Organizational Behavior. ISBN 9788126541270. 12th Edition by John R.Schermerhorn. 2012 solutions manual and test bank

Organizational Behavior. ISBN 9788126541270. 12th Edition by John R.Schermerhorn. 2012  solutions manual and test bank
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Feel free to contact us: ggsmtb@gmail.com  , I have the Book Resources for the above textbook. all the Book Resources is in pdf or doc files.Organizational Behavior, 12e

Instructor’s Resource Guide

Chapter 2

INDIVIDUAL DIFFERENCES, VALUES, AND DIVERSITY

STUDY QUESTIONS

1.	What are individual differences and why are they important?
2.	What is personality?
3.	How are personality and stress related?
4.	What are individual values?
5.	Why is diversity important in the workplace?

OB IN ACTION

Case for Critical Thinking	Xerox
Team and Experiential Exercises	What Do You Value in Work? Prejudice in Our Lives How We View Differences Alligator River Story
Self-Assessment Portfolio	Personal Values Personality Type

CHAPTER OVERVIEW

This chapter addresses the nature of individual differences and describes why understanding and valuing these differences is increasingly important in today’s workplace. The chapter begins with a description of individual differences and awareness of self and others. It describes self-concept as the view individuals have of themselves as physical, social, and spiritual or moral beings and discusses whether individuals develop based on heredity or on the environment.
      Personality captures the combination of characteristics that represents the unique nature of an individual as that individual interacts with others. The chapter describes the Big Five personality traits of extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. It also provides a useful personality framework consisting of social traits (problem-solving styles), personal conception traits (locus of control, proactive personality, authoritarianism and dogmatism, Machiavellianism, and self-monitoring), emotional adjustment traits (Type A and Type B orientations), and personality dynamics, where each category represents one or more personality dimensions.

The chapter then moves to a discussion of stress and how it is related to personality. Stress emerges when people experience tensions caused by extraordinary demands, constraints, or opportunities in their jobs. Two types of stressors – work and life – are discussed. The spillover effect results when forces in people’s personal lives “spillover” to affect them at work. Stress can be managed by prevention—such as making adjustments in work and nonwork factors; it can also be dealt with through coping mechanisms and personal wellness—taking steps to maintain a healthy body and mind capable of better withstanding stressful situations.

Next the chapter discusses values as broad preferences concerning courses of action or outcomes. Different models for understanding values are presented including Rokeach’s terminal values (preferences concerning ends) and instrumental values (preferences concerning means); Meglino and associates values of achievement, helping and concern for others, honesty, and fairness; and Hofstede’s dimensions of national culture (power distance, individualism–collectivism, uncertainty avoidance, masculinity–femininity, and long-term/short-term orientation).

       The chapter concludes with a discussion of diversity and why is it important in the workplace. The most commonly discussed types of diversity in the workplace are gender, racial/ethnic, age, disability, and sexual orientation. There have been two shifts in the diversity discussion in recent years. The first is from “managing” diversity to “valuing” diversity. The second is from a focus on diversity to a focus on retention and inclusion. This represents a need to emphasize not only recruitment but retention.  Finally, the chapter describes social identity theory which suggests that many forms of discrimination are subtle but powerful, and may occur in subconscious psychological processes that individuals of out-groups perceive in the workplace.

CHAPTER OUTLINE

WHAT ARE INDIVIDUAL DIFFERENCES AND WHY ARE THEY IMPORTANT?

Self-Awareness and Awareness of Others

Components of Self

Nature Versus Nurture

WHAT IS PERSONALITY?

Big Five Personality Traits

Social Traits

Personal Conception Traits

Emotional Adjustment Traits

HOW ARE PERSONALITY AND STRESS RELATED?

Sources of Stress

Outcomes of Stress

Managing Stress

WHAT ARE INDIVIDUAL VALUES?

Sources of Values

PersonalValues

Cultural Values

WHY IS DIVERSITY IMPORTANT IN THE WORKPLACE?

Importance of Diversity?

Types of Diversity

Challenges in Managing Diversity

CHAPTER LECTURE NOTES

The chapter opens with a description of the two women who lead Xerox. Anne Mulcahy and Ursula Burns have a complex and sometimes contentious relationship. They are both unusual choices for their positions, but their success demonstrates the strength of diversity.

SELF-AWARENESS AND AWARENESS OF OTHERS

Differences among people can make the ability to predict and understand behavior in organizations challenging.

·        Individual differences are the ways in which people are similar and how they vary in their thinking, feeling, and behavior.

·        Self-awareness means being aware of one’s own behaviors, preferences, styles, biases, personalities, and so on.

·        Awareness of others is being aware of behaviors, preferences, styles, biases, personalities, etc., of others.

COMPONENTS OF SELF

The self-concept is the view individuals have of themselves as physical, social, and spiritual or moral beings. Two aspects of the self-concept are self-esteem and self-efficacy. 

·        Self-esteem is a belief about one’s own worth based on an overall self-evaluation.

·        Self-efficacy is an individual’s belief about the likelihood of successfully completing a specific task.

LECTURE ENHANCEMENT

The book states that the left brain is sequential, logical and analytical; the right brain is nonlinear, intuitive and holistic. Ask students to discuss why, in the Industrial Age, the left brain ruled. Also, why in today’s workplace, right brain and “whole brain” may be the keys to success. If needed, prod them to think about what job might have been available to them 50 or 100 years ago and what skills it would require vs. the jobs that are available to them now.

NATURE VERSUS NURTURE

Personality is the overall combination of characteristics that capture the unique nature of a person as that person reacts and interacts with others.

Heredity or Environment?

Is personality determined by heredity or environment? Heredity sets the limits on just how much personality characteristics can be developed; environment determines development within these limits. There is about a 50-50 heredity environment split.

·        Heredity consists of those factors that are determined at conception, including physical characteristics, gender, and personality factors.

·        Environment consists of cultural, social, and situational factors.

·        Cultural values and norms play a substantial role in the development of personality.

·        Social factors include family life, religion, and many kinds of formal and informal groups.

·        Situational factors reflect the opportunities or constraints imposed by the context in which one operates.

Sometimes attempts are made to measure personality with questionnaires or special tests.  Frequently, personality can be inferred from behavior alone.  Either way, personality is an important individual characteristic to understand.  It helps us identify predictable interpalys between people’s individual differences and their tendencies to behave in certain ways.

LECTURE ENHANCEMENT Ask students if they have ever completed a personality  and what was the purpose (job, club, sports team, etc.).  Further have the students discuss what they believe are the advanatges  and disadvantages of administering personality tests to individuals.

BIG FIVE PERSONALITY TRAITS

Personality traits are enduring characteristics describing an individual’s behavior. 

The Big Five personality dimensions have been distilled from extensive lists of specific personality traits. The Big Five traits are the following:

• Extraversion ¾ being outgoing, sociable, assertive.
• Agreeableness ¾ being good-natured, trusting, cooperative.
• Conscientiousness ¾ being responsible, dependable, persistent.
• Emotional stability ¾ being unworried, secure, relaxed.
• Openness to experience ¾ being imaginative, curious, broad-minded.

SOCIAL TRAITS

Social traits are surface-level traits that reflect the way a person appears to others when interacting in various social settings.

Problem Solving

Problem-solving style, based on the work of Carl Jung, reflects the way a person gathers and evaluates information when solving problems and making decisions.

The first component of problem solving is information gathering. Information gathering involves getting and organizing data for use. Styles of information-gathering vary from sensation to intuitive. Figure 2.1 in the textbook illustrates four problem-solving styles.

1.      Sensation thinking

2.      Sensation feeling

3.      Intuitive thinking

4.      Intuitive feeling

These four problem-solving styles result from two dimensions:

·        Sensation-type individuals prefer routine and order and emphasize well-defined details in gathering information; they would rather work with known facts than look for possibilities.

·        Intuitive-type individuals like new problems, dislike routine, and would rather look for possibilities than work with facts.

The second component of problem solving is evaluation. Evaluation involves making judgments about how to deal with information once it has been collected. Styles of information evaluation vary from an emphasis on feeling to an emphasis on thinking.

·        Feeling-type individuals are oriented toward conformity and try to accommodate themselves to other people; they try to avoid problems that may result in disagreements.

·        Thinking-type individuals use reason and intellect to deal with problems and downplay emotions.

Problem-solving styles are most frequently measured with the (typically 100-item) Myers-Briggs Type Indicator (MBTI).

PERSONAL CONCEPTION TRAITS

Personal conception traits represent individuals’ major benefits and personal orientation concerning a range of issues involving social and physical setting.

Personal conception traits include locus of control, proactive personality, authoritarianism and dogmatism, Machiavellianism, and self-monitoring.

Locus of Control

Locus of control refers to the extent to which a person feels able to control his or her own life. 

·        Internals tend to be more introverted and are more oriented toward their own feelings and ideas. They believe that they control their own fate or destiny.

·        Externals are more extraverted in their interpersonal relationships and are more oriented toward the world around them. They believe that much of what happens to them is beyond their control and is determined by environmental forces such as fate.

Figure 2.2 in the textbook describes how internals differ from externals regarding information processing; job satisfaction; performance; self-control, risk, and anxiety; motivation, expectancies, and results; and response to others.

LECTURE ENHANCEMENT

Using Figure 2.2 a point of departure, have each student identify his or her internal/external locus of control orientation regarding information processing; job satisfaction; performance; self-control, risk, and anxiety; motivation, expectancies, and results; and response to others.

Proactive Personality

A proactive personality is the disposition that identifies whether or not individuals act to influence their environments.

·        Individuals with high proactive personality identify opportunities and act on them, show initiative, take action, and persevere until meaningful change occurs. In contrast, people who are not proactive fail to identify— let alone seize—opportunities to change things.

·        Less proactive individuals are passive and reactive, preferring to adapt to circumstances rather than change them.

Authoritarianism/Dogmatism

Authoritarianism/dogmatism: Both “authoritarianism” and “dogmatism” deal with the rigidity of a person’s beliefs. 

·        A person high in authoritarianism tends to adhere rigidly to conventional values and to obey recognized authority. This person is concerned with toughness and power and opposes the use of subjective feelings. Highly authoritarian individuals are so susceptible to authority that in their eagerness to comply they may behave unethically.

·        An individual high in dogmatism sees the world as a threatening place. This person regards legitimate authority as absolute and accepts or rejects others according to how much they agree with accepted authority.

Machiavellianism

Machiavellianism: The Machiavellian personality views and manipulates others purely for personal gain.

·        A high-Mach personality approaches situations logically and thoughtfully and is even capable of lying to achieve personal goals; is rarely swayed by loyalty, friendships, past promises, or the opinions of others; is skilled at influencing others; tries to exploit loosely structured situations; and performs in a perfunctory manner in highly structured situations.

·        A low-Mach personality accepts direction imposed by others in loosely structured situations; works hard to do well in highly structured situations; is guided more strongly by ethical considerations; and is less likely to lie or cheat.

Self-monitoring

Self-monitoring reflects a person’s ability to adjust his or her behavior to external or situational (environmental) factors.

·        High self-monitoring individuals are sensitive to external cues and tend to behave differently in different situations. High self-monitors can present a very different appearance from their true self.

·        In contrast, low self-monitors, like their low-Mach counterparts, aren’t able to disguise their behaviors ¾ “what you see is what you get.”

EMOTIONAL ADJUSTMENT TRAITS

Emotional adjustment traits measure how much an individual experiences emotional distress or displays unacceptable acts.

Type A and Type B Orientation

A frequently encountered emotional adjustment trait that is especially important for OB is the Type A/Type B orientation.

·        Individuals with a Type A orientation are characterized by impatience, desire for achievement, and perfectionism.

·        Individuals with a Type B orientation are characterized by as being more easy going and less competitive than Type A.

LECTURE ENHANCEMENT

As an outside assignment, have students write an essay describing themselves in terms of the Big Five personality traits, social traits, personal conception traits, and emotional adjustment traits that were discussed above. Also have them describe how their personality profile (in terms of these various dimensions) seems to influence their behavior.

PERSONALITY AND STRESS

Stress is tension from extraordinary demands, constraints, or opportunities.

SOURCES OF STRESS

Stressors are the wide variety of things that cause stress for individuals.

Work Stressors

Work stressors can arise from many sources, including excessively high or low task demands, role conflicts or ambiguities, poor interpersonal relations, or career progress that is either to slow or too fast.

Common work stressors include the following:

• Task demands
• Role ambiguities
• Role conflicts
• Ethical dilemmas
• Interpersonal problems
• Career developments
• Physical setting

Life Stressors

Life stressors occur as family events (e.g., the birth of a new child), economic difficulties (e.g., the sudden loss of a big investment), and personal affairs (e.g., a separation or divorce).

The spillover effect results when forces in people’s personal lives “spillover” to affect them at work.

LECTURE ENHANCEMENT

Ask the students to identify the things that cause stress for them. Treating their role as a student as their work, have them identify the work, nonwork, and personal stressors in their lives.

Outcomes of Stress

Eustress or constructive stress, occurs at moderate levels and prompts increased work effort, stimulates creativity, and encourage greater diligence, thereby having a positive impact on performance.

Distress or destructive stress, is dysfunctional for both the individual and the organization. It occurs as low or high levels of stress.

Job burnout manifests as a loss of interest in and satisfaction with a job due to stressful working conditions.

Toxic workplaces exist when too much stress overloads and breaks down a person’s physical and mental systems resulting in absenteeism, turnover, errors, accidents, dissatisfaction, reduced performance, unethical behavior, and illness.

Stress and health

Stress can impact a person’s health. Health problems associated with stress include heart attack, stroke, hypertension, migraine headache, ulcers, substance abuse, overeating, depression, and muscle aches.

Managers and team leaders should be alert to signs of excessive stress in themselves and their co-workers.

LECTURE ENHANCEMENT

There are some startling statistics about workplace stress that have been published by the American Institute of Stress, available on the organization’s Web site at http://www.stress.org/. The statistics are based on surveys of American employees and other American Institute of Stress research. These statistics may stimulate interesting classroom discussion.

MANAGING STRESS

Coping Mechanisms

Coping is a response or reaction to distress that has occurred or is threatened.

Problem-focused coping are coping mechanisms which manage the problem that is causing the distress.

Emotion-focused coping mechanism regulates emotions or distress.

MANAGING STRESS IN ORGANIZATIONS

Stress prevention involves taking action to keep stress from reaching destructive levels in the first place.

Once stress has reached a destructive point, special techniques of stress management can be implemented.

Personal wellness involves the pursuit of one’s job and career goals with the support of a personal health promotion program.

LECTURE ENHANCEMENT

Ask the students to identify the techniques that they use for managing stress. Common examples are likely to include both effective and ineffective coping mechanisms. Effective coping mechanisms could include exercise, listening to music, resting, visiting with friends, etc. Ineffective coping mechanisms could include such actions as engaging in angry outbursts, becoming sullen, mistreating family or friends, excessive consumption of alcohol, etc.

VALUES

Values are broad preferences concerning appropriate courses of action or outcomes. Values reflect a person’s sense of right and wrong or what “ought” to be.

Sources of values

Sources of values are parents, friends, teachers, and external reference groups, and all influence individual values. At the national level, cultural value dimensions, such as those identified by Hofstede, tend to influence these sources.

Personal values

·        Terminal values reflect a person’s preferences concerning the “ends” to be achieved. They are the goals an individual would like to achieve during his or her lifetime.

·        Instrumental values reflect a person’s beliefs about the means for achieving desired ends. They represent how you might go about achieving your important end states, depending on the relative importance you attached to the instrumental values.

Figure 2.3 in the textbook summarizes 18 terminal values and 18 instrumental values.

LECTURE ENHANCEMENT

Using Figure 2.3 as a point of departure, have each student identify the five most important terminal values and the five most important instrumental values for him or her. Divide the class into small groups to discuss the implications of their selected sets of values for how they might work together on a long-term group project.

Groups differ in the way they rank order the importance of these values

A more recent values schema, developed by Bruce Meglino and associates, is aimed at

people in the workplace:

·        Achievement—getting things done and working hard to accomplish difficult

·        things in life

·        Helping and concern for others—being concerned for other people and with

·        helping others

·        Honesty—telling the truth and doing what you feel is right

·        Fairness—being impartial and doing what is fair for all concerned

Value congruence occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own. When values differ, or are incongruent, conflicts over such things as goals and the means to achieve them may result.

CULTURAL VALUES

Culture is the learned and shared way of thinking and acting among a group of people or society.

Geert Hofstede refers to culture as the “software of the mind.”

Since culture is shared among people, it helps to define the boundaries between different groups and affects how their members relate to one another.

LECTURE ENHANCEMENT

If any of your students have lived or traveled abroad, ask them to describe their experiences and what they learned about different cultures.

VALUES AND NATIONAL CULTURES

A framework offered by Geert Hofstede helps in understanding how value differences across national cultures can influence human behavior at work.

The five dimensions of national culture in Hofstede’s framework are as follows:

·        Power distance is the willingness of a culture to accept status and power differences among its members. It reflects the degree to which people are likely to respect hierarchy and rank in organizations.

·        Uncertainty avoidance is a cultural tendency toward discomfort with risk and ambiguity. It reflects the degree to which people are likely to prefer structured or unstructured organizational situations.

·        Individualism-collectivism is the tendency of a culture to emphasize individual versus group interests. It reflects the degree to which people are likely to prefer working as individuals or working together in groups.

·        Masculinity-femininity is the tendency of a culture to value stereotypical masculine or feminine traits. It reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

·        Long-term/short-term orientation is the tendency of a culture to emphasize values associated with the future, such as thrift and persistence, versus values that focus largely on the present. It reflects the degree to which people and organizations adopt long-term or short-term performance horizons.

The five dimensions of Hofstede’s cultural framework are interrelated; consequently, national cultures may best understood in terms of cluster maps that combine multiple dimensions. Figure 2.4 from the textbook provides an example of a cluster map for the dimensions of individualism-collectivism and power distance.

DIVERSITY

IMPORTANCE OF DIVERSITY

Diversity in the workforce is increasing in the United States and other countries. It is important because of the benefits diverse backgrounds and perspectives can bring to the workplace.

Workforce diversity is the mix of people within a workforce who are considered to be, in some way, different from those in the prevailing constituency.

TYPES OF DIVERSITY

Race and Ethnicity

Racial and ethnic differences represent another prominent form of diversity in organizations. In the workplace, race and ethnicity are protected from discrimination by Title VII of the Civil Rights Act of 1964.

Title VII of the Civil Rights Act of 1964 protects individuals against employment discrimination on the basis of race and color, national origin, sex, and religion.

Gender

In 2009, women comprised 46.3 percent of U.S. business and 50 percent of management, professional and related occupations. Despite this, women are still underrepresented at the highest levels of organizations.

Leaking Pipeline

Leaking pipeline is a phrase coined to describe how women have not reached the highest levels of organizations.

Stereotyping

Stereotyping occurs when people make a generalization, usually exaggerated or oversimplified (and potentially offensive), that is used to describe or distinguish a group.

Catalyst research finds that women consistently identify gender stereotypes as a significant barrier to advancement. The research also found that both men and women saw women as better at stereotypically feminine “caretaking skills,” such as supporting and encouraging others, and men as excelling at more conventionally masculine “taking charge” skills, such as influencing superiors and problem solving—characteristics previously shown to be essential to leadership.

Sexual Orientation

Although sexual orientation is not protected by the Equal Employment Opportunities Commission (EEOC), which addresses discrimination based on race, color, sex, religion, national origin, age, and disability,⁸⁴ many states now have executive orders protecting the rights of gay and lesbian workers. Wisconsin was the first in 1982, and as of January 2008, thirteen states prohibit workplace discrimination against gay people and seven more have extended additional protection to LGB (lesbian, gay, bisexual) people.

The higher a company is on the Fortune 500 list, the more likely it is to have both domestic partner benefits and a written nondiscrimination policy covering sexual orientation.

Age

Age, or more appropriately generational, diversity is affecting the workplace like never before. There are four generations in the workforce:

1.      Baby Boomers, born between 1946 and 1964, make up about 40 percent of today’s workforce.

2.      Generation X, born between 1965 and 1980, make up about 36 percent of the workplace.

3.      Millenials, born between roughly 1981 and 2000, make up about 16 percent of the workforce

4.      Matures, born between 1922 and 1945, make up 8 percent of the workforce.

The generational mix provides an excellent example of diversity in action. For example, one thing Millenials can bring to the workplace is their appreciation for gender equality and sexual, cultural, and racial diversity—Millenials embrace these concepts more than any previous generation. Millenials also have an appreciation for community and collaboration. They can help create a more relaxed workplace that reduces some of the problems that come from too much focus on status and hierarchy.⁷⁶ Boomers and Gen Xers bring a wealth of experience, dedication, and commitment that contribute to productivity, and a sense of professionalism that is benefiting their younger counterparts. Together, Millenials and Gen Xers may be able to satisfy the Gen X desire for work-life balance through greater demand for more flexible scheduling and virtual work. Accomplishing such changes will come when all the generations learn to understand, respect—and maybe even like—one another.

Disability

The Americans with Disabilities Act is a comprehensive federal civil-rights statute signed into law in 1990 to protect the rights of people with disabilities, and is parallel to acts previously established for women and racial, ethnic, and religious minorities. It prohibits discrimination and mandates that disabled Americans be accorded equality in pursuing jobs, goods, services, and other opportunities.

Disabilities include any form of impairment (loss or abnormality of psychological or anatomical structure or function), disability (any restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human being), or handicap (a disadvantage resulting from an impairment or disability that limits or prevents the fulfillment of a role that is normal, depending on age, sex, social, and cultural factors, for that individual).

The most visible changes from the ADA have been in issues of “universal design”—the practice of designing products, buildings, public spaces, and programs to be usable by the

greatest number of people.

Stigma is a phenomenon whereby an individual is rejected as a result of an attribute that is deeply discredited by his/her society.

CHALLENGES IN MANAGING DIVERSITY

A Focus on Inclusion

Instead of addressing the issue of racial and ethnic diversity from the standpoint of compliance, many organizations have begun to focus on inclusion. Inclusion is the focus of cultures that welcome and support all types and groups of people. The move from diversity to inclusion occurred primarily because employers began to learn that, although they were able to recruit diverse individuals, they were not able to retain them.

Social Identity Theory

Social psychologists Henri Tajfel and John Turner developed social identity theory to understand the psychological basis of discrimination. It describes individuals as having not one but multiple “personal selves” that correspond with membership in different social groups. The mere act of categorizing oneself as a member of a group will lead an individual to have favoritism toward that group.

In-group occurs when individuals feel part of a group and experience favorable status and a sense of belonging.

Out-group occurs when one does not feel part of a group and experiences discomfort and low belongingness

Valuing and Supporting Diversity

The concept of valuing diversity in organizations emphasizes appreciation of differences in creating a setting where everyone feels valued and accepted. Valuing diversity assumes that groups will retain their own characteristics and will shape the firm as well as be shaped by it, creating a common set of values that will strengthen ties with customers, enhance recruitment, and contribute to organizations and society.

Creating an environment where diversity is valued includes:

·        Strong commitment to inclusion from the Board and Corporate Officers

·        Providing influential mentors and sponsors who can help provide career guidance and navigate politics

·        Opportunities for networking with influential colleagues

·        Role models from same gender, racial, or ethnic group

·        Exposure through high visibility assignments

·        An inclusive culture that values differences and does not require extensive adjustments to fit in

·        Working to acknowledge and reduce subtle and subconscious stereotypes and stigmas

CHAPTER STUDY GUIDE

What are individual differences and why are they important?

·        The study of individual differences attempts to identify where behavioral tendencies are similar and where they are different to be able to more accurately predict how and why people behave as they do.

·        For people to capitalize on individual differences they need to be aware of them.

·        Self-awareness is being aware of our own behaviors, preferences, styles, biases, and personalities; and awareness of others means being aware of these same things in others.

·        Self-concept is the view individuals have of themselves as physical, social, and spiritual or moral beings. It is a way of recognizing oneself as a distinct human being.

·        The nature/nurture controversy addresses whether we are the way we are because of heredity, or because of the environments in which we have been raised and live.

What is personality?

·        Personality captures the overall profile, or combination of characteristics, that represents the unique nature of an individual as that individual interacts with others.

·        Personality is determined by both heredity and environment; across all personality characteristics, the mix of heredity and environment is about 50–50.The Big Five personality traits consist of extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience.

·        A useful personality framework consists of social traits, personal conception traits, emotional adjustment traits, and personality dynamics, where each category represents one or more personality dimensions.

How are personality and stress related?

·        Stress emerges when people experience tensions caused by extraordinary demands, constraints, or opportunities in their jobs.

·        Personal stressors derive from personality type, needs, and values; they can influence how stressful different situations become for different people.

·        Work stressors arise from such things as excessive task demands, interpersonal problems, unclear roles, ethical dilemmas, and career disappointments.

·        Nonwork stress can spill over to affect people at work; nonwork stressors may be traced to family situations, economic difficulties, and personal problems.

·        Stress can be managed by prevention—such as making adjustments in work and nonwork factors; it can also be dealt with through coping mechanisms and personal wellness—taking steps to maintain a healthy body and mind capable of better withstanding stressful situations.

What are values and how do they vary across cultures?

·        Values are broad preferences concerning courses of action or outcomes.

·        Rokeach divides 18 values into terminal values (preferences concerning ends) and instrumental values (preferences concerning means).

·        Hofstede’s five national culture values dimensions are power distance, individualism–collectivism, uncertainty avoidance, masculinity–femininity, and long-term/short-term orientation.

·        Culture is the learned and shared way of doing things in a society; it represents deeply ingrained influences on the way people from different societies think, behave, and solve problems.

Why is diversity important in the workplace?

·        Workforce diversity is increasing in the United States and other countries. It is important because of the benefits diverse backgrounds and perspectives can bring to the workplace.

·        Rather than being something we have to “manage,” diversity should be something we value. There are many reasons to value diversity, from resource and capacity building perspectives to social and legal responsibilities.

·        There are many types of diversity, but the most commonly discussed in the workplace are gender, racial/ethnic, age, disability, and sexual orientation.

·        In recent years there has been a shift from a focus on diversity to a focus on inclusion. This represents a need to emphasize not only recruitment but retention.

·        Social identity theory suggests that many forms of discrimination are subtle but powerful, and may occur in subconscious psychological processes that individuals of out-groups perceive in the workplace.

·        Companies can value diversity by promoting cultures of inclusion that implement policies and practices to help create a more equitable and opportunity-based environment for all.

KEY TERMS

American with Disabilities Act: is a federal civil rights statute that protects the rights of people with disabilities.

Authoritarianism: a tendency to adhere rigidly to conventional values and to obey recognized authority.

Awareness of others: being aware of behaviors, preferences, styles, biases, personalities, etc., of others

Coping: response or reaction to distress that has occurred or is threatened

Culture: the learned and shared way of thinking and acting among a group of people or society.

Distress: a negative impact on both attitudes and performance.

Dogmatism: leads a person to see the world as a threatening place and to regard authority as absolute.

Emotion-focused coping: are mechanisms that regulate emotions or distress.

Emotional adjustment traits: traits related to how much an individual experiences emotional distress or displays unacceptable acts

Eustress: stress that has a positive impact on both attitudes and performance.

Inclusion: A work environment in which all individuals are treated fairly and respectfully, have equal access to opportunities and resources, and can contribute fully to the organization’s success.

Individual differences: the ways in which people are similar and how they vary in their thinking, feeling, and behavior

Individualism–collectivism: the tendency of members of a culture to emphasize individual self-interests or group relationships.

In-group: occurs when individuals feel part of a group and experience favorable status and a sense of belonging.

Instrumental values: reflect a person’s beliefs about the means to achieve desired ends.

Job burnout: occurs as a loss of interest in and satisfaction with a job due to stressful working conditions.

Leaking pipeline: phrase coined to describe how women have not reached the highest levels of organizations.

Locus of control: the extent a person feels able to control his or her own life and is concerned with a person’s internal–external orientation.

Long-Term/Short-Term Orientation: the degree a culture emphasizes long-term or short-term thinking.

Machiavellianism: causes someone to view and manipulate others purely for personal gain.

Masculinity-Femininity: the degree a society values assertiveness or relationships.

Out-group: Occurs when one does not feel part of a group and experiences discomfort and low belongingness.

Personal Conception Trait: represents individuals’ major beliefs and personal orientation concerning a range of issues involving social and physical setting.

Personal wellness:  involves the pursuit of one’s job and career goals with the support of a personal health promotion program.

Personality:  the overall combination of characteristics that captures the unique nature of a person as that person reacts and interacts with others.

Personality traits: are enduring characteristics describing an individual’s behavior.

Power distance: a culture’s acceptance of the status and power differences among its members.

Proactive personality: is the disposition that identifies whether or not individuals act to influence their environments.

Problem-solving style: reflects the way a person gathers and evaluates information when solving problems and making decisions.

Problem-focused coping: mechanisms which manage the problem that is causing the distress.

Self-awareness: being aware of one’s own behaviors, preferences, styles, biases, personalities, etc.

Self-concept: the view individuals have of themselves as physical, social, spiritual, or moral beings.

Self- efficacy: is an individual’s belief about the likelihood of successfully completing a specific task.

Self-esteem: is a belief about one’s own worth based on an overall self-evaluation.

Self-monitoring: a person’s ability to adjust his or her behavior to external situational (environmental) factors.

Social identity theory: theory developed to understand the psychological basis of discrimination.

Social traits: surface-level traits that reflect the way a person appears to others when interacting in social settings.

Stereotyping: occurs when people make a generalization, usually exaggerated or over simplified (and potentially offensive) that is used to describe or distinguish a group.

Stigma: phenomenon whereby an individual is rejected as a result of an attribute that is deeply discredited by his/her society.

Stress: tension from extraordinary demands, constraints, or opportunities.

Terminal values: reflect a person’s preferences concerning the “ends” to be achieved.

Title VII of the Civil Rights Act of 1964: protects individuals against employment discrimination on the basis of race and color, as well as national origin, sex and religion.

Type A orientation: characterized by impatience, desire for achievement, and a less competitive nature than Type B.

Type B orientation: characterized by an easygoing and less competitive nature than Type A.

Uncertainty avoidance: the cultural tendency to be uncomfortable with uncertainty and risk in everyday life.

Universal design: the practice of designing products, buildings, public spaces, and programs to be usable by the greatest number of people.

Value congruence: occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own.

Values: broad preferences concerning appropriate courses of action or outcomes.

Workforce diversity: a mix of people within a workforce who are considered to be, in some way, different from those in the prevailing constituency.

SPECIAL FEATURES

Xerox – A Dynamic Duo

In 1999 Xerox made a surprise announcement that Anne Mulcahy, a relative newcomer, would be their new CEO. Mulcahy selected Ursula Burns to partner with her in running the business. In 2009, Mulcahy retired and Burns took over as CEO, marking the first transition of power from one woman to another at a large public company, and the first to be run by a black woman.

Mulcahy and Burns’ partnership shows how individual differences can build a strong team. They were able to save Xerox in a major turnaround by learning to share power and forging a highly successful leadership collaboration. Ask students if they have ever had relationships with individuals that were different from them that they also worked well with.  Ask the students further why did they think the different personalities worked?

Research Insight – Twin Studies: Nature or Nurture

In examining the nature vs. nurture controversy, a study of twins finds that heredity has an important link to leadership role occupancy. Family experience and work experience were also related to leadership role occupancy with work experiences being more powerful. The study concludes that while much is determined by our heredity, developmental experiences are also important in helping men and women move into leadership roles. Ask students to reflect on their own personalities and comment on what extent they think nature or nurture has shaped their own personality?

OB in Popular Culture – Personality and Shrek

Personality refers to the unique set of characteristics that determine how an individual reacts and responds to the environment. When Shrek sets out on his quest to rescue Princess Fiona from the dragon for King Farquaad, he is accompanied by newfound “friend” Donkey. Donkey still

does not understand the mysterious ogre and is questioning why he would set out on this quest in

the first place. The analogy is useful when it comes to understanding anyone. In a world reduced to sound bites and stereotypes, we all want to size up other people quickly. The truth is human beings are more complicated than a single individual characteristic. You do not have to look any farther than personality to realize this. Have students talk about how they misunderstood someone’s personality at first and what led them to change their perspective on their assessment of that person’s personality?

Ethics in OB – Personality Testing

Companies using computerized tests to assess personality and integrity are discovering that the Internet allows applicants to cheat. Applicants can look up answers on the Internet where other test takers have posted answer keys containing what to expect and how to answer. This problem could lead to a productive class discussion on several issues around testing. First, how might organizations get creative to keep their questions from getting out? Second, what should organizations do about cheaters? Third, many students share tests and some campus organizations such as sororities and fraternities create “test banks” of old tests. Ask students how these banks are detrimental to students, professors, the college and society.

Mastering Management: Achievement-Striving and Learning to Say “No”

For employees who are high in achievement striving, it is common to be overwhelmed by good opportunities. This can lead to situations where you end up overcommitted and, perhaps, less

successful in the long run. A key element of managing stress is learning to say “No.”

The following are tips to follow when saying no:

• Focus on what matters most

• Weigh the yes-to-stress ratio

• Take guilt out of the equation

• Sleep on it

• Just say no

• Be brief

• Be honest

• Be respectful

• Be ready to repeat

Leaders on Leadership

This breakout describes the life and work of Stephen Hawking, who cannot speak or use his motor skills, but is renowned for his work in theoretical physics and manages an extensive program of travel, public lectures, and television appearances. Hawking has inspired many to see that disability is not inability. Ask students what they find inspirational about Hawking. Do Hawking’s extreme physical challenges give them different insights on others with disabilities?

Group Project

Assign each group a country to research and report back to the class “indicators” of the country’s Hofstede dimensions. For example, the Japanese saying “The nail that stands up gets hammered down” is an indicator of their collectivist culture. One very good source of this type of information is the International Business Center. Its web page offers tips to international business travelers about the attire and etiquette in many countries. The tips are available under links to each country on their web page: http://geert-hofstede.international-business-center.com/.

Alternatively, the instructor could print out the etiquette rules for several countries and then allow students to pick through them for indicators of cultural dimensions. For example, for countries in which the etiquette rules recommend that visitors call people by their titles such as Doctor or Professors, student might conclude that the country has high power distance.

 File: ch02, Chapter 2: Individual Differences, Values, and Diversity

True/False

1. In OB, the term individual differences is used to refer to the ways in which people are similar and how they vary in their thinking, feeling, and behavior.

Ans: True

Page: 26

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Individual Differences

2. In studying individual differences, we attempt to identify where behavioral tendencies are similar and where they are different.

Ans: True

Page: 26

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Individual Differences

3. Self-esteem has no drawbacks; high self-esteem only boosts performance and satisfaction.

Ans: False

Page: 27

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

4. Self-esteem is an individual’s belief about the likelihood of success in completing a particular task.

Ans: False

Page: 27

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

5. As a determinant of personality, heredity consists of those factors that are determined at conception, including physical characteristics, gender, and personality factors.

Ans: True

Page: 27

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

6. Environment sets the limits on just how much an individual’s personality characteristics can be developed; heredity determines development within these limits.

Ans: False

Page: 27

Level: Hard

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Nature versus Nurture

7. According to research by Rich Arvey and colleagues, family experiences are more important than experiences at work in shaping women’s leadership development.

Ans: False

Page: 28

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Nature versus Nurture

8. Personality represents the overall combination of characteristics that capture the unique nature of a person as he or she reacts and interacts with others.

Ans: True

Page: 29

Level: Easy

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personality

9. The “Big Five” personality traits include extraversion, agreeableness, conscientiousness, emotional stability, and creativity.

Ans: False

Page: 29

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Trait

10. Extraversion, a “Big Five” personality dimension, is associated with being imaginative, curious, and broad-minded.

Ans: False

Page: 29

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Trait

11. In terms of job performance, research has shown that conscientiousness predicts job performance across five occupational groups of professions—engineers, police, managers, salespersons, and skilled and semiskilled employees.

Ans: True

Page: 29

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Trait

12. Problem-solving style is a measure representing social traits.

Ans: True

Page: 29

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

13. In assessing a person’s problem-solving style, information gathering involves making judgments about how to deal with and interpret information.

Ans: False

Page: 30

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

14. In solving problems, sensation-type individuals prefer routine and order whereas intuitive-type individuals prefer the “big picture.”

Ans: True

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

15. Thinking-type individuals use reason and intellect to deal with problems and they downplay emotions.

Ans: True

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

16. Problem-solving styles are most frequently measured by the Myers-Briggs Type Indicator (MBTI), which asks individuals how they usually act or feel in specific situations.

Ans: True

Page: 31

Level: Easy

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

17. Personal conception traits represent the way individuals tend to think about their social and physical setting as well as their major beliefs and personal orientation concerning a range of issues.

Ans: True

Page: 31

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

18. People with an intuitive-thinking style of problem solving tend to be speculative, objective, impersonal, and idealistic.

Ans: True

Page: 31

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

19. People with an external locus of control believe that they control their own fate or destiny.

Ans: False

Page: 32

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

20. Positive and innovative changes in organizations have a greater degree of positive effects on proactive individuals.

Ans: True

Page: 32

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

21. People with an internal locus of control exhibit greater self-control, are more cautious, engage in less risky behavior, and are less anxious.

Ans: True

Page: 32

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

22. A person high in dogmatism tends to adhere rigidly to conventional values and to obey recognized authority.

Ans: False

Page: 33

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

23. Highly authoritarian individuals are so susceptible to authority that in their eagerness to comply they may behave unethically.

Ans: True

Page: 33

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

24. A low-Machiavellian personality approaches situations logically and thoughtfully and is even capable of lying to achieve personal goals.

Ans: False

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

25. High self-monitoring individuals cannot disguise their behaviors ¾ “what you see is what you get.”

Ans: False

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

26. Individuals with a Type A orientation are characterized as being more easy going and less competitive than Type B.

Ans: False

Page: 35

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Emotional Adjustment Traits

27. Individuals with a Type B orientation are characterized by impatience, desire for achievement, and perfectionism.

Ans: False

Page: 35

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Emotional Adjustment Traits

28. Stress is a state of tension experienced by individuals facing extraordinary demands, constraints, or opportunities.

Ans: True

Page: 35

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Personality and Stress

29. Eustress has a negative impact on both attitudes and performance.

Ans: False

Page: 36

Level: Hard

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Sources of Stress

30. Job burnout manifests itself as a loss of interest in and satisfaction with a job due to stressful working conditions.

Ans: True

Page: 36

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Sources of Stress

31. To make a plan of action and follow it is an example of an emotion-focused coping strategy.

Ans: False

Page: 37

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

32. Personal wellness requires attention to such factors as smoking, weight, diet, alcohol use, and physical fitness.

Ans: True

Page: 38

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

33. Values are broad preferences concerning appropriate courses of action or outcomes.

Ans: True

Page: 38

Level: Easy

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Values

34. Values rarely influence an individual’s attitudes and behaviors.

Ans: False

Page: 38

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Values

35. Both terminal and instrumental values differ across groups, and these differences can encourage conflict or agreement when the groups have to deal with each other.

Ans: True

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

36. Bruce Meglino’s classification of human values includes the values of achievement, helping and concern for others, honesty, and fairness.

Ans: True

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

37. Meglino’s value schema includes theoretical, economic, aesthetic, social, political, and religious values.

Ans: False

Page: 39

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

38. In Meglino’s value schema, the value of honesty refers to being impartial and doing what is fair for all concerned.

Ans: False

Page: 39

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

39. Value congruence occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own.

Ans: True

Page: 39

Level: Easy

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

40. When values differ, or are incongruent, conflicts over such things as goals and the means to achieve them may result.

Ans: True

Page: 40

Level: Easy

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

41. When examining value congruence between leaders and followers, researchers using Meglino’s value schema reported greater follower satisfaction with a leader when there was value congruence in terms of achievement, helping, honesty and fairness values.

Ans: True

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Sources of Values

42. Culture is the learned, shared way of doing things in a particular society.

Ans: True

Page: 40

Level: Easy

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

43. People are born into a society that teaches their members its culture.

Ans: True

Page: 40

Level: Easy

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

44. The way individuals think about such matters as achievement, material gain, wealth, risk and change may influence how they approach work and their relationships with organizations.

Ans: True

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

45. According to Hofstede’s framework, value differences across national cultures can be evaluated in terms of power distance, uncertainty avoidance, individualism-collectivism, masculinity-femininity, and long-term/short-term orientation.

Ans: True

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

46. According to Hofstede’s framework of national culture, uncertainty avoidance reflects the degree to which people are likely to respect hierarchy and rank in organizations.

Ans: False

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

47. In Hofstede’s framework of national culture, individualism-collectivism reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

Ans: False

Page: 40

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

48. South Korea is low on Hofstede’s long-term orientation and the U.S. is a more long-term oriented country.

Ans: False

Page: 41

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

49. When using the Hofstede framework of national culture, it is important to remember that the five dimensions are independent.

Ans: False

Page: 41

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Values

50. High power distance and collectivism are often found together, as are low power distance and individualism.

Ans: True

Page: 41

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

51. Workforce diversity has increased in the U.S. and decreased in the rest of the world.

Ans: False

Page: 42

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Importance of Diversity

52. Research shows that companies with a higher percentage of female board directors and corporate officers, on average, financially outperform companies with the lowest percentages by significant margins.

Ans: True

Page: 43

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Importance of Diversity

53. The leaking pipeline describes how women have not reached the highest levels of organizations.

Ans: True

Page: 44

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

54. In the workplace, sexual orientation and ablebodiedness are protected from discrimination by Title VII of the Civil Rights Act of 1964.

Ans: False

Page: 43

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

55. In recent years, there has been a shift from a focus on diversity to a focus on inclusion.

Ans: True

Page: 47

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Challenges in Managing Diversity

56. The primary generational point of conflict is work ethic.

Ans: True

Page: 45

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

57. Even though recent studies report that there is no significant difference in performance between workers with disabilities and those without, nearly three quarters of people with severe disabilities are reported to be unemployed.

Ans: True

Page: 46

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

58. Sexual orientation is protected by the EEOC.

Ans: False

Page: 44

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

59. Valuing diversity assumes that groups will retain their own characteristics.

Ans: True

Page: 48

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Challenges in Managing Diversity

Multiple Choice

60. __________ and __________ are two related aspects of the self-concept.

a) Self-esteem; self-monitoring

b) Self-esteem; self-assessment

c) Self-esteem; self-efficacy

d) Self-monitoring; self-assessment

e) Self-monitoring; self-efficacy

Ans: c

Pages: 26-27

Level: Hard

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

61. __________ means being aware of our own behaviors, preferences, styles, biases, personalities, and so on.

a) Self-awareness

b) Awareness of others

c) Self-concept

d) Self-esteem

e) Self-efficacy

Ans: a

Page: 26

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Self Awareness and Awareness of Others

62. ________ means being aware of the behaviors, preferences, styles, biases, personalities, and so on of others.

a) Self-awareness

b) Awareness of others

c) Self-concept

d) Self-esteem

e) Self-efficacy

Ans: b

Page: 26

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Self Awareness and Awareness of Others

63. Which of the following statements provides an inaccurate description of people with high self-esteem?

a) They see themselves as capable, worthwhile, and acceptable.

b) They tend to have few doubts about themselves.

c) They seldom experience a boost in job performance.

d) When under pressure, they may become boastful and act egotistically.

e) They may be overconfident at times.

Ans: c

Pages: 26-27

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

64. Firstborns in families tend to be __________.

a) loners

b) quiet

c) shy

d) impatient

e) enterprising

Ans: e

Page: 28

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Nature versus Nurture

65. __________ combines a set of physical and mental characteristics that reflect how a person

looks, thinks, acts, and feels.

a) Cognition

b) Personality

c) Perception

d) Aptitude

e) Ability

Ans: b

Page: 29

Level: Easy

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personality

66. Which traits are associated with the “Big Five” personality dimension of extraversion?

a) Outgoing, sociable, and assertive

b) Good-natured, trusting, and cooperative

c) Responsible, dependable, and persistent

d) Unworried, secure, and relaxed

e) Imaginative, curious, and broad-minded

Ans: a

Page: 29

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Traits

67. The “Big Five” personality dimension of agreeableness refers to which of the following sets of personality traits?

a) Outgoing, sociable, and assertive

b) Good-natured, trusting, and cooperative

c) Responsible, dependable, and persistent

d) Unworried, secure, and relaxed

e) Imaginative, curious, and broad-minded

Ans: b

Page: 29

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Traits

68. Conscientiousness is a “Big Five” personality dimension that involves the traits of being __________.

a) outgoing, sociable, and assertive

b) good-natured, trusting, and cooperative

c) responsible, dependable, and persistent

d) unworried, secure, and relaxed

e) imaginative, curious, and broad-minded

Ans: c

Page: 29

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Traits

69. Which of the following personality traits is NOT included in the “Big Five”?

a) Extraversion

b) Agreeableness

c) Conscientiousness

d) Self-concept

e) Emotional stability

Ans: d

Page: 29

Level: Easy

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Big Five Personality Traits

70. __________ traits are surface-level traits that reflect the way a person appears to others when interacting in various social settings.

a) Standard

b) Statutory

c) Situational

d) Social

e) Demographic

Ans: d

Page: 29

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

71. Problem-solving style reflects the way a person goes about __________ and __________ information in solving problems and making decisions.

a) interpreting; evaluating

b) interpreting; communicating

c) gathering; collecting

d) evaluating; analyzing

e) gathering; evaluating

Ans: e

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

72. __________individuals prefer routine and order, and emphasize well-defined details in gathering information; they would rather work with known facts than look for possibilities.

a) Thinking-type

b) Feeling-type

c) Intuitive-type

d) Sensation-type

e) Cognitive-type

Ans: d

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

73. __________ individuals prefer the “big picture”, like solving new problems, dislike routine, and would rather look for possibilities than work with facts.

a) Thinking-type

b) Feeling-type

c) Intuitive-type

d) Cognitive-type

e) Sensation-type

Ans: c

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

74. __________ individuals are oriented toward conformity and try to accommodate themselves to other people.

a) Cognitive-type

b) Sensation-type

c) Intuitive-type

d) Feeling-type

e) Thinking-type

Ans: d

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

75. __________ individuals use reason and intellect to deal with problems and downplay emotions.

a) Thinking-type

b) Feeling-type

c) Intuitive-type

d) Cognitive-type

e) Sensation-type

Ans: a

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

76. Which of the following statements about problem-solving styles is NOT accurate?

a) Information gathering involves getting and organizing data for use.

b) Sensation-type individuals and intuitive-type individuals represent two forms of information gathering.

c) Evaluation involves making judgments about how to deal with information once it has been collected.

d) Two forms of evaluation are feeling and thinking.

e) Problem-solving styles are most frequently measured by the Morrison-Bellarmine Type Index.

Ans: e

Page: 30

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

77. Which of the following statements about locus of control is correct?

a) People with an external locus of control tend to be more introverted.

b) People with an internal locus of control tend to be more extroverted.

c) People with an internal locus of control tend to perform better on tasks requiring complex information processing and learning.

d) People with an external locus of control are more oriented toward their own feelings.

e) Many managerial and professional jobs require behavior that is consistent with an external locus of control.

Ans: c

Pages: 31-32

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

78. Individuals with a sensation-feeling style of problem solving tend to be good at which of the following?

a) Empathizing

b) Observing

c) Imagining

d) Inquiring

e) Filing

Ans: a

Page: 31

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

79. Research has shown that proactive personality is positively related to all of the following EXCEPT:

a) job performance.

b) creativity.

c) leadership.

d) salary.

e) career success.

Ans: d

Page: 32

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

80. A person high in __________ is concerned with toughness and power and opposes the use of subjective feelings.

a) authoritarianism

b) Machiavellianism

c) internal locus of control

d) dogmatism

e) external locus of control

Ans: a

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

81. An individual high in __________ sees the world as a threatening place.

a) self-monitoring

b) Machiavellianism

c) authoritarianism

d) locus of control

e) dogmatism

Ans: e

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

82. A person with a(n) __________ personality regards legitimate authority as absolute and accepts or rejects others according to how much they agree with accepted authority.

a) dogmatic

b) authoritarian

c) external locus of control

d) Machiavellian

e) type A

Ans: a

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

83. Which of the following is LEAST likely to be observed in a high-Mach personality?

a) Capable of lying to achieve personal goals

b) Approaches situations logically

c) Rarely swayed by loyalty

d) Rarely skilled at influencing others

e) Rarely swayed by the opinions of others

Ans: d

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

84. Which of the following statements does NOT accurately describe high self-monitors?

a) High self-monitors are sensitive to external cues.

b) High self-monitors tend to behave differently in different situations.

c) High self-monitors present a very different appearance from their true self.

d) High self-monitors ignore the behavior of others.

e) High self-monitors are flexible and especially good at responding to situational contingencies.

Ans: d

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal Conception Traits

85. The __________ traits measure how much an individual experiences emotional distress or displays unacceptable acts.

a) cognitive strength

b) statutory adjustment

c) emotional adjustment

d) social desirability

e) personal conception

Ans: c

Page: 34

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Emotional Adjustment Traits

86. Which of the following statements does NOT describe the Type A personality?

a) Type A people tend to work fast

b) Type A people tend to be abrupt

c) Type A people tend to be laid back

d) Type A people tend to be irritable

e) Type A people tend to be aggressive

Ans: c

Page: 35

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Emotional Adjustment Traits

87. Common work-related stressors include all of the following EXCEPT:

a) ethical dilemmas.

b) interpersonal problems.

c) economic difficulties.

d) career development problems.

e) task demands.

Ans: c

Page: 36

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Sources of Stress

88. Which of the following is NOT a common work-related stressor?

a) Being asked to do too much

b) Being asked to do too little

c) Not knowing what you are expected to do

d) The birth of a child

e) Being bothered by noise and lack of privacy

Ans: d

Page: 36

Level: Hard

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Sources of Stress

89. __________ stress has a positive impact on both attitudes and performance.

a) Efficient

b) Statutory

c) Natural

d) Constructive

e) Affluent

Ans: d

Page: 36

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Outcomes of Stress

90. __________, also known as distress, is dysfunctional.

a) Job burnout

b) Eustress

c) Constructive stress

d) Abnormal stress

e) Destructive stress

Ans: e

Page: 36

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Outcomes of Stress

91. When people lose interest in and satisfaction with a job due to stressful working conditions, they are likely to experience __________.

a) constructive stress

b) Type A behavior

c) job burnout

d) Type B behavior

e) eustress

Ans: c

Page: 36

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Outcomes of Stress

92. Which of the following is an example of a problem-focused coping strategy?

a) Look for the silver lining

b) Try to look on the bright side

c) Stand your ground and fight for what you want

d) Try to forget the whole thing

e) Accept sympathy from someone

Ans: c

Page: 37

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

93. Managers should be alert to key symptoms of excessive stress in themselves and their employees. Which of the following is a key stress symptom?

a) Changes from punctuality to tardiness

b) Changes from diligent work to careless work

c) Changes from a positive attitude to a negative attitude

d) Changes from cooperation to hostility

e) All of the above

Ans: e

Page: 37

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Outcomes of Stress

94. __________ is the best first-line strategy in the battle against stress.

a) Stress prevention

b) Stress avoidance

c) Personal wellness

d) EAPs

e) Stress management

Ans: a

Page: 37

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

95. When learning to say no, an individual should do which of the following?

a) Focus on what matters most

b) Weigh the yes-to-stress ratio

c) Take guilt out of the equation

d) Sleep on it

e) All of the above

Ans: e

Page: 37

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

96. __________ involves the pursuit of one’s job and career goals with the support of a personal health promotion program.

a) Quality of work life programs

b) Stress prevention programs

c) Eustress management programs

d) Employee assistance programs

e) Personal wellness

Ans: e

Page: 38

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

97. Peoples’ __________ develop as a product of the learning and experience they encounter in the cultural setting in which they live.

a) wants

b) needs

c) perceptions

d) cognitions

e) values

Ans: e

Page: 38

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Values

98. Which of the following is NOT an example of a terminal value?

a) Broad-mindedness

b) An exciting life

c) A world at peace

d) Family security

e) Pleasure

Ans: a

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

99. All of the following are terminal values EXCEPT:

a) a sense of accomplishment.

b) a world of beauty.

c) mature love.

d) forgiving.

e) freedom.

Ans: d

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

100. Which of the following is NOT an example of instrumental values?

a) Courage

b) Love

c) Wisdom

d) Logic

e) Independence

Ans: c

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

101. All of the following are instrumental values EXCEPT:

a) self-control.

b) self-respect.

c) honesty.

d) ambition.

e) imagination.

Ans: b

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

102. Which of the following is NOT one of the “work setting” values specifically identified by Meglino and associates?

a) Achievement

b) Economic values

c) Helping and concern for others

d) Honesty

d) Fairness

Ans: b

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

103. Which of the following is an incorrect description of the workplace values schema developed by Bruce Meglino and his associates?

a) Getting things done and working hard to accomplish difficult things in life

b) Being concerned for other people and helping others

c) Telling the truth and doing what you feel is right

d) Discovering truth through reasoning and systematic thinking

e) Being impartial and doing what is fair for all concerned

Ans: d

Page: 39

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

104. __________ occurs when individuals express positive feelings upon encountering others who exhibit values similar to their own.

a) Personal consistency

b) Theoretical consistency

c) Personal congruence

d) Value performance

e) Value congruence

Ans: e

Page: 39

Level: Easy

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

105. Which of the following statements is TRUE concerning dimensions of national culture?

a) U.S. is a more long-term oriented country

b) Japan’s culture is considered to be feminine

c) U.S. has a highly individualistic culture

d) Hong Kong is considered to have a high uncertainty avoidance culture

e). Mexico is considered to have an individualistic culture

Ans: c

Page: 40

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

106. __________ refers to policies and practices that seek to include people within a workforce who are considered to be, in a way, different from those in the prevailing constituency.

a) Workforce diversity

b) Cultural variance

c) Employee divergence

d) Inclusiveness

e) Employee multiculturalism

Ans: a

Page: 42

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Importance of Diversity

107. What phrase was coined to describe how women have not reached the highest levels of organizations?

a) Multiculturalism

b) Inclusivity

c) Leaking pipeline

d) Reverse discrimination

e) Double bind

Ans: c

Page: 44

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

108. Which of the following has been cited as a recommendation for changing structures and perceptions to address the leaking pipeline?

a) Provide mentoring for all high potential female managers

b) Create organizational cultures more satisfying to women

c) Measure performance through results

d) Actively monitor satisfaction levels of women

e) All of the above

Ans: e

Page: 44

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

109. Title VII covers all of the following issues EXCEPT:

a) recruiting.

b) promotion.

c) job training.

d) union membership.

e) wages.

Ans: d

Page: 43

Level: Difficult

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

110. In recent years, the workplace has experienced a shift from a focus on diversity to a focus on __________.

a) multiculturalism

b) inclusion

c) social identity

d) affirmative action

e) EEO

Ans: b

Page: 47

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Challenges in Managing Diversity

111. Baby Boomers believe that Millenials __________.

a) are very hard working

b) are too entitled

c) are earning their stripes quickly

d) value structure

e) value professional dress

Ans: b

Page: 45

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

112. Estimates indicate that __________ Americans have one or more physical or mental disabilities.

a) 10 million

b) 20 million

c) 30 million

d) 40 million

e) 50 million

Ans: e

Page: 46

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

113. Which of the following statements concerning sexual orientation is TRUE?

a) Sexual orientation is protected by the EEOC.

b) The first U.S. corporation to add sexual orientation to its nondiscrimination policy was Apple Computers.

c) A 2010 Harris poll shows that 78 percent of heterosexual adults in the U.S. agree that how an employee performs at his or her job should be the standard for judging an employee, not one’s sexual orientation.

d) Few companies are extending rights to gay workers.

e) Attitudes towards gays in the workplace are not changing significantly.

Ans: c

Page: 44

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

114. __________ in organizations emphasizes appreciation of differences in creating a setting where everyone feels valued and accepted.

a) Employee appreciation

b) Valuing diversity

c) Diversity divergence

d) Employee valuation

e) Employee tolerance

Ans: b

Page: 48

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Challenges in Managing Diversity

Fill in the blank

115. __________ is the view individuals have of themselves as physical, social, and spiritual or moral beings.

Ans: Self-concept

Page: 26

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

116. __________ means being aware of our own behaviors, preferences, styles, biases, personalities, and so on.

Ans: Self-awareness

Page: 26

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Self Awareness and Awareness of Others

117. What are two related aspects of the self-concept?

Ans: Self-esteem and self-efficacy

Page: 26

Level: Easy

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Components of Self

118. __________ consists of those factors that are determined at conception, including physical characteristics, gender, and personality factors.

Ans: Heredity

Page: 27

Level: Medium

Learning Objective 1: Discuss individual differences and why they are important.

Section Reference:  Nature versus Nurture

119. Carl Jung’s work on problem-solving style reflects the way a person __________ and __________ information.

Ans: gathers; evaluates

Page: 30

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social Traits

120. __________ represent the way individuals tend to think about their social and physical settings as well as their major beliefs and personal orientation concerning a range of issues.

Ans: Personal conception traits

Page: 31

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal conception Traits

121. People who believe that the events in their lives are controlled primarily by themselves are said to have a(n) __________ locus of control.

Ans: internal

Page: 32

Level: Easy

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal conception Traits

122. __________ refers to the tendency to adhere rigidly to conventional values and to obey recognized authority.

Ans: Authoritarianism

Page: 33

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal conception Traits

123. Someone who views and manipulates others purely for personal gain has a(n) __________ personality.

Ans: Machiavellian

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal conception Traits

124. __________ reflects a person’s ability to adjust his or her behavior to external, situational (environmental) factors.

Ans: Self-monitoring

Page: 33

Level: Hard

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Personal conception Traits

125. Individuals with a(n) __________ orientation are characterized by impatience, desire for achievement, and perfectionism.

Ans: Type A

Page: 35

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Emotional Adustment Traits

126. __________ is a tension experienced by individuals facing extraordinary demands, constraints, or opportunities.

Ans: Stress

Page: 35

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Personality and Stress

127. __________ refer to the wide variety of things that cause stress for individuals.

Ans: Stressors

Page: 35

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Sources of Stress

128. A(n) __________ results when forces in an individual’s personal life affect them at work.

Ans: spillover effect

Page: 36

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Sources of Stress

129. __________ involves the pursuit of one’s job and career goals with the support of a personal health promotion program.

Ans: Personal wellness

Page: 38

Level: Easy

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Managing Stress

130.__________ are broad preferences concerning appropriate courses of action or outcomes.

Ans: Values

Page: 38

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Values

131. __________ reflect a person’s preferences concerning the “ends” to be achieved.

Ans: Terminal values

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

132. A person’s preferences about the “means” for achieving desired ends are known as __________.

Ans: instrumental values

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

133. __________ is the learned, shared way of doing things in a particular society.

Ans: Culture

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

134. The five dimensions of national culture identified by Geert Hofstede are __________, __________, __________, __________, and __________.

Ans: power distance; uncertainty avoidance; individualism-collectivism; masculinity-femininity; long-term/short-term orientation

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

135. In Hofstede’s national culture framework, __________ reflects the degree to which people

are likely to prefer structured versus unstructured organizational situations.

Ans: uncertainty avoidance

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

136. According to Hofstede’s national culture framework, __________ reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concerns for relationships.

Ans: masculinity-femininity

Page: 40

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

137. __________ is a phrase coined to describe how women have not reached the highest levels of organizations.

Ans: Leaking pipeline

Page: 44

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

138. __________ prohibits employers from discriminating against any individual with respect to compensation, terms, or conditions of employment because of race, color, religion, sex, or national origin.

Ans: Title VII of the Civil Rights Act of 1964

Page: 43

Level: Hard

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

139. __________ diversity is a result of Millenials, Gen Xers, and Baby Boomers in the workplace.

Ans: Generational

Page: 45

Level: Medium

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

140. A(n) __________ is a phenomenon whereby an individual is rejected as a result of an attribute that is deeply discredited by his or her society.

Ans: stigma

Page: 46

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity

Essay

141. Define and provide examples for each of the following: social traits, personal conception traits, and emotional adjustment traits.

Suggested Answer: Social traits are surface-level traits that reflect the way a person appears to others when interacting in various social settings. Problem-solving style is a prominent example of a social trait. Personal conception traits represent the ways individuals tend to think about their physical and social settings as well as their major beliefs and personal orientation concerning a range of issues. Locus of control, proactive personality, authoritarianism/dogmatism, Machiavellianism, and self-monitoring are common personal conception traits. Emotional adjustment traits measure how much an individual experiences emotional distress or displays unacceptable acts. Type A and Type B personality orientations are common examples of emotional adjustment traits.

Pages: 29-35

Level: Medium

Learning Objective 2: Describe the Big Five Personality traits, as well as social, personal, and emotional adjustment traits.

Section Reference:  Social traits; Personal conception traits, and Emotional adjustment traits

142. Differentiate between constructive stress and destructive stress. Discuss coping mechanisms.

Suggested Answer: Stress is a state of tension experienced by individuals facing extraordinary demands, constraints, or opportunities. Constructive stress, or eustress, acts in a positive way for the individual and the organization. Moderate levels of stress are constructive. Destructive stress, or distress is dysfunctional for both the individual and the organization. Too little or too much stress can be destructive, but the emphasis is most commonly placed on the effects of too much stress. The two major coping mechanisms are those which regulate emotions (emotion-focused coping) and those which manage the problem that is causing the distress (problem-focused coping).

Page: 36

Level: Medium

Learning Objective 3: Identify sources of stress, outcomes of stress, and ways to manage stress.

Section Reference:  Outcomes of Stress

143. Identify and define the five dimensions that Geert Hofstede uses to describe differences in national cultures. Describe the implications of each dimension for organizations and their members. Also provide examples of countries that fall at opposite ends of Hofstede’s dimensions.

Suggested Answer: Hofstede’s five dimensions of national culture are: (a) power distance –– the willingness of a culture to accept status and power differences among its members, (b) uncertainty avoidance –– a cultural tendency toward discomfort with risk and ambiguity; (c) individualism-collectivism –– the tendency of a culture to emphasize individual or group interests; (d) masculinity-femininity –– the tendency of a culture to value stereotypical masculine or feminine traits; and (e) long-term/short-term orientation –– the tendency of a culture to emphasize values associated with the future, such as thrift and persistence, or values that focus largely on the present. The implications of each dimension for organizations and their members are: (a) power distance –– reflects the degree to which people are likely to respect hierarchy and rank in organizations, (b) uncertainty avoidance –– reflects the degree to which people prefer structured versus unstructured organizational situations; (c) individualism-collectivism –– reflects the degree to which people prefer working as individuals or working together in groups; (d) masculinity-femininity –– reflects the degree to which organizations emphasize competition and assertiveness versus interpersonal sensitivity and concern for relationships; and (e) long-term/short-term orientation –– reflects the degree to which people and organizations adopt long-term or short-term performance horizons. Examples of countries that are opposites on each dimension are: (a) power distance –– Sweden is a relatively low power distance culture and Indonesia is a high power distance culture ; (b) uncertainty avoidance –– Hong Kong is a low uncertainty avoidance culture and France is a high uncertainty avoidance culture; (c) individualism-collectivism –– the United States is an individualistic culture and Mexico is a more collectivist culture; (d) masculinity-femininity –– Japan is a masculine culture and Thailand is a more feminine culture; and (e) long-term/short-term orientation –– South Korea has a long-term orientation and the United States is oriented more toward the short term.

Page: 40

Level: Hard

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Cultural Values

144. Explain Rokeach’s categories of values and provide examples of each.

Suggested Answer: Michael Rokeach classified values into two categories – terminal and instrumental. Terminal values reflect a person’s preferences concerning the ends to be achieved. They are the goals an individual would like to achieve during his or her lifetime. Examples of terminal values are a comfortable life, wisdom, mature love, and happiness. Instrumental values reflect the means for achieving desired ends. They represent how you might go about achieving your important end states, depending on the relative importance you attach to the instrumental values. Examples of instrumental values are ambitious, broad-mindedness, responsible, and self-control.

Page: 39

Level: Medium

Learning Objective 4: Outline the sources of values, personal values, and cultural values.

Section Reference:  Personal Values

145. Discuss the types of diversity reflected in the workplace today and how organizations can value and support diversity.

Suggested Answer: Diversity can be considered from many perspectives, including demographic (gender, race/ethnicity, age), disability, economic, religion, sexual orientation, marital status, parental status, etc. Organizations can commit to the creation of environments that welcome and embrace inclusion. This might include a strong commitment to inclusion for the board and top management, providing influential mentors to provide guidance, providing opportunities for networking with influential colleagues, providing role models, exposing diverse populations through high visibility assignments, building an inclusive culture that values differences, and working to acknowledge and reduce subtle stereotypes and stigmas.

Page: 42

Level: Easy

Learning Objective 5: Explain why diversity is important in the workplace, the types of diversity, and the challenges in managing diversity.

Section Reference:  Types of Diversity