent human and social factors.
D. independent person and situation factors.
E. independent human and social factors.

Blooms: Remember
Feedback: The interactional perspective states that behavior is a function of interdependent person and situation factors.
64. Joe, a hard and productive worker, quit because he couldn’t get along with his coworkers. This would be diagnosed as a(n) ________ level
problem.
A. individual
B. group
C. organizational
D. interactional
E. situation

Blooms: Apply
Difficulty: 3 Hard
Topic: Group Cohesion
Feedback: Some people quit because they can’t get along with their boss/leader or coworkers (a group/team level process).
65. Sharon quit her job because she felt that her department’s reward system favored men. This would be diagnosed as a(n) _________ level
problem.
A. individual
B. group
C. organizational
D. interactional
E. situation

Blooms: Apply
Difficulty: 3 Hard
Topic: Organizational Behavior (OB)
Feedback: A faulty reward system (an organizational-level process) that unfairly distributes raises, bonuses, and recognition is another common
reason people quit.
13-1
66. Alexa quit her job because she felt it was boring. This would be diagnosed as a(n) ______ level problem.
A. individual
B. group
C. organizational
D. interactional
E. situation

Blooms: Apply
Difficulty: 3 Hard
Feedback: Some people quit because their job just doesn’t fulfill what they value, such as challenging and stimulating work (an individual-level
input).
67. Three months ago, XYZ Corporation changed the way the typing pool is organized from a self-managed team to a more traditional structure in
which employees receive their assignments from a direct supervisor. Since then, three of the seven employees have left the organization. ______ is
the OB perspective applied here.
A. Individual
B. Group
C. Organizational
D. Interactional
E. Situation

AACSB: Teamwork
Blooms: Apply
Difficulty: 3 Hard
Topic: Group Cohesion
Feedback: Group/team level considerations include: Have there been any changes or other causative factors in a work group, including the manager,
which might make work less satisfactory? How does turnover in a specific group compare to other groups in the organization?
68. Several people have quit the administrative support unit of the company recently. About that time, a new company moved into the area with a
better health care plan and comparable wages. ______ is the most likely OB perspective to apply.
A. Individual
B. Group
C. Organizational
D. Iinteractional
E. Situation

Blooms: Apply
Difficulty: 3 Hard
Feedback: Situation characteristics include: Have there been changes in the situation (such as a sudden increase in employment opportunities at better
wages)? Have the working conditions changed in any meaningful way?
69. Recently, the Acme Explosives Company was sold to a new owner, Roadrunner Inc. The operations of the two organizations are going to be
14-1
merged, with several of the manufacturing locations possibly to be eliminated. ______ is the most likely OB perspective to apply.
A. Individual
B. Group
C. Organizational
D. Interactional
E. Situation

Blooms: Apply
Difficulty: 3 Hard
Feedback: Organizational-level considerations include: Has the organization changed ownership, or rewritten company policies, or is it enforcing
policies differently?
70. In the Organizing Framework,

A. inputs lead to processes, which lead to outcomes.
B. inputs lead directly to outcomes.
C. outcomes never affect inputs.
D. outcomes never affect processes.
E. inputs are unrelated to processes.
AACSB: Reflective Thinking

Blooms: Remember
Topic: Outcomes
Feedback: As shown in Figure 1.3, this is the case because inputs affect processes, and processes affect outcomes. Also, feedback loops exist from
outcomes to inputs and processes.
71. In the Organizing Framework, inputs (in part) consist of

A. individual-level processes.
B. group/team outcomes.
C. situation characteristics.
D. individual outcomes.
E. organizational outcomes.

Blooms: Remember
Difficulty: 1 Easy
Feedback: Figure 1.3 identifies personal factors and situation characteristics as inputs. This framework implies that person factors and situation
characteristics are the initial drivers of all outcomes that managers want to achieve.
72. In the Integrative Framework, which of the following is an outcome?

A. situation characteristics
B. personal factors
C. organizational processes
D. organizational turnover
E. awarding bonuses for good performance
15-1
Blooms: Understand
Topic: Outcomes
Feedback: This framework implies that person factors and situation characteristics are the initial drivers (inputs) of all outcomes that managers want
to achieve. This is the case because inputs affect processes, and processes affect outcomes. And since events are dynamic and ongoing, many
outcomes will in turn impact inputs and processes. See Figure 1.3. Organizational turnover is an outcome. The Life is Sweeter on Mars example in
OB in Action box lists one outcome as: Mars posts a very low turnover rate (5%) which is a sign that employees are highly satisfied with their jobs.
73. What kind of a response is a manager making when he or she chooses a satisfactory, but not ideal, solution?
A. resolving
B. solving
C. dissolving
D. ignoring
E. avoiding

Blooms: Remember
Difficulty: 1 Easy
Feedback: Resolving problems is arguably the most common form of response for managers and simply means choosing a satisfactory solution, one
that works but is less than ideal.
74. In solving a problem, a manager

A. selects the optimal response.
B. chooses a satisfactory solution.
C. changes the situation in which the problem occurs.
D. settles for less than ideal.
E. eliminates the problem situation.

Blooms: Remember
Feedback: Solving problems is the optimal or ideal response.
75. Your have an apartment within walking distance of your office. Your company moves the office to the next town. You decide to take a position
with another firm close to your apartment. This is an example of _____ the problem.
A. resolving
B. solving
C. dissolving
D. ignoring
E. avoiding

Blooms: Apply
Difficulty: 1 Easy
Feedback: Dissolving problems requires changing or eliminating the situation in which the problem occurs.
16-1
76. Anne, a manager, hires the first person she interviews because she believes that person can do the job adequately. Anne is
A. resolving the problem.
B. solving the problem.
C. dissolving the problem.
D. ignoring the problem.
E. avoiding the problem.

Blooms: Apply
Difficulty: 3 Hard
Feedback: Resolving problems is arguably the most common form for managers and simply means choosing a satisfactory solution, one that works
but is less than ideal.
77. Halim hires a new employee who best meets the characteristics he is looking for in the ideal employee. He is

Blooms: Apply
Difficulty: 3 Hard
Feedback: Solving problems is the optimal or ideal response.
78. Jonathan decides that rather than hire an employee to replace someone who left, he will eliminate the position. Jonathan is

Blooms: Apply
Difficulty: 3 Hard
Feedback: Dissolving problems requires changing or eliminating the situation in which the problem occurs.
79. The first of the basic elements for selecting an effective solution is
A. to determine the criteria for the decision.
B. to generate alternatives.
C. to consider the consequences.
D. to decide who will make the decision.
E. to make the decision.

17-1
Blooms: Remember
Difficulty: 1 Easy
Feedback: The first step is determining the selection criteria, for example, the effect on bottom-line profits, you and classmates or coworkers,
reputation with customers or the community, your own values, and the ethical implications.
80. Which of the following is not one of the basic elements of selecting an effective solution?
A. determining the basic criteria for the decision
B. selecting an OB concept or topic to apply
C. deciding who will be involved in choosing the solution
D. considering the consequences of each alternative
E. agreeing on a method for decision making

Blooms: Remember
Feedback: Three common elements to selecting the most effective solution. (1) Selection criteria: Determine the basis (criteria) for the decision. (2)
Consequences: Consider the consequences of each alternative, especially the trade-offs between the pros and the cons. (3) Choice process: Decide
who will be involved in choosing the solution. If more than one person is involved, then you need to agree on the method.
81. Discuss the statement, “The contingency approach is just common sense.” Is this true? Why or why not? Why is this important for managers?
At first glance the contingency perspective may look like simple common sense. But it’s different. It attempts to overcome the limits of common
sense with how it does not settle for traditional options if another solution may be more practical and effective. Similarly, understanding the systems
approach to issues provides more insight than common sense alone. The goal of OB is to give you more than common sense and instead enhance
your understanding of situations at work and guide your behaviors.
Moreover, common sense has three main weaknesses that you need to consider and avoid. (1) Overreliance on hindsight. Common sense excels in
well-known scenarios with predictable outcomes. But much of modern business involves uncertainty and adapting to change. In other words,
common sense is especially weak in responding to the unknown or unexpected. And because it focuses on the past, common sense lacks vision for
the future. (2) Lack of rigor. If we are comfortable with our common-sense response, we may not apply the effort required to find the real problem
when considering inputs, which likely results in not choosing the optimal course of action or solution. If you lack rigor, then you are unlikely to
measure the right predictors and outcomes. (3) Lack of objectivity. Common sense can be overly subjective and lack a basis in science. In such cases
we are not always able to explain our reasoning to others, let alone apply it to new situations. One way that OB moves beyond the limitations of
common sense is by its systematic and science-based approach to understanding people and how they behave at work. OB therefore can make you
more attractive to potential employers and more effective once employed.

Blooms: Analyze
Difficulty: 3 Hard
Topic: Contingency Theory
82. Explain the difference between hard and soft skills and why both are important. List what you think are your two strongest soft skills. Also
briefly, and specifically, explain how they can or do benefit you at school and work. List what you think are your two strongest hard skills. Explain
specifically how they can or do benefit you at work and school.
Hard skills are the technical expertise and knowledge to do a particular task or job function, such as financial analysis, accounting, or operations. Soft
skills relate to our human interactions and include both interpersonal skills and personal attributes. For most jobs you are selected for your technical
skills, your ability to do the given job. Often performance in the current job will be a primary consideration in being promoted. However, many
employees may fail to realize that your perceived ability to get things done through others and manage people will be another important deciding
factor. Figure 1.1 illustrates how technical or job-specific skills decline in importance as you move to levels of higher responsibility, while personal
skills increase.
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Blooms: Understand
83. Soft skills are not job specific. Rather, they are portable skills, more or less relevant in every job, at every level. They include personal attributes
and interpersonal skills. Provide examples of two personal attributes and two interpersonal skills and describe how they help you at school or work.
Personal attributes address attitude, personality, teamwork, and leadership. These attributes help to build goodwill and trust and demonstrate
integrity. For example, are you outgoing? Introverted? How do you handle conflict? Interpersonal skills include active listening, positive attitudes,
and effective communication. These attributes help foster respectful interactions. For example, if you’re a member of a team and your project is off
schedule, how would your respond? Would you be annoyed and put pressure on all members? Would you look to place blame? Would you try to
build consensus on a workable solution?

Blooms: Apply
84. Assume that you worked for Quality Investments for four years. The owners of the firm—whom you respected—have been charged with insider
trading. They deny the charge, but the firm is closing down and you need to find another job. How does the firm’s unethical behavior impact you
personally? How can you explain the situation during an interview?
Criminal or not, unethical behavior negatively affects not only the offending manager but also his or her employees. Unethical behavior by your
coworkers, including company executives, can make you look bad and tarnish your career.
First of all, you can look for a job at a sustainable business. These are companies led by those who listen, who foster cultures in which employees are
not scared to point out problems and in which staff feel they have a personal responsibility to enact corporate values.
During an interview, you need to be upfront about the approach your company took. Did you feel that their goals were ill conceived? Did they
experience motivated blindness? Indirect blindness? Did they overvalue outcomes? Was it a slippery slope situation?
Remember that while criminally minded people exist in the workplace, most people have good intentions, and you aren’t sure about your employers’
culpability.

AACSB: Ethics
AACSB: Teamwork
Blooms: Understand
85. What is self-awareness? Why is self-awareness important in school or in the workplace? How can you develop self-awareness? Provide one
example in which you learned from your mistakes.
To be successful in school and in your career, you need to know who you are and what you want. “When you know yourself, you are comfortable
with your strengths and not crippled by your shortcomings.... Self-awareness gives you the capacity to learn from your mistakes as well as your
successes.” You need to know yourself in order to be authentic. This is essential to influencing others.

Blooms: Apply
86. Wanda is looking for a summer internship in her field of environmental science. On her résumé, she notes that she has taken several courses that
she actually will not take until next semester. She also describes several volunteer leadership positions that she held. In reality, she worked as a
“laborer” cleaning up the river and the local dunes.
Is Wanda behaving ethically? Define ethics and explain Wanda’s behavior.
19-1
Ethics is concerned with behavior—right versus wrong, good versus bad, and the many shades of gray in between. In terms of job hunting, an
analysis of 2.6 million job applicant background checks by ADP Screening and Selection Services revealed that “44 percent of applicants lied about
their work histories, 41 percent lied about their education, and 23 percent falsified credentials or licenses.”
Wanda hopes to get the position, thinking that she will be able to do it, and it’s only an internship....not a “real” job. She needs the experience to get a
permanent job when she graduates. She may rationalize her lies, thinking that she “will” take the courses, and she did actually work on the volunteer
projects. Besides, she thinks she could have done a lot more on the projects than just the grunt work she was assigned. Some people just don’t see
their actions as unethical.
Wanda doesn’t realize that if she is “found out,” she risks not only the internship, but looking bad and tarnishing her future career.

AACSB: Ethics
Blooms: Understand
Topic: Ethics
87. You know that several of your classmates are cheating on tests and papers with students from another school. Because the schools are not part of
an integrated system, the cheating is quite successful. The students are doing well, while not working hard at all. You are frustrated and angry and
don’t know what to do.
Use the Three-Step Problem-Solving Approach to find a solution.
Here are the three steps in our applied approach to problem solving.
Step 1: Define the problem. Define problems in terms of desired outcomes. What do you want to happen? Do you want to level the playing field?
Punish the cheaters? This is a problem for you personally.
Step 2: Identify potential causes using OB concepts and theories. Consider personal and individual factors.
Step 3: Make recommendations and (if appropriate) take action. Consider any individual or organization (in this case, institution) level processes that
could be put in place to prevent this from happening in the future.

AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
88. Jaclyn works as a trainer at a gymnastics academy. This is a nationwide company with academies all over the country. They have more students
accepted to the Junior Olympics and Olympics than any other group. But the corporate mission statement is to “foster a love of the sport and physical
fitness at all levels.”
Jaclyn notices that some of the senior trainers push students beyond accepted limits and work them more hours than recommended. In fact, many
seem to focus only on promising candidates, even to the point that inexperienced students are getting hurt.
When she mentions this to a colleague, she’s told that this is how things work. It’s important to “keep up their success rate.” How can Jaclyn evaluate
and address this unethical behavior?
A few suggestions for handling unethical behavior are: (1) It’s business, treat it that way. Ethical issues are business issues, just like costs, revenues,
and employee development. Therefore, collect data and present a convincing case against the unethical conduct just as you would to develop a new
product or strategy. (2) Accept that confronting ethical concerns is part of your job. Whether it is explicit in your job description or not, ethics is
everybody’s job. If you think something is questionable, then take action. (3) Challenge the rationale. Many issues occur despite actual policy against
it. If this is the case, then ask: “If what you did is common practice or okay, then why do we have a policy forbidding it?” Alternatively, and no
matter the rationale, you can ask: “Would you be willing to explain what you did and why in a meeting with our superiors or customers, or better
still, during an interview on the evening news?” (4) Use your lack of seniority or status as an asset. While many employees unfortunately use their
junior status to avoid confronting ethical issues, being junior can instead be an advantage. It enables you to raise issues by saying, “Because I’m new,
I may have misunderstood something, but it seems to me that what you’ve done is out of bounds or could cause problems.” (5) Consider and explain
long-term consequences. Of course many ethical issues are driven by temptations and benefits in the short term. It, therefore, can be helpful to frame
and explain your views in terms of long-term consequences. (6) Solutions, not just complaints. When confronting an issue, you will likely be
perceived as more helpful and taken more seriously if you provide an alternative course or solution. Doing so will also make it more difficult for the
20-1
offender to disregard your complaint.

AACSB: Ethics
Blooms: Apply
Difficulty: 3 Hard
89. Define and . Describe the Three-Step Approach to Problem Solving. Think of a current problem you are facing and describe it using the three-
step approach.
A problem is a difference or gap between an actual and a desired situation. In turn, problem solving is a systematic process of closing these gaps. Our
applied approach to problem solving proposes three activities or steps along the way: Step 1: Define the problem. Step 2: Identify the OB concepts or
theories to use to solve the problem. Step 3: Make recommendations and (if appropriate) take action.

Blooms: Understand
Difficulty: 3 Hard
90. Cliff has a double major in business and technology. He is proactive and creative, but the only job he has been offered is in the credit department
of a bank.
Research in psychology and OB supports the interactional perspective, noting that behavior is a function of interdependent person and situation
factors. Given that Cliff needs a job, how would you evaluate this situation?
OB concepts and theories can be classified into two broad categories: person factors and situation characteristics. Person factors represent the infinite
number of characteristics that give individuals their unique identities. Situation characteristics consist of all the elements outside of ourselves that
influence what we do, how we do it, and the ultimate results of our actions.
For decades, researchers and managers have debated what influences behavior more—person or situation factors. Many observers believe that some
people are by their nature better suited than others to perform well at work. Others believe that some people are clearly better in a given job or
situation. No particular person would outperform every other person in every possible job. This common view is supported by research in psychology
and OB. The interactional perspective states that behavior is a function of interdependent person and situation factors. It is important to note that
neither people nor situations are static. People change, situations change, and the two change each other. The bottom-line implication for OB and
your work life is that knowledge of one without the other is insufficient.
But, someone who is proactive and creative may be a great fit for a company in the high-tech sector that would benefit from risk-taking individuals,
but may be a poor fit for a company that rewards routine and predictable behavior, such as a bank. On the other hand, the current economic climate
will impact whether Cliff can wait for another opportunity, contemplate a move to a different environment or take the position with the knowledge
that he won’t stay there long.

Blooms: Analyze
91. Describe the interactional perspective in OB. How can managers use this perspective?
The interactional perspective states that behavior is a function of interdependent person and environmental factors. Environments present various
types of rewards and opportunities that people achieve or realize with diverse knowledge, skills, abilities, and motivations. Different people may
perceive similar situations in different ways and similar people may perceive different situations in the same way. It is important to note that neither
people nor environments are static. People change, situations change, and the two change each other. The bottom-line implication for OB and your
work life is that knowledge of one without the other is insufficient. You need to understand the interplay between both person and environmental
characteristics to be an effective employee, and especially an effective manager. The person-environment continuum therefore provides a means for
classifying OB concepts and theories into causes of behavior.
21-1
Blooms: Understand
92. What are the levels that OB uses to view the world? Give at least one example of each.
Another lens through which OB sees the world relies on organizational levels. OB distinguishes among three: individual, group, and organizational.
As an example of how being sensitive to these levels helps in considering real-world problems, consider the many reasons why people quit their jobs:
(1) Some people quit because their job just doesn’t fulfill what they value, such as challenging and stimulating work (an individual-level input). (2)
Others quit because they can’t get along with their boss/leader or coworkers (a group/team level process). (3) A faulty reward system (an
organizational-level process) that unfairly distributes raises, bonuses, and recognition is another common reason people quit.

Blooms: Apply
Difficulty: 3 Hard
93. Use a specific example to explain how you would use OB concepts to identify the right problem.
Nothing causes more harm than solving for the wrong problem. If you don’t define the problem accurately, then all subsequent problem-solving
efforts are adversely affected. This happens because people end up focusing on a symptom or the wrong problem. Using the person-environment
distinction allows you to consider unique individual factors as well as external factors that might be the source of the problem. The structural levels
of individual, group, and organization will allow you to look at each level for possible reasons. Such considerations could include: (1) Person factors:
Do the people who have quit share something in common? Is there anything in their personality that makes work difficult for them? Is the level of
turnover greater than for your industry as a whole? (2) Environmental characteristics: Have there been changes in the environment (such as a sudden
increase in employment opportunities at better wages)? Have the working conditions changed in any way? (3) Individual level: Can you identify any
change in how the company treats employees or what it expects of them? (4) Group/team level: Have there been any changes or other causative
factors in your work group, including your manager, that might make work less satisfactory? How does turnover in your group compare to other
groups in the organization? (5) Organizational level: Has the organization changed ownership, or rewritten company policies, or is it enforcing
policies differently?

Blooms: Apply
Difficulty: 3 Hard
94. GBL Designs has suffered from lower profits for several years. As result, management cut back on bonuses and heath care coverage. Not
surprisingly, there has been an increase in employee turnover. Unfortunately, it is the “better,” more highly qualified employees who are leaving.
How can GBL analyze and address this problem?
Using the Three-Step Approach to Problem-Solving:

1. Define the problem: If your organization’s most valuable and high-performing people quit, then a problem likely exists.
2. Highlight the causes:
Potential Cause 1—Person factors often represent key causes of turnover. Concern about the stability of the company and lack of personal rewards
(bonuses) might cause turnover.
Potential Cause 2—Situation factors frequently are causes of turnover. For example, people may be quitting because the company culture has been
damaged by poor revenues and, therefore, a perceived lack of support exists.
Potential Cause 3—Organizational processes can also cause turnover. Perceived injustice is often a powerful driver of employee turnover; in this
case, modifying the health care plan has impacted everyone—most especially those employees with families.
3. Generate effective recommendations:
Potential Cause 1—Communication can help assure employees of the steps that company is taking to secure its future. The company can solicit
employee recommendations for rewards other than bonuses (until stability is achieved).
Potential Cause 2—GBL can work to build a team spirit, so that employees can be part of re-establishing the company’s position.
Potential Cause 3—Assuming GBL made cuts to health care with minimal employee input, the company might review the options. Perhaps
22-1
employees can choose from a series of plans that best meets their needs and budgets.

Blooms: Analyze
Difficulty: 3 Hard
Learning Objective: 01-06 Use OB knowledge to help achieve professional and personal effectiveness.
95. Identify and explain the three applied approaches to selecting a solution. Think of a recent problem that you solved. Which solution worked for
you?
First, decide how complete a response you are looking for. Do you want the problem to be resolved, solved, or dissolved? (1) Resolving problems is
arguably the most common form for managers and simply means choosing a satisfactory solution, one that works, but is less than ideal. (2) Solving
problems is the optimal or ideal response. (3) Dissolving problems requires changing or eliminating the situation in which the problem occurs.

Blooms: Understand
96. What are the basic elements for selecting an effective solution? Give examples of each.
After deciding whether to resolve, solve, or dissolve your identified problem, you then need to select the most effective solution. Three common
elements to selecting the most effective solution are: (1) Selection criteria. Determine the basis (criteria) for the decision. (2) Consequences. Consider
the consequences of each alternative. (3) Choice process. Decide who will be involved in choosing the solution. If more than one person is involved,
then you need to agree on the method.

Blooms: Understand
Category
# of
Questions
AACSB: Analytical Thinking 92
AACSB: Ethics 28
AACSB: Knowledge Application 28
AACSB: Reflective Thinking 1
AACSB: Teamwork 3
Accessibility: Keyboard Navigation 80
Blooms: Analyze 4
Blooms: Apply 30
Blooms: Remember 32
Blooms: Understand 30
Difficulty: 1 Easy 33
Difficulty: 2 Medium 44
Difficulty: 3 Hard 19
Learning Objective: 01-01 Exemplify different ways in which OB knowledge can enhance your job performance and career. 26
Learning Objective: 01-02 Explain the drivers of unethical behavior and ethical lapses, and the lessons that can be learned as a result. 29
Learning Objective: 01-03 Describe the ways in which you can apply OB knowledge to effectively solve problems. 8
Learning Objective: 01-04 Explain how OB can help you organize a problem in order to achieve a solution effectively. 16
Learning Objective: 01-05 Classify OB knowledge and tools for problem solving with the support of the Organizing Framework. 16
Learning Objective: 01-06 Use OB knowledge to help achieve professional and personal effectiveness. 1
Topic: Conceptual Skills 6
Topic: Contingency Theory 7
Topic: Decision Making 17
23-1
Topic: Ethical Behavior 22
Topic: Ethics 7
Topic: Group Cohesion 2
Topic: Knowledge and Skill 3
Topic: Organizational Behavior (OB) 15
Topic: Outcomes 3
Topic: Person-Environment Fit 7
Topic: Self-Awareness 6
Topic: Social Capital 1
24-1

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AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

28. Regarding the relative importance of personal and technical skills,

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

38. Which of the following statements is true?

AACSB: Analytical Thinking

AACSB: Analytical Thinking

40. Ethics is primarily concerned with

AACSB: Analytical Thinking

41. Sustainable businesses tend to be run by CEOs who are

AACSB: Analytical Thinking

42. In an ethical dilemma,

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

52. ______ is the remedy for ill-conceived goals.

AACSB: Analytical Thinking

53. The remedy for motivated blindness is

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

Feedback: A problem is a difference or gap between an actual and a desired situation.

AACSB: Analytical Thinking

Feedback: A problem is a difference or gap between an actual and a desired situation.

AACSB: Analytical Thinking

AACSB: Analytical Thinking

61. Research has shown that

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

AACSB: Analytical Thinking

70. In the Organizing Framework,