SSM tổng hợp Developing Management Skills, 8e (Whetten/Cameron) Chapter 1 Developing Self-Awareness 1) Self-awareness is at the foundation of personal life management skills. Answer: TRUE Explanation: Though self-awareness is not itself sufficient for good life management, other management skills (such as self- control, time-management, stress mitigation) build upon strong self-awareness skills. Diff: 1 Page Ref: 57 Topic: Key Dimensions of Self-Awareness Skill: Recall 2) Empirical evidence indicates that people who are more self- aware are healthier, perform better in leadership roles, and are more productive at work. Answer: TRUE Explanation: This is true because we cannot improve ourselves or develop new capabilities unless and until we know what level of capability we currently possess. Diff: 1 Page Ref: 58 Topic: The Enigma of Self-Awareness Skill: Recall 3) The concept of sensitive line refers to the point at which individuals welcome information about themselves from their co- workers. Answer: FALSE Explanation: The concept of sensitive line refers to the point at which people become defensive or protective of information about themselves. Diff: 2 Page Ref: 58 Topic: The Enigma of Self-Awareness Skill: Recall 4) Marvin consistently finds fault with Alicia's competence as a
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SSM tổng hợpDeveloping Management Skills, 8e (Whetten/Cameron) Chapter 1 Developing Self-Awareness
1) Self-awareness is at the foundation of personal life management skills.Answer: TRUEExplanation: Though self-awareness is not itself sufficient for good life management, other management skills (such as self-control, time-management, stress mitigation) build upon strong self-awareness skills.Diff: 1 Page Ref: 57Topic: Key Dimensions of Self-AwarenessSkill: Recall
2) Empirical evidence indicates that people who are more self-aware are healthier, perform better in leadership roles, and are more productive at work.Answer: TRUEExplanation: This is true because we cannot improve ourselves or develop new capabilities unless and until we know what level of capability we currently possess.Diff: 1 Page Ref: 58Topic: The Enigma of Self-AwarenessSkill: Recall
3) The concept of sensitive line refers to the point at which individuals welcome information about themselves from their co-workers.Answer: FALSEExplanation: The concept of sensitive line refers to the point at which people become defensive or protective of information about themselves.Diff: 2 Page Ref: 58Topic: The Enigma of Self-AwarenessSkill: Recall
4) Marvin consistently finds fault with Alicia's competence as a manager. Because Alicia has been told she is doing a good job she therefore responds in a threatened, rigid way. Thus, her most likely response will be to defend herself in light of Marvin's accusations.Answer: TRUEExplanation: The threat-rigidity response occurs when people encounter information that is a threat to their self-concept. They protect themselves and become risk averse. When people respond this way, they tend to deny the validity of the contradictory information or contradict the source.Diff: 2 Page Ref: 59Topic: The Enigma of Self-AwarenessSkill: Understanding
5) Self-awareness can be managed by exercising minimal control over when and what kind of information one receives about oneself and by not involving others in the pursuit of self-understanding.Answer: FALSEExplanation: Self-awareness is best achieved through self-disclosure, which allows one to receive feedback and additional information from others. A quote from the text states that "Our self-reflection in a mirror does not tell us what we are like, only our reflection in other people."Diff: 2 Page Ref: 59Topic: The Enigma of Self-AwarenessSkill: Understanding
6) Simone will be viewed as an effective manager if she uses her ability to recognize, appreciate, and act on key fundamental differences among her employees.Answer: TRUEExplanation: These attributes (recognizing, appreciating, and acting on fundamental employee differences) are known generally as managing diversity. Effectively managing diversity allows Simone to better utilize the differences (perspectives, strengths, and skills she finds in her employees.Diff: 1 Page Ref: 60Topic: Understanding and Appreciating Individual DifferencesSkill: Recall
7) Promoting similarity among people in a work setting reduces creativity and complex problem solving.Answer: TRUEExplanation: Though similarity is comfortable and differences are sometimes interpreted as frightening or threatening, research on organizational failure has repeatedly demonstrated that a lack of diversity makes it difficult to recognize changes in the environment and respond creatively and appropriately. Diff: 1 Page Ref: 60Topic: Understanding and Appreciating Individual DifferencesSkill: Recall
8) Emotional intelligence has been identified as a moderately important factor in accounting for success in leaders and managers.Answer: FALSEExplanation: Emotional intelligence has been identified as one of the most important factors in managerial and leadership success.Diff: 1 Page Ref: 61Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
9) Results of research studies indicate that cognitive intelligence is twice as important in contributing to excellence as emotional intelligence.Answer: FALSEExplanation: Results of research indicate that emotional intelligence is twice as important in contributing to excellence (not the other way around).Diff: 1 Page Ref: 61Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
10) Emotional intelligence refers to the noncognitive capabilities and skillsincluding social skillsthat affect human functioning.Answer: FALSEExplanation: Emotional competence refers to the noncognitive capabilities and skillsincluding social skillsthat affect human functioning. Emotional intelligence, according to the definition adopted by the authors, refers to the ability to diagnose, understand, and manage emotional cues.Diff: 1 Page Ref: 63-64Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
11) Emotional intelligence can be developed and improved.Answer: TRUEExplanation: Unlike IQ, which remains relatively constant over a lifetime, emotional intelligence can be enhanced with practice and concerted effort. Diff: 1 Page Ref: 65Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
12) According to research cited by the textbook authors, the general competency of emotional intelligence of individuals has increased over time.Answer: FALSEExplanation: Goleman, 1988, found that general competency levels of emotional intelligence have deteriorated over time. On the other hand, IQ scores have risen by almost 25 points over the last 100 years. Diff: 1 Page Ref: 65Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
13) Specific vs. diffuse refers to the cultural dimension that either general societal rules or relationships with others govern people's behavior.Answer: FALSEExplanation: Specific vs. diffuse refers to cultures that segregate life roles to maintain privacy and personal autonomy compared to cultures that integrate and merge their roles.Diff: 2 Page Ref: 67Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Recall
14) Managers of Spanish or Hispanic origin place a high degree of emphasis on personal accomplishments and achievements.Answer: FALSEExplanation: Managers of Spanish origin place a high degree of emphasis on individual relationships, team contributions, and showing emotions.Diff: 3 Page Ref: 67Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Recall
15) The value dimension about how people manage time relates to the emphasis people place on the past, present, or future.Answer: TRUEExplanation: Some people value past and tradition more than future possibilities. Others place more value on the future than the past. Another variation is in the time periods attributed to our past and future (short-time horizons versus long-time horizons).Diff: 1 Page Ref: 67-68Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Recall
16) Terminal values prescribe desirable standards of conduct or methods for attaining an end.Answer: FALSEExplanation: Instrumental values prescribe desirable standards of conduct or methods for attaining an end. Terminal values prescribe desirable ends or goals for the individual.Diff: 1 Page Ref: 68-69Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Recall
17) If you are cheating on this test, you are violating an instrumental value.Answer: TRUEExplanation: Cheating on a test is a means to an end and has to do with your standards of conduct or methods, which is an instrumental value.Diff: 2 Page Ref: 68-69Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Understanding
18) If you judge right and wrong on the basis of a set of core values developed from personal experience, you are at the principled level of maturity.Answer: TRUEExplanation: Principled maturity is the level in which moral values reside in a commitment to freely selected standards, rights, and duties. At the highest stage of maturity, this set of values is comprehensive, consistent, and universal.Diff: 1 Page Ref: 70-71Topic: Important Areas of Self-AwarenessValues MaturitySkill: Recall
19) Assume you are a male during the late 1960s. If you joined the protests against the Vietnam War because you didn't want to go (you had college to finish), your level of maturity was self-centered.Answer: TRUEExplanation: At the principled level, you may join the protests out of a sense that the war was inherently wrong. At the conformity level, you may join the protests out of a sense of duty to society and soldiers. Here, your reason for protesting is to fulfill your own immediate interests, which is self-centered or preconventional.Diff: 1 Page Ref: 70-71Topic: Important Areas of Self-AwarenessValues MaturitySkill: Recall
20) Most ethical trade-offs are conflicts between two desirable ends: economic performance versus social performance.Answer: TRUEExplanation: Ethical dilemmas arise because management decisions are not simple cases of choosing between right and wrong. Organizations have duties and aspirations both in the economic and social arenas. Social responsibility cannot be an organization's only motivating influencewithout solid fiscal performance an organization cannot usually be successful. On the other hand, neither can profit or production be the only motivator. Managers must therefore make tradeoffs.Diff: 1 Page Ref: 72-73Topic: Important Areas of Self-AwarenessEthical Decision Making and ValuesSkill: Recall
21) The primary dimensions of cognitive style include (1) the manner in which you gather information, and (2) the way you talk about information to other people.Answer: FALSEExplanation: The primary dimensions of cognitive style include the manner in which you gather information and the manner in which you interpret and act on information. Cognitive style is not related to the way you talk to others about information. Diff: 1 Page Ref: 74Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Recall
22) Someone who is strong on the planning dimension of cognitive style tends to seek agendas, outlines, and clear processes.Answer: TRUEExplanation: The planning dimension of cognitive style entails a focus on structure, plans, and preparation. Consequently, someone with a planning style would prefer using agendas, outlines, and clear processes. Diff: 1 Page Ref: 75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Recall
23) Someone who is strong on the creating dimension of cognitive style tends to focus on the credibility of data and will emphasize accuracy and precision.Answer: FALSEExplanation: People with a creating style emphasize creativity and risk-taking, and may be resistant to structure and precedent. They also may be prone to making mistakes, so an emphasis on accuracy and precision is not a characteristic of creating style. Diff: 1 Page Ref: 75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Recall
24) The three dimensions of tolerance of ambiguity are novelty, insolubility, and control.Answer: FALSEExplanation: Tolerance of ambiguity comprises three dimensions: novelty, insolubility, and complexity. High tolerance of ambiguity means that one maintains a level of comfort despite confronting change that involves any of these three characteristics. Diff: 1 Page Ref: 78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
25) Based on the Locus of Control Scale you determine you are an external. This means that you have always been an external and will always be an external, because locus of control is a fixed trait.Answer: FALSEExplanation: Locus of control is not an inborn trait, but results from development of a general expectancy about the dominant sources of the reinforcement they receive. In other words, it did not develop overnight. Also, locus of control can shift over time, as a function of life experience, job responsibilities, and conscious attitudes.Diff: 1 Page Ref: 79Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
26) The concept of personality refers to the relatively enduring combination of traits that produces consistencies in thoughts and behaviors.Answer: TRUEExplanation: This combination of traits is what makes each of us unique. Some of our unique traits are genetic, others are learned, but it is our personality traits that manifest differences to others and inform them who we are. Diff: 1 Page Ref: 79Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
27) Core self-evaluation is the fundamental evaluation each person has developed about him- or herself.Answer: TRUEExplanation: Sometimes referred to as overall self-regard, core self-evaluation is comprised of four components: (1) self-esteem, (2) self-efficacy, (3) neuroticism, and (4) locus of control. This fundamental evaluation profoundly affects each person's perceptions and behaviors. Diff: 1 Page Ref: 79-80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
28) Research indicates that individuals with high core self-evaluations tend to be less satisfied with their jobs at work.Answer: FALSEExplanation: Research indicates that individuals with high core self-evaluations tend to be more satisfied with their jobs at work.Diff: 2 Page Ref: 81Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
29) To become a better manager, what is one of the first things one should do?A) Improve one's communication skillsB) Seek knowledge of oneselfC) Manage one's time betterD) Empower one's employeesAnswer: BExplanation: A) Incorrect. Improved communication is one of the later steps in improving managerial skills. A manager should first seek self-knowledge. This self-knowledge is necessary because we cannot improve ourselves or develop new capabilities unless and until we know what level of capabilities we currently possess.B) Correct. This self-knowledge is necessary because we cannot improve ourselves or develop new capabilities unless and until we know what level of capabilities we currently possess.C) Incorrect. Improved time-management is one of the later steps in improving managerial skills. A manager should first seek self-knowledge. This self-knowledge is necessary because we cannot improve ourselves or develop new capabilities unless and until we know what level of capabilities we currently possess.D) Incorrect. Employee empowerment is one of the later steps in improving managerial skills. A manager should first seek self-knowledge. This self-knowledge is necessary because we cannot improve ourselves or develop new capabilities unless and until we know what level of capabilities we currently possess.Diff: 1 Page Ref: 58Topic: Key Dimensions of Self-AwarenessSkill: Recall
30) How should managers know and accept others?A) Be an enigma to themselvesB) Work toward self-denial and unselfishnessC) Work toward self-awareness and self-acceptanceD) Work toward self-reverence and reflectionAnswer: CExplanation: A) Incorrect. Being an enigma to oneself is not helpful in a managerial situation. Managers should work toward self-awareness and self-acceptance. Once managers are aware of and accept themselves, they are able to understand and accept others.B) Incorrect. Self-denial and unselfishness are not always helpful in managerial situations. Managers should work toward self-awareness and self-acceptance. Once managers are aware of and accept themselves, they are able to understand and accept others.C) Correct. Once managers are aware of and accept themselves, they are able to understand and accept others.D) Incorrect. Self-reverence may actually be counterproductive, because self-reverent people fear discovering negative information about themselves. Managers should work toward self-awareness and self-acceptance in order to know and accept others.Diff: 2 Page Ref: 58Topic: Key Dimensions of Self-AwarenessSkill: Understanding
31) How can the enigma of self-awareness be managed?A) Avoid information contradictory to one's self-imageB) Seek information from others about one's selfC) Make sure to cross the sensitive lines of othersD) Challenge information inconsistent with one's self-imageAnswer: BExplanation: A) Incorrect. The enigma of self-awareness is that self-awareness is a prerequisite and a motivator of growth and improvement, but that it may also inhibit growth and improvement. Avoiding contradictory information does not improve self-awareness, but rather inhibits growth and improvement because it merely reinforces our current views of ourself.B) Correct. It is almost impossible to increase skill in self-awareness unless we interact with and disclose ourselves to others, because they see attributes and behaviors that we are unaware of.C) Incorrect. The sensitive line is a concept that allows us to help manage and facilitate productive self-awareness and discovery in others. Intentionally crossing it is counterproductive to good management.D) Incorrect. The enigma of self-awareness is that self-awareness is a prerequisite and a motivator of growth and improvement, but that it may also inhibit growth and improvement. Challenging inconsistent information does not improve self-awareness, but rather inhibits growth and improvement because it merely reinforces our current views of ourself.Diff: 2 Page Ref: 59Topic: The Enigma of Self-AwarenessSkill: Understanding
32) To know one's self, what is most prescribed?A) Self-examination and meditationB) Do not cross the sensitive lineC) Involve othersD) Be highly selective about who to get information fromAnswer: CExplanation: A) Incorrect. Self-examination and meditation is mentioned as one solution. The most often prescribed solution is to involve others in one's own self-awareness efforts.B) Incorrect. Though not crossing the sensitive line can improve the self-awareness of others, it does not have as much of an effect on one's own self-awareness. The most often prescribed solution is to involve others in one's own self-awareness efforts.C) Correct. Involving others brings helpful insights and the perspectives of others into the quest for self-discovery. They often see things more clearly than we see them ourselves.D) Incorrect. Carefully selecting sources of information may actually be counterproductive to one's search for self-awareness. The most often prescribed solution is to involve others in one's own self-awareness efforts.Diff: 2 Page Ref: 59Topic: The Enigma of Self-AwarenessSkill: Understanding
33) Responding to a remark from a peer that a report looks like it was slapped together at the last minute (you had spent most of last week working on it), the sensitive line was crossed. What will the most likely response be?A) "I think you are right, thanks for the feedback."B) "You don't know what you are talking about! Call my boss if you don't believe me!"C) "Well, maybe I did or maybe I didn't, what do you care?"D) "Could you tell me how I might improve the report?"Answer: CExplanation: A) Incorrect. The concept of the sensitive line states that the greater the discrepancy between the feedback and your self-concept, the greater the likelihood that it will evoke a strong defensive response. This response does not indicate that the sensitive line has even been crossed. B) Incorrect. Though this is a possible response, you are more likely to question the validity source than to appeal to a higher authority, who may in fact agree with the negative remark.C) Correct. This is typical threat-rigidity responseattacking the validity of the co-worker's opinionwhich accompanies a breach of the sensitive line.D) Incorrect. The concept of the sensitive line states that the greater the discrepancy between the feedback and your self-concept, the greater the likelihood that it will evoke a strong defensive response. This response only hints that the sensitive line has been crossed. Diff: 2 Page Ref: 59Topic: The Enigma of Self-AwarenessSkill: Understanding
34) George has returned from his two-week trip to India. He believes his trip has provided an introspection that increased his self-knowledge. When you begin to question him about his experiences, he becomes defensive and states, "I don't want to talk about it with you!" Based on the review of self-awareness in the text, what would be the most accurate conclusion?A) Yes, it probably has increased his self-knowledge. Now he is protective of that knowledge.B) No, it probably has not increased his self-knowledge.C) Maybe, maybe not, depends upon what rituals he practiced.D) Yes, because he has become more self-assertive and aware of what he wants to talk about.Answer: BExplanation: A) Incorrect. Protecting knowledge and experiences does not indicate increased self-awareness; rather, self-disclosure is a key to improvement in self-awareness. George's unwillingness to share insights he gained indicates that he has probably not increased his self-knowledge.B) Correct. George's unwillingness to share insights he gained indicates that he has probably not increased his self-knowledge. If he truly had gained awareness, he would be eager and willing to share it.C) Incorrect. George's self-awareness does not depend on the rituals he practiced during his trip to India. Self-disclosure is a key to improvement in self-awareness. George's unwillingness to share insights he gained indicates that he has probably not increased his self-knowledge.D) Incorrect. Assertiveness is not indicative of self-awareness. In fact, self-disclosure is a key to improvement in self-awareness. George's unwillingness to share insights he gained indicates that he has probably not increased his self-knowledge.Diff: 3 Page Ref: 59-60Topic: The Enigma of Self-AwarenessSkill: Analysis
35) In the workplace, people are most likely to interact with which co-workers?A) Creative co-workersB) Co-workers with diverse social valuesC) Co-workers with different self-awareness traitsD) Co-workers similar to themAnswer: DExplanation: A) Incorrect. This may be true of creative individuals, but it is untrue of those for whom creativity is a challenge. This is because people have a tendency to exclude others who seem different and are most likely to interact with co-workers who are similar to them.B) Incorrect. People actually have a tendency to exclude others who seem different and are most likely to interact with co-workers who are similar to them. People are less likely to interact with co-workers who have diverse social values.C) Incorrect. People actually have a tendency to exclude others who seem different and are most likely to interact with co-workers who are similar to them. People are less likely to interact with co-workers who have diverse self-awareness traits.D) Correct. This occurs because we tend to be more comfortable around people with similar backgrounds, experiences, and opinions. However, this tendency reduces creativity and complex problem-solving ability.Diff: 2 Page Ref: 60Topic: Understanding and Appreciating Individual DifferencesSkill: Recall
36) George made the following comment to Sarah, one of his co-workers: "Gene's recommendation to cut costs by eliminating travel to training seminars just shows he really isn't aware of how important training is. His lack of insight is due to the fact he doesn't have a college degree." What is George's comment an example of?A) Focusing on a differenceB) Creating a distinctionC) Focusing on an artificial social barrierD) Creating a false value for a college degreeAnswer: BExplanation: A) Incorrect. Differences help us understand potential sources of misunderstanding, while distinctions create social barriers. This is actually an example of creating a distinctiona social barrier between college-educated employees and those without college degrees. B) Correct. A distinction is more than just being aware of a difference. It is creating a barrier between groups of people based on generalized (and usually unwarranted) assumptions. In this case, George creates a social barrier between college-educated employees and those without college degrees. C) Incorrect. The social barrier does not exist until George creates it. This is actually an example of creating a distinctiona social barrier between college-educated employees and those without college degrees.D) Incorrect. This is actually an example of creating a distinctiona social barrier between college-educated employees and those without college degrees.Diff: 2 Page Ref: 60-61Topic: Understanding and Appreciating Individual DifferencesSkill: Understanding
37) Areas of self-awareness are listed in 1 through 4. Which is true concerning the four areas of self-awareness?
1. personal values2. creativity3. emotional intelligence4. core self-evaluation
A) All four areas listed are correct.B) Only areas 1 and 4 are correct.C) Only area 2 is incorrect.D) None of the four areas listed are correct.Answer: CExplanation: A) Incorrect. Creativity is not one of the five core concepts of self-awareness.B) Incorrect. In addition to personal values and core self-evaluation, emotional intelligence is an important area of self-awareness.C) Correct. Personal values, cognitive style, emotional intelligence, orientation toward change, and core self-evaluation are all important areas of self-awareness. Creativity, however, is not a part of self-awareness.D) Incorrect. Personal values, emotional intelligence, and core self-evaluation are all important areas of self-awareness.Diff: 1 Page Ref: 61-62Topic: Important Areas of Self-AwarenessSkill: Recall
38) The manner in which individuals gather and process information is a part of what?A) Personal valuesB) Cognitive styleC) AdaptabilityD) CreativityAnswer: BExplanation: A) Incorrect. Personal values give rise to attitudes, orientations, and behaviors. The manner in which individuals gather and process information is a part of cognitive style.B) Correct. This information-gathering process is important; researchers have found that differences in cognitive style influence our perceptions, learning, problem solving, decision making, creativity, and communication. C) Incorrect. Adaptability is an element of one's orientation toward change. The manner in which individuals gather and process information is a part of cognitive style.D) Incorrect. Level of creativity is an element of one's core self-evaluation. The manner in which individuals gather and process information is a part of cognitive style.Diff: 1 Page Ref: 61Topic: Important Areas of Self-AwarenessSkill: Recall
39) What method do the textbook authors propose to correct the problem of multiple definitions of emotional intelligence?A) Use definitions proposed by the original developers of emotional intelligence theoriesB) Use definitions that distinguish among personality traits and cognitive traitsC) Use definitions that distinguish among emotional intelligence and emotional competenceD) Use definitions that were developed within the last yearAnswer: CExplanation: A) Incorrect. There are over one hundred emotional intelligence tests and theories, each with its own definition. This would not solve the problem of multiple definitions. The authors instead distinguish among emotional intelligence and emotional competence.B) Incorrect. Personality traits and cognitive traits are not directly related to emotional intelligence. The authors distinguish among emotional intelligence and emotional competence to correct the multiple-definition problem.C) Correct. This distinguishing definition helps to separate the cognitive processes (emotional intelligence) from the learned behaviors (emotional competence) that build on them. D) Incorrect. In any given time period, proponents advance multiple definitions and theories of emotional intelligence. To solve this problem, the authors distinguish among emotional intelligence and emotional competence rather than focusing on a specific time period.Diff: 2 Page Ref: 63-64Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
40) According to the definition of emotional intelligence adopted by the textbook authors, how many abilities are involved with emotional intelligence?A) 1B) 2C) 3D) 4E) 5Answer: DExplanation: A) Incorrect. There are four abilities involved with emotional intelligence. They are (1) The ability to diagnose and recognize your own emotions; (2) The ability to control your own emotions; (3) The ability to recognize and diagnose the emotions displayed by others; (4) The ability to respond appropriately to those emotional cues. B) Incorrect. There are four abilities involved with emotional intelligence. They are (1) The ability to diagnose and recognize your own emotions; (2) The ability to control your own emotions; (3) The ability to recognize and diagnose the emotions displayed by others; (4) The ability to respond appropriately to those emotional cues. C) Incorrect. There are four abilities involved with emotional intelligence. They are (1) The ability to diagnose and recognize your own emotions; (2) The ability to control your own emotions; (3) The ability to recognize and diagnose the emotions displayed by others; (4) The ability to respond appropriately to those emotional cues. D) Correct. They are (1) The ability to diagnose and recognize your own emotions; (2) The ability to control your own emotions; (3) The ability to recognize and diagnose the emotions displayed by others; (4) The ability to respond appropriately to those emotional cues. E) Incorrect. There are four abilities involved with emotional intelligence. They are (1) The ability to diagnose and recognize your own emotions; (2) The ability to control your own emotions; (3) The ability to recognize and diagnose the emotions displayed by others; (4) The ability to respond appropriately to those emotional cues. Diff: 1 Page Ref: 64Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Recall
41) Which statement is accurate concerning the abilities listed in the author's definition of emotional intelligence and the list provided below?
1. ability to diagnose and recognize emotions2. ability to control emotions3. ability to lead a team4. ability to manage with self-confidence
A) All abilities above are included in the author's definition.B) Abilities 1 and 3 are included in the author's definition.C) Abilities 1 and 2 are included in the author's definition.D) Abilities 1 and 4 are included in the author's definition.E) None of the abilities are included in the author's definition.Answer: C
Explanation: A) Incorrect. Ability to diagnose and recognize emotions and the ability to control one's own emotions are central to the author's definition of emotional intelligence. Ability to lead a team and ability to manage with self-confidence are not included in the author's definition of emotional intelligence.
B) Incorrect. Ability to diagnose and recognize emotions and the ability to control one's own emotions are central to the author's definition of emotional intelligence. Ability to lead a team and ability to manage with self-confidence are not included in the author's definition of emotional intelligence.
C) Correct. There are four abilities involved with emotional intelligence. They are (1) The ability to diagnose and recognize your own emotions; (2) The ability to control your own emotions; (3) The ability to recognize and diagnose the emotions displayed by others; (4) The ability to respond appropriately to those emotional cues. D) Incorrect. Ability to diagnose and recognize emotions and the ability to control one's own emotions are central to the author's definition of emotional intelligence. Ability to lead a team and ability to manage with self-confidence are not included in the author's definition of emotional intelligence.E) Incorrect. Ability to diagnose and recognize emotions and the ability to control one's own emotions are central to the author's definition of emotional intelligence. Ability to lead a team and ability to manage with self-confidence are not included in the author's definition of emotional intelligence.Diff: 2 Page Ref: 65Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Understanding
42) Lana was sitting somberly in her office. Her face had an angry expression and she had a tear in her eye. One of her co-workers asked her how she was doing. Lana responded, "I am fine." Concerned, the co-worker asked, "Are you sure?" Lana again responded, "Yes, there is nothing wrong, I am fine." Which emotional intelligence ability does Lana most likely need to develop?A) Ability to diagnose and recognize your own emotionsB) Ability to control your emotionsC) Ability to recognize and diagnose emotions displayed by othersD) Ability to respond appropriately to others' emotional cuesAnswer: AExplanation: A) Correct. Though Lana is clearly upset, she responds twice that nothing is wrong. Recognizing your own emotions is the first step to controlling them. B) Incorrect. Though Lana is clearly upset, the passage contains no evidence that her emotions are out of control. She told a co-worker that nothing was wrong. The problem is that Lana seems not to recognize her own emotional state.C) Incorrect. Lana's problem is not that she cannot recognize her co-worker's emotional cues, but that she is unable to diagnose and recognize her own emotions.D) Incorrect. The co-worker may need to work on responding appropriately to emotional cues (he or she seems oblivious), but Lana's problem is that she is unable to diagnose and recognize her own emotions.Diff: 3 Page Ref: 64Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Analysis/Evaluation
43) Javier was getting a drink from the water cooler when Hartman approached excitedly and exclaimed, "Guess what, Javier? I got the deal ... I got the big contract ... we finally closed the sale with that giant computer company. I am so excited." Javier responded in a soft voice, "That's nice." Which emotional intelligence ability does Javier most likely need to develop?A) Ability to diagnose and recognize your own emotionsB) Ability to control your emotionsC) Ability to recognize and diagnose emotions displayed by othersD) Ability to respond appropriately to others' emotional cuesAnswer: DExplanation: A) Incorrect. Though Javier may have problems with self-diagnosis, the passage contains no suggestion that Javier is misdiagnosing his own emotional state. Rather, in spite of the fact that Hartman was clearly excited, Javier responded quietly and without emotion.B) Incorrect. Javier's muted response indicates that he is in control of his emotions. The problem is that he did not respond appropriately to Hartman's level of excitement.C) Incorrect. Though a tempting answer, the passage does not indicate that Javier misdiagnosed Hartman's emotional state. In fact, that is unlikely, because Hartman clearly stated his excitement. The problem is more likely that Javier recognized Hartman's excitement but did not respond appropriately.D) Correct. It appears that Javier recognized Hartman's excitement but did not respond appropriately.Diff: 2 Page Ref: 64Topic: Important Areas of Self-AwarenessEmotional IntelligenceSkill: Analysis/Evaluation
44) In Trompenaars' dimensions of national culture, which value dimensions refer to how individuals relate to others?
1. Universalism vs. Particularism2. Individualism vs. Collectivism3. Affective vs. Neutral4. Specific vs. Diffuse5. Achievement vs. Ascription6. Past and Present vs. Future7. Internal vs. External
A) All of the dimensionsB) Only dimensions 1, 2, and 4C) The first five dimensionsD) Only dimension 2Answer: CExplanation: A) Incorrect. The first five pairs refer to how individuals relate to others, and the last two value dimensions refer to other relationships (though they may indirectly affect interpersonal relations). "Past and Present vs. Future" refers to how people interpret and manage time, while "Internal vs. External" refers to attitudes about control.B) Incorrect. The first five pairs refer to how individuals relate to others, and the last two value dimensions refer to other relationships (though they may indirectly affect interpersonal relations). "Past and Present vs. Future" refers to how people interpret and manage time, while "Internal vs. External" refers to attitudes about control.C) Correct. The first five pairs refer to how individuals relate to others, and the last two value dimensions refer to other relationships (though they may indirectly affect interpersonal relations). "Past and Present vs. Future" refers to how people interpret and manage time, while "Internal vs. External" refers to attitudes about control.D) Incorrect. The first five pairs refer to how individuals relate to others, and the last two value dimensions refer to other relationships (though they may indirectly affect interpersonal relations). "Past and Present vs. Future" refers to how people interpret and manage time, while "Internal vs. External" refers to attitudes about control.Diff: 2 Page Ref: 66-67Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Recall
45) Employees at Turner, Inc. are engaged in a debate over the merits of an individual vs. a team-based compensation program. Based on Trompenaars' dimensions of national culture, which cultural dimension does this debate most closely relate to?A) Universalism vs. particularismB) Individualism vs. collectivismC) Affective vs. neutralD) Achievement vs. ascriptionE) Internal vs. externalAnswer: BExplanation: A) Incorrect. Universalism vs. particularism refers to whether behavior is governed by universal standards and rules, or whether it is governed by one's relationships with others (i.e., behavior varies depending on the situation).B) Correct. Individualism v. collectivism refers to whether the culture emphasizes the individual versus the group.C) Incorrect. Affective vs. neutral refers to whether a culture openly shows emotion in public, or whether the culture more highly values stoicism and rationality.D) Incorrect. Achievement vs. ascription refers to whether an individual obtains status based on personal accomplishments or based on characteristics such as age, family status, gender, etc.E) Incorrect. Internal vs. external refers to whether the individual is in control of his own destiny, or whether the individual is a product of his external environment.Diff: 3 Page Ref: 67Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Understanding
46) It is obvious that Talia values her privacy as she rarely talks about her husband and children in conversations with her co-workers. Based on Trompenaars' dimensions of national culture, which cultural dimension does Talia's behavior in the workplace most closely relate to?A) Specific vs. diffuseB) Achievement vs. ascriptionC) Universalism vs. particularismD) Individualism vs. collectivismE) Affective vs. neutralAnswer: AExplanation: A) Correct. Talia is segregating her personal and professional lives, which relates to the specific vs. diffuse cultural dimension.B) Incorrect. Talia is segregating her personal and professional lives, which relates to the specific vs. diffuse cultural dimension.C) Incorrect. Talia is segregating her personal and professional lives, which relates to the specific vs. diffuse cultural dimension.D) Incorrect. Talia is segregating her personal and professional lives, which relates to the specific vs. diffuse cultural dimension.E) Incorrect. Talia is segregating her personal and professional lives, which relates to the specific vs. diffuse cultural dimension.Diff: 1 Page Ref: 67Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Recall47) Research indicates that business managers
A) place higher emphasis on personal values rather than social values.B) place higher emphasis on social values rather than personal values.C) place higher emphasis on instrumental values rather than terminal values.D) differ in the emphasis placed on social values according to gender.Answer: AExplanation: A) Correct. However, this tendency is not always beneficial. A better balance of personal and social values may increase managerial and organizational performance.B) Incorrect. Business managers place a higher emphasis on personal values that social ones.C) Incorrect. The research cited in the text does not discuss potential differences in emphasis on instrumental and terminal values. On the other hand, business managers do place a higher emphasis on personal values that social ones.D) Incorrect. The research cited in the text states that there are no differences in emphasis on social values based on gender. On the other hand, business managers do place a higher emphasis on personal values that social ones.Diff: 2 Page Ref: 70Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Recall
48) Your boss was arrested for embezzlement at the office. As he walks past you handcuffed, he states, "You know, you and I possess the same values, we just differ by degrees." Which is the boss an example of?A) Terminal valuesB) Poor ethical decision makingC) Poor information gatheringD) Conformity level of values maturityAnswer: BExplanation: A) Incorrect. Terminal values are prescribed desirable ends or goals. The boss is an example of poor ethical decision making.B) Correct. This indicates that he has a value system that emphasizes honesty and company loyaltyhowever, he failed to act in accordance with it.C) Incorrect. There is no indication that your boss failed to gather relevant information. The boss is an example of poor ethical decision making.D) Incorrect. Conformity values maturity refers to moral reasoning based on an individual's conforming to and upholding the expectations of society.Diff: 3 Page Ref: 72-73Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Understanding
49) Research suggests that (1) individuals differ in their level of values development, (2) individuals hold different sets of instrumental values at different stages of development, and (3) peoples' value priorities do not change once they become adults. Which statements are correct?A) All three statements are correct.B) Only statements 1 and 3 are correct.C) Only statements 1 and 2 are correct.D) Only statements 2 and 3 are correct.Answer: CExplanation: A) Incorrect. Statement 3 is incorrect. Rather than becoming permanently fixed in early adulthood, an individual's value priorities do in fact change according to his or her value maturity.B) Incorrect. Statement 3 is incorrect. Rather than becoming permanently fixed in early adulthood, an individual's value priorities do in fact change according to his or her value maturity.C) Correct. Statement 3 is incorrect. Rather than becoming permanently fixed in early adulthood, an individual's value priorities do in fact change according to his or her value maturity.D) Incorrect. Statement 3 is incorrect. Rather than becoming permanently fixed in early adulthood, an individual's value priorities do in fact change according to his or her value maturity.Diff: 1 Page Ref: 69Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Recall
50) During the 1992 riots in Los Angeles where many individuals took merchandise, some argued that looters took only what they needed, like food and diapers, whereas others argued looters took only what they had been denied by the system, like TVs and stereos. If these looters were focusing on their own needs, what was their level of values maturity?A) First level of maturityB) Second level of maturityC) Third level of maturityAnswer: AExplanation: A) Correct. The first level of maturity is called the self-centered level and focuses on personal needs and wants.B) Incorrect. The second level of maturity is called the conformity level and focuses on conforming the individual's behavior to societal norms and expectations. The first level of maturity is called the self-centered level and focuses on personal needs and wants.C) Incorrect. The third level of maturity is called the principled level and focuses on judging right and wrong based on a set of internalized principles. The first level of maturity is called the self-centered level and focuses on personal needs and wants.Diff: 2 Page Ref: 71Topic: Important Areas of Self-AwarenessValues MaturitySkill: Analysis/Evaluation
51) You need a little extra money, so you added an extra $100 to your expense reimbursement statement before handing the receipts over to accounting. Your co-worker Sara added over $1000 to her statement. If you believe Sara's actions are worse than yours, what is your level of values maturity?A) First level of maturityB) Second level of maturityC) Third level of maturityAnswer: AExplanation: A) Correct. Under the self-centered level, stealing $1000 is worse because it has more negative consequences to your company. B) Incorrect. Under the conformity level of maturity, you would view both actions as equally violating societal expectations and norms.C) Incorrect. Under the principled level of maturity, you would view both actions as equally violating universal principles of right and wrong.Diff: 3 Page Ref: 71Topic: Important Areas of Self-AwarenessValues MaturitySkill: Analysis/Evaluation
52) You added an extra $100 to your expense statement and Sara added an extra $1000 to her expense statement. If you believe both of you are equally wrong (this does violate company policy), what is your level of values maturity?A) First level of maturityB) Second level of maturityC) Third level of maturityAnswer: BExplanation: A) Incorrect. Under the first level of maturity, Sara's actions would be worse because they caused more financial damage to the company.B) Correct. Though you would hold the behaviors equally wrong under both the second and third levels of maturity, the difference is that under the second level, it is wrong because it violates a rule or policy, rather than because it violates universal principles of right and wrong.C) Incorrect. Though under the third level of maturity, you would view both behaviors as equally egregious, it would not be based on a violation of company policy, but rather on universal principles of right and wrong.Diff: 3 Page Ref: 70-71Topic: Important Areas of Self-AwarenessValues MaturitySkill: Analysis/Evaluation
53) If you stole something to save a stranger's life (you received no compensation), what would be your level of moral judgment?A) First level of maturityB) Second level of maturityC) Third level of maturityAnswer: CExplanation: A) Incorrect. You were not acting for your own needs or self-interest, which is the basis of the first level of maturity.B) Incorrect. You violated the law and societal expectations, which are the basis of the second level of maturity.C) Correct. You made a judgment that human life is more important than laws against stealing, which seems to be based on universal principles of right and wrong.Diff: 3 Page Ref: 72Topic: Important Areas of Self-AwarenessValues MaturitySkill: Analysis/Evaluation
54) As manager, you have decided to enforce a new policy restricting dating in the office. You are comfortable with the policy and have decided that the policy will affect you also. Which ethical test did you most likely employ?A) Personal gain testB) Equal treatment testC) Cost-benefit testD) Golden rule testAnswer: DExplanation: A) Incorrect. The personal gain test asks the question: "Would I make the decision the same way if it did not benefit me in any way?" Here there is no indication that you have benefited from the new policy. The golden rule test asks whether you would be willing to be treated in the same manner.B) Incorrect. The equal treatment test asks whether you are considering the perspectives of minorities and lower status people. Here there is no evidence that the policy has any particular effect on privileged or unprivileged individuals, so this test is not applicable. The golden rule test asks whether you would be willing to be treated in the same manner.C) Incorrect. The cost-benefit test asks whether the benefit to one group causes unacceptable harm to another. This policy is being enforced uniformly and there is no evidence of potential unacceptable harm to others. The golden rule test asks whether you would be willing to be treated in the same manner.D) Correct. The golden rule test asks whether you would be willing to be treated in the same manner.Diff: 2 Page Ref: 73-74Topic: Important Areas of Self-AwarenessEthical Decision Making and ValuesSkill: Understanding
55) If your goal in life is to live a stimulating and active life, what is this an example of?A) Terminal valueB) Instrumental valueC) Attitudinal valueD) Interpersonal need valueAnswer: AExplanation: A) Correct. Your goal of living a stimulating and active life is a desirable end, which means that it is a terminal (versus an instrumental) value.B) Incorrect. A terminal value prescribes a desirable end, while an instrumental value prescribes the means. C) Incorrect. This is an example of a terminal value, which prescribes a desirable end, in this case, living a stimulating and active life.D) Incorrect. This is an example of a terminal value, which prescribes a desirable end, in this case, living a stimulating and active life.Diff: 1 Page Ref: 68-69Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Recall
56) If you believe a government policy would benefit those that are less advantaged than yourself, what view of ethics is this?A) Golden rule testB) Equal treatment testC) Cost-benefit testD) Personal gain testAnswer: BExplanation: A) Incorrect. This policy provides a benefit, therefore it is not productive to ask if you would be willing to be treated in the same manner. This policy actually implicates the equal treatment test.B) Correct. This policy appears to give full consideration to the rights and needs of the less advantaged.C) Incorrect. There is no evidence of unacceptable harm to others who do not benefit from the test. This policy actually implicates the equal treatment test.D) Incorrect. You have nothing to gain from the policy and do not have to consider whether you would make the same decision absent the personal benefit. This policy actually implicates the equal treatment test.Diff: 2 Page Ref: 73-74Topic: Important Areas of Self-AwarenessEthical Decision Making and ValuesSkill: Understanding
57) Your personal cognitive style is based on which of the following two dimensions?A) The manner in which you gather information and whether you think it is trueB) The manner in which you gather information and the way in which you act on that informationC) Horizontal and verticalD) The manner in which others gather information about you and the way you react to their behaviorsAnswer: BExplanation: A) Incorrect. Whether you think information is true is not part of your personal cognitive style, rather, what is important is the way you act on that information.B) Correct. Cognitive style refers to the inclination each of us has to perceive, interpret, and respond to information in a certain way. The three dimensions of cognitive style are knowing, planning, and creating.C) Incorrect. Horizontal and vertical are geometric dimensions, but the two dimensions of personal cognitive style are the manner in which you gather information and the way in which you act on that information.D) Incorrect. The manner in which others gather information about you is indicative of their cognitive learning style rather than yours.Diff: 1 Page Ref: 74-75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Recall
58) Which of the following statements are true? 1. Your cognitive style is the same as your personality type.2. Your cognitive style is innate and cannot be changed.3. The three cognitive styles are knowing, planning, and creating.
A) Statement 3 is true, and statements 1 and 2 are false.B) Statements 2 and 3 are true, and statement 1 is false.C) None of the statements are true.D) All of the statements are true.Answer: AExplanation: A) Correct. Statement 1 is incorrectCognitive style and personality type are not the same. Statement 2 is incorrect. Cognitive styles are habits but are not unchangeable. Statement 3 is correct. B) Incorrect. Statement 1 is incorrectCognitive style and personality type are not the same. Statement 2 is incorrect. Cognitive styles are habits but are not unchangeable. Statement 3 is correct. C) Incorrect. Statement 1 is incorrectCognitive style and personality type are not the same. Statement 2 is incorrect. Cognitive styles are habits but are not unchangeable. Statement 3 is correct. D) Incorrect. Statement 1 is incorrectCognitive style and personality type are not the same. Statement 2 is incorrect. Cognitive styles are habits but are not unchangeable. Statement 3 is correct. Diff: 1 Page Ref: 74-75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Recall
59) At the beginning of your team's first meeting, Betsy said, "I think it's really important that we develop a clear agenda for what we want to accomplish and then decide who is going to do what." Based on this comment, you suspect that Betsy is strongest on which dimension of cognitive style?A) KnowingB) PlanningC) CreatingD) AssimilatingAnswer: BExplanation: A) Incorrect. People with a strong knowing style emphasize facts, details, and data. They do not necessarily emphasize agendas and structured planning. B) Correct. People with a strong planning style emphasize agendas and structured planning. C) Incorrect. People with a strong creating style emphasize innovation and risk-taking. They tend to be resistant to structure.D) Incorrect. Assimilating is not one of the dimensions of cognitive style. Diff: 1 Page Ref: 74-75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Application
60) During a meeting, Bruce turns to you and comments, "We really shouldn't be making a decision until we have got a better handle on the facts and data. New ideas are fine, but if we can't back them up with credible and precise analysis, we shouldn't be taking the risk." Based on this comment, you recognize that Bruce is probably strongest on which dimension of cognitive style?A) KnowingB) PlanningC) CreatingD) AccommodatingAnswer: AExplanation: A) Correct. People with a strong knowing style tend to emphasize facts, details, and precise data analysis. They often are skeptical of innovation.B) Incorrect. People with a strong planning style focus on agendas, rules, and routines, but don't necessarily insist upon precision about facts and data. C) Incorrect. People with a strong creating style emphasize innovation and risk-taking, and are tolerance of rule-breaking even in the absence of clear data. D) Incorrect. Accommodating is not one of the dimensions of cognitive style. Diff: 1 Page Ref: 74-75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Application
61) After graduation you have decided to stay in Bedford Falls, the only place you have ever known. Which area of self-awareness probably affected your decision?A) Cognitive styleB) Interpersonal needsC) Attitudes toward changeD) Instrumental valuesAnswer: CExplanation: A) Incorrect. Your decision to stay in the only town you have ever lived in indicates that you are resistant to change and is not a product of the way you process information.B) Incorrect. It is more likely that your decision to stay in the only town you have ever lived in indicates that you are resistant to change.C) Correct. The text mentions two dimensions of orientation toward change: (1) Tolerance of ambiguity and (2) locus of control. That you wanted to remain in the same town you grew up in indicates that you probably have a low tolerance for ambiguity, making you resistant to change.D) Incorrect. Instrumental values prescribe standards or means of reaching a goal, and the question does not indicate that you made a decision based on particular values. On the other hand, your decision to stay in the only town you have ever lived in indicates that you are resistant to change.Diff: 2 Page Ref: 77-78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding
62) Your co-worker Sandy plans her vacations 12 months in advance and is the first to volunteer to create agendas for team meetings. Which cognitive style does Sandy's behavior exhibit?A) Creating cognitive styleB) Obsessive cognitive styleC) Planning cognitive styleD) None of the aboveAnswer: CExplanation: A) Incorrect. The creating cognitive style emphasizes creativity, spontaneity, and risk-taking. Sandy's 12-month vacation plans and focus on preparation for team meetings is an example of the planning cognitive style.B) Incorrect. Obsessive is not one of the three cognitive styles. Sandy's 12-month vacation plans and focus on preparation for team meetings is an example of the planning cognitive style.C) Correct. Planning cognitive style is exhibited by structure, preparation, and planning. Sandy's 12-month vacation plans and focus on preparation for team meetings is an example of the planning cognitive style.D) Incorrect. Sandy's 12-month vacation plans and focus on preparation for team meetings is an example of the planning cognitive style.Diff: 2 Page Ref: 75Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Understanding/Analysis
63) Research suggests individuals with low tolerance for ambiguity and low cognitive complexity areA) better transmitters of information.B) able to interpret more cues.C) less behaviorally adaptive.D) unable to understand abstract ideas.Answer: CExplanation: A) Incorrect. Individuals with high tolerance for ambiguity tend to be better transmitters of information. B) Incorrect. Individuals with high tolerance for ambiguity tend to be better able to interpret cues. C) Correct. Behavior adaptation often depends on one's ability to deal with ambiguous, incomplete, and unstructured situations. By definition, an individual with a low tolerance for ambiguity will have more difficulty in such a situation.D) Incorrect. A low tolerance for ambiguity does not mean that an individual is less intelligent or that he is unable to understand abstract ideas, but rather that the individual may have a more difficult time doing so.Diff: 1 Page Ref: 77-78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
64) Individuals who tend to prefer jobs in fields such as social work where personal interactions predominate have which cognitive style ?A) Creating cognitive styleB) Knowing cognitive styleC) Planning cognitive styleD) None of the three cognitive styles are more likely in individuals who choose such a career.Answer: AExplanation: A) Correct. People with a creating cognitive style are likely to prefer experimentation, nonrational thinking, and creativity. This leads them to choose careers where personal interactions predominate.B) Incorrect. Individuals with a knowing cognitive style prefer jobs that have a technical problem-solving emphasis. Individuals with a creating cognitive style tend to choose careers where personal interactions predominate.C) Incorrect. Individuals with a planning cognitive style prefer jobs where information-gathering predominates. Individuals with a creating cognitive style tend to choose careers where personal interactions predominate.D) Incorrect. Individuals with a creating cognitive style tend to choose careers where personal interactions predominate.Diff: 1 Page Ref: 75-77Topic: Important Areas of Self-AwarenessCognitive StyleSkill: Understanding/Analysis
65) If a job requires someone to be able to focus on only one element of information in order to not become distracted, which of the following would best match those requirements?A) High tolerance of ambiguityB) Low tolerance of ambiguityC) High instrumental valuesD) Low cognitive styleAnswer: BExplanation: A) Incorrect. A high tolerance of ambiguity means that an individual may have a difficult time focusing on a particular task or element of information. An individual with a low tolerance for ambiguity sometimes has difficulty focusing on several tasks at once, but may more easily focus on a single element of information.B) Correct. An individual with a low tolerance for ambiguity sometimes has difficulty focusing on several tasks at once, but may more easily focus on a single element of information.C) Incorrect. Instrumental values refer to desirable standards of conduct and are unrelated to one's ability to focus on a single task. An individual with a low tolerance for ambiguity sometimes has difficulty focusing on several tasks at once, but may more easily focus on a single element of information.D) Incorrect. Low cognitive style is not a term used in the text. An individual with a low tolerance for ambiguity sometimes has difficulty focusing on several tasks at once, but may more easily focus on a single element of information.Diff: 1 Page Ref: 77-78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding
66) The individual most likely to be entrepreneurial in his/her actions is someone with a(n)A) high tolerance of ambiguity.B) low tolerance of ambiguity.C) external locus of control.D) lateral locus of control.Answer: AExplanation: A) Correct. This is because they thrive in situations that are unclear, dynamic, and unstructured. B) Incorrect. Individuals with a high tolerance for ambiguity are more likely to be entrepreneurial. Individuals with a low tolerance for ambiguity are less flexible and adaptive.C) Incorrect. Individuals with an internal locus of control are more likely to be entrepreneurial, as are individuals with a high tolerance for ambiguity.D) Incorrect. Individuals with an internal locus of control are more likely to be entrepreneurial, as are individuals with a high tolerance for ambiguity.Diff: 1 Page Ref: 77Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
67) You think you would like to join the Peace Corps and see the world, live in another culture, and experience new situations. Which subscale from the Tolerance of Ambiguity Scale would indicate whether you would enjoy the Peace Corps experience?A) InsolubilityB) ComplexityC) NoveltyD) None of the aboveAnswer: CExplanation: A) Incorrect. Insolubility indicates the extent to which you are tolerant of problems that are difficult to solve. The novelty subscale would indicate whether you would enjoy the experience. Novelty indicates the extent to which you are tolerant of new, unfamiliar information or circumstances.B) Incorrect. Complexity indicates the extent to which you are tolerant of multiple, distinctive, or unrelated information. The novelty subscale would indicate whether you would enjoy the experience. Novelty indicates the extent to which you are tolerant of new, unfamiliar information or circumstances.C) Correct. Novelty indicates the extent to which you are tolerant of new, unfamiliar information or circumstances.D) Incorrect. The novelty subscale would indicate whether you would enjoy the experience. Novelty indicates the extent to which you are tolerant of new, unfamiliar information or circumstances.Diff: 3 Page Ref: 78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Analysis/Evaluation
68) Bob enjoys his management professor. She hands out vague assignments and encourages him to be creative and to look at things a different way. Which best describes Bob's tolerance?A) Tolerant of familiar informationB) Tolerant of distinctive or unrelated informationC) Intolerant of problems that are difficult to solveD) Tolerant of contradictory informationAnswer: BExplanation: A) Incorrect. Here, the information you are receiving is not necessarily familiar. Additionally, tolerance of ambiguity addresses one's ability to deal with unfamiliarity.B) Correct. The tolerance for ambiguity scale computes three subscores. They are novelty (the extent to which you are tolerant of new or unfamiliar information or situations), complexity (the extent to which you are tolerant of multiple, distinctive, or unrelated information), and insolubility (the extent to which you are tolerant of difficult problems in which solutions are not clearly evident or information is missing). This situation best fits with complexity or possibly insolubility. Because answer choice B defines complexity, and none of the answer choices define insolubility, this is the best answer. C) Incorrect. Here, you are tolerant rather than intolerant, of difficult problems.D) Incorrect. The tolerance for ambiguity scale computes three subscores. They are novelty (the extent to which you are tolerant of new or unfamiliar information or situations), complexity (the extent to which you are tolerant of multiple, distinctive, or unrelated information), and insolubility (the extent to which you are tolerant of difficult problems in which solutions are not clearly evident or information is missing). Contradictory information is not one of the three subscores, nor does it accurately describe one.Diff: 3 Page Ref: 77-78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Analysis/Evaluation
69) What does the internal-external locus of control measure?A) The ways in which a person goes about gathering and evaluating informationB) A person's value systemC) The extent to which a person feels able to affect his or her lifeD) A person's tolerance of ambiguityAnswer: CExplanation: A) Incorrect. This answer choice refers to cognitive style. Internal and external locus of control measures the extent to which a person feels able to affect his or her life.B) Incorrect. Internal and external locus of control measures the extent to which a person feels able to affect his or her life.C) Correct. An internal believes that he or she is in charge of his or her own life, while an external believes that his or her life is controlled by outside forces.D) Incorrect. Tolerance of ambiguity refers to the extent to which individuals are threatened by or have difficulty coping with ambiguous situations and unpredictable change.Diff: 1 Page Ref: 78-79Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
70) On the Locus of Control Scale, Morgan scored a 6 and George scored a 15. How could these results be interpreted?A) Both Morgan and George have an internal locus of control.B) Both Morgan and George have an external locus of control.C) Morgan has an internal locus of control and George has an external locus of control.D) Morgan has an external locus of control and George has an internal locus of control.Answer: CExplanation: A) Incorrect. George's 15 is much too high to indicate an internal locus of control. B) Incorrect. Morgan's 6 is much too low to indicate an external locus of control.C) Correct. Any score above 7 or so indicates an external locus of control, while a score below 7 indicates an internal locus of control.D) Incorrect. Higher scores indicate a shift toward more external locus of control. This answer choice incorrectly flips George and Morgan.Diff: 2 Page Ref: AppendixTopic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Application
71) After the professor passed back the graded test, you heard a student remark, "I didn't do well because the professor gave us tricky questions." Which locus of control does this student probably have?A) Internal locus of controlB) External locus of controlC) High tolerance for ambiguityD) Small locus of controlAnswer: BExplanation: A) Incorrect. An internal believes that he or she is in control of significant life outcomes. The student's remark shows that he or she is blaming the professor for the low test score.B) Correct. An external believes that environmental factors and other people are in control of his or her performance. Here, the student's remark shows that he or she is blaming the professor for the low test score.C) Incorrect. Tolerance for ambiguity is not a component of locus of control, though both are elements of a person's attitude toward change.D) Incorrect. Locus of control is either external or internal.Diff: 2 Page Ref: 78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding
72) In a meeting, you hear Mary say, "Some things are just meant to be," and "The economic health of this country is largely beyond the control of the individual." You classify Mary as a person with an external locus of control. How would you expect her to utilize her power?A) Persuasion and expertiseB) Coercive power and threatsC) Her own positionD) There is not enough information available to answer the question.Answer: BExplanation: A) Incorrect. Persuasion and expertise are hallmarks of an individual with an internal locus of control. Coercive power and threats are hallmarks of an individual with an external locus of control.B) Correct. Because externals believe that other people are best influenced by environmental factors, Mary will use coercive power and threats, rather than persuasion, to motivate her employees.C) Incorrect. This answer choice does not actually specify how Mary would use her position. More specifically, you would expect an external locus of control to result in coercive power and threats as a managerial style.D) Incorrect. Coercive power and threats are hallmarks of an individual with an external locus of control.Diff: 2 Page Ref: 77-78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding
73) Research suggests that internals (1) ask fewer questions, (2) are achievement oriented, and (3) remember more information than externals. Which statements are correct?A) All three statements are correct.B) Only statements 1 and 2 are correct.C) Only statements 1 and 3 are correct.D) Only statements 2 and 3 are correct.Answer: DExplanation: A) Incorrect. Statement 1 is incorrect. Internals actually ask more questions than externals do. Statement 2 is correct. Statement 3 is correct. B) Incorrect. Statement 1 is incorrect. Internals actually ask more questions than externals do. Statement 2 is correct. Statement 3 is correct. C) Incorrect. Statement 1 is incorrect. Internals actually ask more questions than externals do. Statement 2 is correct. Statement 3 is correct. D) Correct. Statement 1 is incorrect. Internals actually ask more questions than externals do. Statement 2 is correct. Statement 3 is correct. Diff: 1 Page Ref: 78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
74) Research suggests people with an internal locus of control (1) are more satisfied with work, (2) outperform externals in stressful situations, and (3) are less accurate in processing feedback about successes and failures than externals. Which statements are correct?A) Statements 1 and 2 are correct.B) Statement 2 is incorrect.C) Statement 2 and 3 are correct.D) All of the statements are correct.Answer: DExplanation: A) Incorrect. All three statements are correct.B) Incorrect. All three statements are correct.C) Incorrect. All three statements are correct.D) Correct. Despite some drawbacks, people in America are handicapped by an external locus of control.Diff: 1 Page Ref: 78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Recall
75) Nobody seems to know what their role is and what they are supposed to do in one of your divisions. Two people have applied for the job as manager of this struggling division. They are equal in experience and knowledge; however, Robert has been classified as external and Susan has been classified as an internal. Who should you hire?A) You should hire Susan.B) You should hire Robert.C) You should continue your job search outside the division, as neither Susan nor Robert are qualified for the job.D) These classifications do not help in selecting the right candidate for this job.Answer: BExplanation: A) Incorrect. Though internal locus of control is generally the preferred attribute, an individual with an external locus of control is more likely to initiate structure and clarify roles, something that this struggling division needs. Robert is the better choice.B) Correct. Though internal locus of control is generally the preferred attribute, an individual with an external locus of control is more likely to initiate structure and clarify roles, something that this struggling division needs. Robert is the better choice.C) Incorrect. Though internal locus of control is generally the preferred attribute, an individual with an external locus of control is more likely to initiate structure and clarify roles, something that this struggling division needs. Robert is the preferred hire.D) Incorrect. Though internal locus of control is generally the preferred attribute, an individual with an external locus of control is more likely to initiate structure and clarify roles, something that this struggling division needs. Robert is the preferred hire.Diff: 3 Page Ref: 79Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Application
76) Janet reads her horoscope and calls the psychic hot line for advice every day. Which would most likely apply to Janet?A) Internal locus of controlB) External locus of controlC) Tolerance for ambiguityD) None of the aboveAnswer: BExplanation: A) Incorrect. An internal locus of control would likely indicate that Janet would seek to improve her position daily, rather than seeking to discover what the universe has in store for her.B) Correct. Janet's behavior is most applicable to an external locus of control (she is seeking to discover what her future holds). C) Incorrect. Janet's behavior is most applicable to an external locus of control (she is seeking to discover what her future holds). The question does not indicate whether Janet has a high or low tolerance for ambiguity.D) Incorrect. Janet's behavior is most applicable to an external locus of control (she is seeking to discover what her future holds). Diff: 2 Page Ref: 78Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding
77) Which is not one of the most researched big five personality attributes?A) ExtraversionB) AgreeablenessC) EgoD) NeuroticismE) ConscientiousnessAnswer: CExplanation: A) Incorrect. The big five personality attributes are extraversion, aggreeableness, neuroticism, conscientiousness, and openness to experience.B) Incorrect. The big five personality attributes are extraversion, aggreeableness, neuroticism, conscientiousness, and openness to experience.C) Correct. The big five personality attributes are extraversion, aggreeableness, neuroticism, conscientiousness, and openness to experience.D) Incorrect. The big five personality attributes are extraversion, aggreeableness, neuroticism, conscientiousness, and openness to experience.E) Incorrect. The big five personality attributes are extraversion, aggreeableness, neuroticism, conscientiousness, and openness to experience.Diff: 2 Page Ref: 80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
78) Which best defines core self-evaluation?A) The evaluation each person has developed about himself or herselfB) The evaluation of dominant personality traits that are core to a person's management skillsC) The evaluation other people give to a person's most dominant personality traitsD) The evaluation each person gives of himself or herself to appraise eligibility for salary increasesAnswer: AExplanation: A) Correct. It is also defined as overall positive self-regard.B) Incorrect. Core self-evaluation refers to an evaluation each person has developed about him- or herself, not of generally dominant personality traits.C) Incorrect. Core self-evaluation refers to an evaluation each person has developed about him- or herself, not an evaluation of others.D) Incorrect. Core self-evaluation determines one's attitude about oneself, not eligibility for increases in salary.Diff: 2 Page Ref: 80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Understanding
79) Which best describes core self-evaluation?A) The extent to which people accurately evaluate how others think about themB) The extent to which people are able to diagnose their own emotionsC) The extent to which people value themselves and feel proficient as individualsD) The extent to which people want affectionAnswer: CExplanation: A) Incorrect. Self-evaluation is the extent to which people value themselves and feel proficient as individuals. It has nothing to do with whether people accurately evaluate others' perceptions of them.B) Incorrect. This answer choice refers to self-awareness, rather than self-evaluation.C) Correct. The four components of self-esteem are (value), self-efficacy (proficiency), neuroticism (proficiency and value), and locus of control (proficiency).D) Incorrect. Expressed need for affection is not central to self-evaluation. Self-evaluation is the extent to which people value themselves and feel proficient as individuals. Diff: 2 Page Ref: 80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Understanding
80) Which components contribute to the latent attribute of core self-evaluation?1. self-esteem2. self-efficacy3. locus of control4. extraversion
A) Components 1 and 2 contribute.B) Components 1 and 4 contribute.C) Components 1, 2, and 3 contributeD) Components 1, 2, and 4 contribute.Answer: CExplanation: A) Incorrect. The latent attribute of core self-evaluation is comprised of four components: (1) self-esteem, (2) self-efficacy, (3) neuroticism, and (4) locus of control.B) Incorrect. The latent attribute of core self-evaluation is comprised of four components: (1) self-esteem, (2) self-efficacy, (3) neuroticism, and (4) locus of control.C) Correct. The latent attribute of core self-evaluation is comprised of four components: (1) self-esteem, (2) self-efficacy, (3) neuroticism, and (4) locus of control.D) Incorrect. The latent attribute of core self-evaluation is comprised of four components: (1) self-esteem, (2) self-efficacy, (3) neuroticism, and (4) locus of control.Diff: 2 Page Ref: 80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
81) What is neuroticism?A) The extent to which people see themselves as capable and successfulB) The tendency to have a negative outlook and pessimistic approach to lifeC) The belief that one can control his or her experiencesD) The generalized sense of one's ability to perform capably across a variety of circumstancesAnswer: BExplanation: A) Incorrect. This answer choice describes self-esteem. Neuroticism refers to the tendency to have a negative outlook and pessimistic approach to life.B) Correct. Because this is a negative, rather than a positive, attribute, it is reverse-scored. That is, a higher neuroticism score will lower one's core self-evaluation.C) Incorrect. This answer choice refers to locus of control. Neuroticism refers to the tendency to have a negative outlook and pessimistic approach to life.D) Incorrect. This answer choice refers to self-efficacy. Neuroticism refers to the tendency to have a negative outlook and pessimistic approach to life.Diff: 1 Page Ref: 80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
82) What is self-efficacy?A) The extent to which people see themselves as capable and successfulB) The tendency to have a negative outlookC) The belief that one can control his or her experiencesD) The generalized sense of one's ability to perform capably across a variety of circumstancesAnswer: DExplanation: A) Incorrect. This answer choice refers to self-esteem. Self-efficacy is the generalized sense of one's ability to perform capably across a variety of circumstances.B) Incorrect. This answer choice refers to neuroticism. Self-efficacy is the generalized sense of one's ability to perform capably across a variety of circumstances.C) Incorrect. This answer choice refers to locus of control. Self-efficacy is the generalized sense of one's ability to perform capably across a variety of circumstances.D) Correct. Though it is possible to have varying levels of self-efficacy depending on the task, core self-evaluation refers to generalized self-efficacy, which refers to general confidence in one's abilities.Diff: 1 Page Ref: 80Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
83) Which is true concerning people who have higher core self-evaluation scores?A) They tend to be selfish.B) They tend to possess an overabundance of positive self-regard.C) They tend to avoid diagnosing others' emotions.D) They tend to choose complex and more challenging work.Answer: DExplanation: A) Incorrect. A high core self-evaluation implies sensitivity to others and their environment. B) Incorrect. An overabundance of self-regard (and resulting selfishness or insensitivity) does not indicate a high core self-evaluation. C) Incorrect. Core self-evaluation does not address an individual's emotional intelligence (ability to diagnose emotions), but rather deals with an individual's view of him- or herself.D) Correct. This is because high core self-evaluation scores are associated with motivation, persistence, and productivity.Diff: 1 Page Ref: 81Topic: Important Areas of Self-AwarenessCore Self-EvaluationSkill: Recall
84) Explain the key areas of self-awareness. For each key area of self-awareness, provide a real-life example to support your description.Answer: The student should describe (1) emotional intelligencethe ability to diagnose and recognize your own emotions, the ability to control your own emotions, the ability to recognize and diagnose the emotions displayed by others, and the ability to respond appropriately to those emotional cues; (2) Personal valuesall attitudes, orientations, and behaviors arise out of an individual's values; (3) Cognitive stylethe manner in which individuals gather and process information; (4) Attitudes toward changefocuses on the methods people use to cope with change in their environment; and (5) Core self-evaluationoverall positive self-regard or the extent to which people value themselves and feel proficient as individuals. Also, the student should provide one appropriate real-life example for each key area of self-awareness. See Figure 1.2.Diff: 2 Page Ref: 62-82Topic: Key Dimensions of Self-AwarenessSkill: Understanding
Communist Prison CampTo understand the development of increased self-awareness, it is helpful to consider the opposite process: the destruction of self-awareness. Understanding the growth process is often enhanced by understanding the deterioration process. In the case below, a process of psychological self-destruction is described as it occurred among prisoners of war during the Korean War. Consider how these processes that destroy self-awareness can be reversed to create greater self-awareness. The setting is a prisoner of war camp managed by the Communist Chinese.In such prisons the total regimen, consisting of physical privation, prolonged interrogation, total isolation from former relationships and sources of information, detailed regimentation of all daily activities, and deliberate humiliation and degradation, was geared to producing a confession of alleged crimes, the assumption of a penitent role, and the adoption of a Communist frame of reference. The prisoner was not informed what his crimes were, nor was he permitted to evade the issue by making up a false confession. Instead, what the prisoner learned he must do was reevaluate his past from the point of view of the Communists and recognize that most of his former attitudes and behavior were actually criminal from this point of view. A priest who had dispensed food to needy peasants in his mission church had to "recognize" that he was actually a tool of imperialism and was using his missionary activities as a cover for exploitation of the peasants. Even worse, he had used food as blackmail to accomplish his aims.
The key technique used by the Communists to produce social alienation to a degree sufficient to allow such redefinition and reevaluation to occur was to put the prisoner into a cell with four or more other prisoners who were somewhat more advanced in their "thought reform" than he. Such a cell usually had one leader who was responsible to the prison authorities, and the progress of the whole cell was made contingent on the progress of the least "reformed" member. This condition meant in practice that four or more cell members devoted all their energies to getting their least "reformed" member to recognize "the truth" about himself and to confess. To accomplish this, they typically swore at, harangued, beat, denounced, humiliated, reviled, and brutalized their victim 24 hours a day, sometimes for weeks or months on end. If the authorities felt that the prisoner was basically uncooperative, they manacled his hands behind his back and chained his ankles, which made him completely dependent on his
cellmates for the fulfillment of his basic needs. It was this reduction to an animal-like existence in front of other humans that constituted the ultimate humiliation and led to the destruction of the prisoner’s image of himself. Even in his own eyes he became something not worthy of the regard of his fellow man.
If, to avoid complete physical and personal destruction, the prisoner began to confess in the manner desired of him, he was usually forced to prove his sincerity by making irrevocable behavioral commitments, such as denouncing and implicating his friends and relatives in his own newly recognized crimes. Once he had done this, he became further alienated from his former self, even in his own eyes, and could seek security only in a new identity and new social relationships. Aiding this process of confessing was the fact that the crimes gave the prisoner something concrete to which to attach the free-floating guilt which the accusing environment and his own humiliation usually stimulated.
A good example was the plight of the sick and wounded prisoners of war who, because of their physical confinement, were unable to escape from continual conflict with their interrogator or instructor, and who often ended up forming a close relationship with him. Chinese Communist instructors often encouraged prisoners to take long walks or have informal talks with them and offered as incentives cigarettes, tea, and other rewards. If the prisoner was willing to cooperate and become a “progressive,” he could join with other “progressives” in an active group life.
Within the political prison, the group cell not only provided the forces toward alienation but also offered the road to a “new self.” Not only were there available among the fellow prisoners individuals with whom the prisoner could identify because of their shared plight, but once he showed any tendency to seek a new identity by trying to reevaluate his past, he received a whole range of rewards, of which the most important was the interpersonal information that he was again a person worthy of respect and regard.
Source: Schein, E. H. (1960). Interpersonal communication, group solidarity, and social influence. Sociometry, 23, 148-61.
85) Using Trompenaars' dimensions of national culture, identify and explain the cultural dimension that best relates to the debate by the managers over the merits of a team-based compensation program for the sales force and customer service representatives.Answer: The cultural dimension of individualism vs. collectivism relates to the debate. The compensation program (commission rate) for salespeople has traditionally emphasized individual performance. Salespeople typically work independently with emphasis placed on individual responsibility for generating sales. Credit, i.e., commission rate, and recognition are based on an individual's contributions. Proposal of a team-based compensation program would emphasize team performance and contributions. If the sales force does not value the contributions of the customer service representatives to producing sales, implementation of a team-based compensation program could result in a conflict based on individualistic vs. team values.Diff: 3 Page Ref: 67-69Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Application
86) Using Trompenaars' dimensions of national culture, identify and explain the cultural dimension that best relates to the behavior displayed by Virginia, the customer service manager.Answer: The cultural dimension of affective vs. neutral relates to the behavior displayed by Virginia. A person who works in a culture with high affective values would feel comfortable showing emotions openly and would deal in emotional ways with problems. Virginia is openly emotional in the meeting and leaves the meeting prematurely. It is clear she is angry and quite passionate about the role the customer service reps have in supporting and contributing to the success of the sales force. In a culture with neutral values, a person would most likely react in a more rational manner; goal-directed behaviors rather than emotions would typically prevail in personal interactions.Diff: 3 Page Ref: 67-69Topic: Important Areas of Self-AwarenessCultural ValuesSkill: Application
87) You are a vice-president of operations for a Fortune 500 company and have six area managers reporting to you. Using Rokeach's value classification system, identify and explain the key values your managers are most likely to perceive as the most important to their success in the workplace.Answer: With regards to instrumental values, managers want employees who are responsible, honest, capable, imaginative, and logical. Managers in the business world tend to rate ambition, capability, responsibility, and freedom higher than people in general. Highly successful managers typically place more emphasis on economic (a comfortable life) and political (social recognition) values than less successful managers. Managers also place more value on sense of accomplishment, self-respect, a comfortable life, and independence than the population in general. The instrumental value managers held highest for themselves was ambition; their highest-held terminal value was sense of accomplishment. Personal values rather than social values and those oriented toward achievement predominate among managers.Diff: 2 Page Ref: 69-71Topic: Important Areas of Self-AwarenessPersonal ValuesSkill: Recall
88) Compare and contrast the key differences in the major levels of Kohlberg's model of values maturity.Answer: Kohlberg's model focuses on the kind of reasoning used to reach a decision about an issue that has value or moral connotations. The model has three major levels, each of which contains two stages. The stages are sequential (a person can't progress to stage 3 before passing through stage 2), and each stage represents a higher level of maturity. The first level of maturity, the self-centered level (preconventional), focuses on moral reasoning and instrumental values that are based on personal needs or wants and on the consequences of an act. The second level, conformity level (conventional), focuses on moral reasoning based on conforming to and upholding the conventions and expectations of society. This level is sometimes referred to as the law and order level because the emphasis is on conformity to laws and norms. Right and wrong are judged on the basis of whether or not behaviors conform to the rules of those in authority. Respect from others based on obedience is a prized outcome. The principled level (postconventional) is the highest level and represents the most mature level of moral reasoning and the most mature set of instrumental values. Right and wrong are judged on the basis of the internalized principles of the individual. This set of principles is comprehensive, consistent, and universal. In sum, self-centered (first level of maturity) individuals view rules and laws as outside themselves, but they obey because they may obtain rewards or avoid punishment. Conformist (second level of maturity) individuals view rules and laws as outside themselves, but they obey because they have learned and accepted those rules and laws, and they seek the respect of others. Principled (third level of maturity) individuals examine the rules and laws and develop a set of internal principles that they believe are morally right. If there is a choice to be made between obeying a law or a principle, they chose the principle. Internalized principles supersede rules and laws in principled individuals.Diff: 2 Page Ref: 70-74Topic: Important Areas of Self-AwarenessValues MaturitySkill: Understanding
89) Research indicates that an internal locus of control is not always a positive attribute. Compare and contrast both the advantages and disadvantages of an internal locus of control and an external locus of control.Answer: Individuals with an external locus of control have been shown to help clarify roles and are more considerate than internals. This is an advantage of people with an external locus of control. Internals are less likely to follow directions and are less accurate in processing feedback about success and failures than externals. These are disadvantages of individuals with an internal locus of control. Also, internals have a harder time reaching a decision when the outcome of such decision is a serious consequence for someone else. This too is a disadvantage of people with an internal locus of control. Advantages of individuals with an internal locus of control are that they perform better in stressful situations, engage in more entrepreneurial activity, are more active in managing their own careers, and have higher levels of job involvement and participative management style.Diff: 2 Page Ref: 79-83Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding
Communist Prison CampTo understand the development of increased self-awareness, it is helpful to consider the opposite process: the destruction of self-awareness. Understanding the growth process is often enhanced by understanding the deterioration process. In the case below, a process of psychological self-destruction is described as it occurred among prisoners of war during the Korean War. Consider how these processes that destroy self-awareness can be reversed to create greater self-awareness. The setting is a prisoner of war camp managed by the Communist Chinese.In such prisons the total regimen, consisting of physical privation, prolonged interrogation, total isolation from former relationships and sources of information, detailed regimentation of all daily activities, and deliberate humiliation and degradation, was geared to producing a confession of alleged crimes, the assumption of a penitent role, and the adoption of a Communist frame of reference. The prisoner was not informed what his crimes were, nor was he permitted to evade the issue by making up a false confession. Instead, what the prisoner learned he must do was reevaluate his past from the point of view of the Communists and recognize that most of his former attitudes and behavior were actually criminal from this point of view. A priest who had dispensed food to needy peasants in his mission church had to "recognize" that he was actually a tool of imperialism and was using his missionary activities as a cover for exploitation of the peasants. Even worse, he had used food as blackmail to accomplish his aims.
The key technique used by the Communists to produce social alienation to a degree sufficient to allow such redefinition and reevaluation to occur was to put the prisoner into a cell with four or more other prisoners who were somewhat more advanced in their "thought reform" than he. Such a cell usually had one leader who was responsible to the prison authorities, and the progress of the whole cell was made contingent on the progress of the least "reformed" member. This condition meant in practice that four or more cell members devoted all their energies to getting their least "reformed" member to recognize "the truth" about himself and to confess. To accomplish this, they typically swore at, harangued, beat, denounced, humiliated, reviled, and brutalized their victim 24 hours a day, sometimes for weeks or months on end. If the authorities felt that the prisoner was basically uncooperative, they manacled his hands behind his back and chained his ankles, which made him completely dependent on his cellmates for the fulfillment of his basic needs. It was this reduction to an animal-like existence in front of other humans that constituted the ultimate humiliation and led to the destruction of the prisoner’s image of himself. Even in his own eyes he became something not worthy of the regard of his fellow man.
If, to avoid complete physical and personal destruction, the prisoner began to confess in the manner desired of him, he was usually forced to prove his sincerity by making irrevocable behavioral commitments, such as denouncing and implicating his friends and relatives in his own newly recognized crimes. Once he had done this, he became further alienated from his former self, even in his own eyes, and could seek security only in a new identity and new social relationships. Aiding this process of confessing was the fact that the crimes gave the prisoner something concrete to which to attach the free-floating guilt which the accusing environment and his own humiliation usually stimulated.
A good example was the plight of the sick and wounded prisoners of war who, because of their physical confinement, were unable to escape from continual conflict with their interrogator or instructor, and who often ended up forming a close relationship with him. Chinese Communist instructors often encouraged prisoners to take long walks or have informal talks with them and offered as incentives cigarettes, tea, and other rewards. If the prisoner was willing to cooperate and become a “progressive,” he could join with other “progressives” in an active group life.
Within the political prison, the group cell not only provided the forces toward alienation but also offered the road to a “new self.” Not only were there available among the fellow prisoners individuals with whom the prisoner could identify because of their shared plight, but once he showed any tendency to seek a new identity by trying to reevaluate his past, he received a whole range of rewards, of which the most important was the interpersonal information that he was again a person worthy of respect and regard.
Source: Schein, E. H. (1960). Interpersonal communication, group solidarity, and social influence. Sociometry, 23, 148-61.
90) What specific techniques were used to bring about the destruction of self-awareness among the prisoners?Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.
Diff: 3 Page Ref: 61-62, entire chTopic: Important Areas of Self-AwarenessSkill: Understanding/Analysis
91) What opposite processes could be used to create the reverse process, a strengthening of the self-concept?Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.
Diff: 3 Page Ref: 61-62, entire ch
Topic: Important Areas of Self-Awareness
Skill: Understanding/Application
92) Assume that you are charged with the orientation of a cohort of new managers in your organization. How would you help them understand their own strengths and inclinations and how they could best contribute?Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.
Diff: 4 Page Ref: entire chapter
Topic: Important Areas of Self-Awareness Core Self-Evaluation
Skill: Application
93) What mechanisms do people use, and what mechanisms could the prisoners of war have used, to resist a change in their self-concepts?Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.
Diff: 2 Page Ref: 58-59
Topic: Important Areas of Self-Awareness Core Self-Evaluation
94) What could be done to reform or rebuild the self-awareness of these prisoners? What can be done to help individuals without self-awareness to improve that skill?Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.
Diff: 3 Page Ref: 59-60
Topic: Important Areas of Self-Awareness
Skill: Application
95) How did prisoners protect their self-esteem and self-respect? Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.Diff: 1 Page Ref: 79-83Topic: Important Areas of Self-AwarenessSkill: Understanding
96) In the situation of these prisoners of war, what demonstrates that individuals tend to avoid new self-knowledge?Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.Diff: 2 Page Ref: 58-59Topic: Important Areas of Self-AwarenessSkill: Application/Analysis
97) What did the somewhat more advanced prisoners do to overcome the threat-rigidity response of less reformed prisoners? Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.Diff: 2 Page Ref: 58-59Topic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding/Analysis
98) What likely happened to the sensitive line of less reformed prisoners? Provide justification for your answer.Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.Diff: 2 Page Ref: entire chapterTopic: Important Areas of Self-AwarenessAttitudes Toward ChangeSkill: Understanding/Analysis
99) Which of the five core aspects of self-concept were the prison camps structured to change? Provide justification for your answer.Answer: This case is about the value of the four dimensions of self-awareness. The case illustrates the techniques used in Communist prisoner-of-war camps to dissolve social support mechanisms and destroy individual self-concept. It points out the coupling between one’s social definition and self-definition. One of the strongest points illustrated is the need for a stable set of internalized principles to govern behavior. Suicides and defections were most common among prisoners without well-constructed value systems. When grading student answers, keep in mind the following points. ∙ Self-concept is argued by many to be almost completely a socially constructed concept. The old adage from social psychology, "I am what I think you think I am," is an important factor in our development of a self-concept. We are all heavily dependent on our perceptions of what we think others think of us for our feeling of self-worth. ∙ The more self-awareness and self-knowledge, the more comfortable and confident individuals are and the more they are likely to resist social pressure. That is, the unexamined life not only is not worth living, it is the most changeable and unstable. Self-understanding leads to stability and consistency.∙ Self-awareness is a process, not a state; consequently, it is never completed. It is a lifelong journey. ∙ Self-knowledge creates confidence and stability. The same is true for a well-developed, consistent set of values. When social pressures were brought to bear on prisoners of war, those who folded first were those without a foundation in values and self-confidence. They relied heavily on social perception for the definitions. The chapter stresses that self-awareness is crucial to personal progress in the midst of contradictory, ambiguous, and nonreinforcing circumstances facing all managers as they become increasingly successful.
The major technique used by the Chinese Communists in changing self-concepts (both in the post-1949 thought reform of the Chinese people and with prisoners of war) as noted in the writings of Mao Tse-tung:∙ Form a cohesive team that individuals identify with and feel very much a part of.∙ Use the group to break down the self-concept and self-identity of the individual, mainly by identifying weaknesses, transgressions, faults, and shortcomings. Do this by isolating the individual, requiring public confessions, writing personally critical autobiographies, and subjecting the individual to many group interrogations and defenses of actions.∙ Substitute a new idealogy as the solution to the negative feelings of self-worthlessness and sin. "The party" or the adoption of a new world view is the only way to reconstruct the now-destroyed self-confidence.Diff: 2 Page Ref: entire chapterTopic: Important Areas of Self-Awareness
Developing Management Skills, 8e (Whetten/Cameron) Chapter 2 Managing Personal Stress
1) The largest cause of workplace stress is the perception of employees that they do not have enough control over their work.Answer: FALSEExplanation: Incompetent management is the largest cause of workplace stress.Diff: 1 Page Ref: 113Topic: Improving the Management of Stress and TimeThe Role of ManagementSkill: Recall
2) According to research cited in the text, when a manager experiences stress, he/she will tend to have less ability to generate creative thoughts and unique solutions to problems.Answer: TRUEExplanation: Not only does stress negatively affect employees, but it can cripple effective management behaviors such as creativity and unique problem solving.Diff: 2 Page Ref: 113Topic: Improving the Management of Stress and TimeThe Role of ManagementSkill: Recall
3) In the absence of any stress, a person is likely to do his/her best work.Answer: FALSEExplanation: In the absence of any stress, people feel completely bored and lack any inclination to act.Diff: 2 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Recall
4) Defense mechanisms are employed in the resistance stage of stress.Answer: TRUEExplanation: The five types of defense mechanisms are (1) aggression, (2) regression, (3) repression, (4) withdrawal, and (5) fixation. Also during this stage, the body begins to store up excess energy.
Diff: 1 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Recall
5) You are stuck in traffic. Your friend suggests that you take the next exit, get off the freeway, and try a different route. You remark, "I always go this way, why change now?" This is an example of the fixation defense mechanism.Answer: TRUEExplanation: The fixation strategy involves persisting in a response regardless of its effectiveness. Diff: 3 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Understanding
6) People will cope better with stress when they realize that high stress helps them remember things better.Answer: FALSEExplanation: Impaired memory and lower levels of cognition occur under conditions of high stress. People actually get dumber!Diff: 2 Page Ref: 115Topic: Major Elements of StressCoping with StressSkill: Recall
7) George just found out that Bill received a letter from the IRS about a certain deduction Bill took. George took the same deduction. George is worried. This is an example of situational stress.Answer: FALSEExplanation: George is experiencing anticipatory stressa disagreeable event that threatens to occur or an unpleasant thing that has not yet happened, but might happen.Diff: 3 Page Ref: 120Topic: Managing StressStressorsSkill: Understanding
8) A student group is having trouble defining the major problems in a case they are studying. The group lacks cohesion. The stress the group members will most likely experience will be encounter stress.Answer: TRUEExplanation: Encounter stressors are those which result from interpersonal interaction, including attempting to accomplish a task while part of a noncohesive group.Diff: 2 Page Ref: 118Topic: Managing StressStressorsSkill: Understanding
9) According to research cited in the text, the major cause of burnout in work settings is situational stress.Answer: FALSE
Explanation: The major cause of burnout is encounter stress (those stressors arising out of interpersonal interactions), rather than situational stress (those stressors arising out of the environment).Diff: 1 Page Ref: 118Topic: Managing StressStressorsSkill: Recall
10) In determining whether an activity is urgent or important to you personally, you should decide on what you care about passionately.Answer: TRUEExplanation: Other questions include What do I stand for? What would I like to have accomplished 20 years from now? What do I want to be remembered for?Diff: 1 Page Ref: 123Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
11) Bonnie has recently been promoted to manager of customer service and is determined to eliminate time stressors in her new role. To accomplish her goal, she should focus on activities that are categorized in terms of low importance and high urgency.Answer: FALSEExplanation: She should focus on activities that are categorized as low urgency and high importance.Diff: 2 Page Ref: 122Topic: Eliminating Time Stressors through Time ManagementSkill: Understanding
12) One way to manage your time better is to determine the critical 80 percent of the tasks that need doing and do those first.Answer: FALSEExplanation: Typically, 20 percent of the work accomplishes 80 percent of the results. Research shows that 20 percent of the work should be viewed as high priority and the bulk of time should be spent on those things.Diff: 2 Page Ref: 126Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
13) Wanting to make the most effective use of your time, you schedule the weekly staff meeting at 9:00 A.M. According to suggestions in the text, this is an effective time for a weekly staff meeting.Answer: FALSEExplanation: Routine meetings should be held at the end of the day. Energy and creativity levels are highest early in the day and should not be wasted on trivial matters. Furthermore, an automatic deadlinequitting timewill set a time limit on the meeting.Diff: 1 Page Ref: 127Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
14) If you want to talk to a subordinate, it would probably be a more efficient use of your time if you go to her office.Answer: TRUEExplanation: This is true because you control the length of the meeting by being free to leave at any time. However, if you spend a lot of time traveling to subordinates' offices, this strategy may not be effective.Diff: 1 Page Ref: 127Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
15) In reducing encounter stress, it is better to have larger deposits than withdrawals in the emotional bank account.Answer: TRUEExplanation: Larger deposits in an emotional bank account means that the relationship is stronger and more resilient. Collaborative relationships decrease encounter stress. Diff: 1 Page Ref: 129Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
16) The authors of the text suggest that encounter stress can be reduced by improving and developing social and cognitive intelligence.Answer: FALSEExplanation: The correct answer is that encounter stress can be reduced by improving social and emotional intelligence.Diff: 1 Page Ref: 129Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
17) You have the ability to control and manage both your cognitive intelligence and emotional intelligence.Answer: FALSEExplanation: By and large, cognitive intelligence is beyond our control, especially after the first few years of life. It is a product of the gifts with which we were born or our genetic code. Emotional intelligence, on the other hand, can be developed and increased.Diff: 2 Page Ref: 129-130Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
18) Research suggests that the single most important contributor to stress is a lack of freedom and participation in decision making regarding one's job.Answer: TRUEExplanation: One study showed that individuals provided more discretion in making decisions about assigned tasks experienced fewer time stressors, situational stressors, and anticipatory stressors. Diff: 2 Page Ref: 131Topic: Eliminating Situational Stressors through Work RedesignSkill: Recall
19) Redesigning a job is suggested in the text as a way to eliminate time stress.Answer: FALSEExplanation: Work redesign can effectively eliminate situational stressors associated with the work itself, but not time stressors.Diff: 1 Page Ref: 131Topic: Eliminating Situational Stressors through Work RedesignSkill: Recall
20) Morgan is a computer programmer. If we allow Morgan to work at home where she would have the authority to make decisions about how and when she did her work, we would likely reduce situational stress.Answer: FALSEExplanation: Working at home may give Morgan freedom to choose when she did her work, but this is not the type of freedom she needs. Hackman and colleagues redesign model implies that Morgan would need to work on the whole project and a variety of tasks, work in a team environment, and see the consequences of her work on the customer. These things are not likely to happen if Morgan just works at home.Diff: 3 Page Ref: 131-132Topic: Eliminating Situational Stressors through Work RedesignSkill: Understanding
21) Establishing your priorities in life will help to eliminate anticipatory and time stressors.Answer: TRUEExplanation: Stress associated with anticipating an event is more a product of psychological anxiety than current work circumstances. To eliminate that source of stress requires a change in thought processes, priorities, and plans. It can also eliminate time stressors. Diff: 2 Page Ref: 132Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Recall
22) According to the text, short-term planning works well in eliminating anticipatory stress.Answer: TRUEExplanation: This works because it focuses attention on immediate goal accomplishment instead of a fearful and uncertain future. Diff: 2 Page Ref: 132Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Recall
23) Establishing clear goals in designing a performance appraisal process for clerical positions is likely to lead to the elimination of stress.Answer: FALSEExplanation: It requires more than simply establishing clear goals to eliminate anticipatory stress. Identifying the activities and behaviors that will lead toward accomplishing the goal is also important. Likewise, it is important to set up accountability and reporting mechanisms along with evaluation and reward systems concerning the goals.Diff: 2 Page Ref: 132Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Understanding
24) Bill is feeling the stress of his job and has lost creativity in his problem solving. To improve resiliency and problem solving, he should be encouraged to engage in unrelated activities outside of his job.Answer: TRUEExplanation: The more we concentrate exclusively on work, the more restricted and less creative we become. Engaging in unrelated activities can spur creative breakthroughs.Diff: 2 Page Ref: 135Topic: Developing ResiliencySkill: Recall
25) The purposes of a regular exercise program include maintaining optimal weight, increasing psychological well-being, and improving the cardiovascular system.Answer: TRUEExplanation: A regular exercise program can help accomplish these purposes and has a significant effect on individuals and organizations.Diff: 1 Page Ref: 136Topic: Developing ResiliencyPhysiological ResiliencySkill: Recall
26) According to research cited in the text, hardy individuals appear to have a high tolerance for ambiguity.Answer: TRUEExplanation: Hardiness results from feeling in control of one's life, feeling committed to and involved in what one is doing, and feeling challenged by new experiences. Because of this stability and optimism, hardy individuals tend to deal more productively with ambiguous situations.Diff: 2 Page Ref: 139Topic: Developing ResiliencyPsychological ResiliencySkill: Recall
27) A person's personality pattern and whether he/she interprets stressful situations positively are known as social resiliency.Answer: FALSEExplanation: A person's personality pattern and whether he/she interprets stressful situations positively are known as psychological resiliency. Social resiliency refers to people who are embedded in supportive social networks.Diff: 2 Page Ref: 139Topic: Developing ResiliencyPsychological ResiliencySkill: Recall
28) Part of the problem of Type A personalities is that they feel that the Type A personality made them a success, so why change.Answer: TRUEExplanation: It is true that intense and persistent action has been valued among managers. However, it can have significant negative health effects that impede the manager's ability to accomplish his or her job.Diff: 1 Page Ref: 141Topic: Developing ResiliencyThe Type A PersonalitySkill: Recall
29) As a college student, you take great joy in defeating your baby sister in a child's game called "Go Fish." This could be an example of the Type A behavioral tendency of competitiveness.Answer: TRUEExplanation: Many people are competitive. Type A personalities tend to be extremely competitive. The other three behavior tendencies of Type A individuals are significant life imbalance, hostility, and impatience.Diff: 2 Page Ref: 140-141Topic: Developing ResiliencyThe Type A PersonalitySkill: Understanding
30) Reactive strategies for managing stress are especially useful when an individual is facing time pressure.Answer: TRUEExplanation: Reactive strategies help us cope. Reactive strategies are especially useful when it may be impossible to eliminate stressors and when we need to take immediate action in the short term to cope with stress and to plan and prepare for long-term action.Diff: 2 Page Ref: 144Topic: Temporary Stress-Reduction TechniquesSkill: Understanding
31) What behavior would a manager that experiences stress typically exhibit?A) Underestimate how fast time is passingB) Consult and listen to othersC) Fixate on a single approach to a problemD) Create unique solutions to problemsAnswer: CExplanation: A) Incorrect. Stressed managers typically overestimate how fast time is passing. This leads to them consistently feeling rushed.B) Incorrect. Stressed managers consult and listen to others less than those managers who are not experiencing stress.C) Correct. Other symptoms of stress include overestimating the passage of time, selectively perceiving information, intolerance of ambiguity.D) Incorrect. Stressed managers actually have less ability to generate creative thoughts and unique solutions to problems.Diff: 1 Page Ref: 113Topic: Improving the Management of Stress and TimeThe Role of ManagementSkill: Recall
32) If you feel anxiety or fear, or perhaps sorrow or confusion, you are likely in which stage of stress reaction?A) Alarm stageB) Resistance stageC) Exhaustion stageD) You are not feeling stress.Answer: AExplanation: A) Correct. The alarm stage is characterized by acute increases in anxiety or fear if the stressor is a threat, or increases in sorry or depression if the stressor is a loss.B) Incorrect. The resistance stage is predominated by defense mechanisms such as aggression, regression, withdrawal, and repression. The alarm stage is characterized by acute increases in anxiety or fear if the stressor is a threat, or increases in sorry or depression if the stressor is a loss.C) Incorrect. The exhaustion stage occurs when stress is so pronounced that it overwhelms your defenses and outlasts your ability to cope with it. The alarm stage is characterized by acute increases in anxiety or fear if the stressor is a threat, or increases in sorry or depression if the stressor is a loss.D) Incorrect. Anxiety and fear are almost sure signs that you are experiencing stress. The alarm stage is characterized by acute increases in anxiety or fear if the stressor is a threat, or increases in sorry or depression if the stressor is a loss.Diff: 1 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Recall
33) Your project's due date is coming fast! However, you notice that you forgot to mow the lawn (you hate mowing) and yesterday you forgot to attend a staff meeting. Also, you find that you daydream often. Which defense mechanism are you most likely employing to resist stress?A) AggressionB) RegressionC) RepressionD) WithdrawalAnswer: DExplanation: A) Incorrect. Aggression typically involves attacking the stressor or occasionally another person or object. The question contains no evidence that you have acted aggressively toward your project or co-workers.B) Incorrect. Regression is adopting a behavior that was successful at an earlier time in your life; for example, acting childish or immature. C) Incorrect. Repression is denying, forgetting, or redefining the stressor. Though you forgot to mow the lawn and attend your staff meeting, you have not forgotten about your project, which is the source of your stress.D) Correct. Withdrawal is characterized by forgetfulness, inattention, fantasy, and escape. Diff: 3 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Understanding
34) Your flight has just been canceled. Tom is arguing with airline officials, Mary is crying, and you have decided to grab a bite to eat. Which defense mechanism is each person using?A) Tomfixation; Marywithdrawal; yourepressionB) Tomfixation; Maryrepression; youwithdrawalC) Tomaggression; Maryaggression; youfixationD) Tomaggression; Maryregression; youwithdrawalAnswer: DExplanation: A) Incorrect. Tom's argument with the airline officials is typical of the aggression defense mechanism, in which the individual attacks the stressor. Mary's crying is typical of the regression defense mechanism, in which the individual reverts to a previously successful (sometimes childish) behavior. Your leaving to eat is typical of the withdrawal defense mechanism, in which the individual attempts to forget or escape the situation.B) Incorrect. Tom's argument with the airline officials is typical of the aggression defense mechanism, in which the individual attacks the stressor. Mary's crying is typical of the regression defense mechanism, in which the individual reverts to a previously successful (sometimes childish) behavior. Your leaving to eat is typical of the withdrawal defense mechanism, in which the individual attempts to forget or escape the situation.
C) Incorrect. Tom's argument with the airline officials is typical of the aggression defense mechanism, in which the individual attacks the stressor. Mary's crying is typical of the regression defense mechanism, in which the individual reverts to a previously successful (sometimes childish) behavior. Your leaving to eat is typical of the withdrawal defense mechanism, in which the individual attempts to forget or escape the situation.
D) Correct. Tom's argument with the airline officials is typical of the aggression defense mechanism, in which the individual attacks the stressor. Mary's crying is typical of the regression defense mechanism, in which the individual reverts to a previously successful (sometimes childish) behavior. Your leaving to eat is typical of the withdrawal defense mechanism, in which the individual attempts to forget or escape the situation.Diff: 3 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Understanding
35) You have been worrying about your presentation to the class for weeks. However, today, it doesn't seem like it will be that bad. What is there to be worried about, they're just my friends, you say to yourself. Which defense mechanism are you most likely employing?A) AlarmB) WithdrawalC) FixationD) RepressionAnswer: DExplanation: A) Incorrect. Alarm is the first stage of the stress progression but is not a defense mechanism.B) Incorrect. Withdrawal is characterized by fantasy, forgetfulness, or escaping the situation.C) Incorrect. Fixation is persisting in a response despite its lack of effectiveness (e.g., repeatedly redialing a busy telephone number).D) Correct. Repression involves denying or redefining the stressor.Diff: 3 Page Ref: 114Topic: Major Elements of StressReactions to StressSkill: Understanding
36) Which is the best description of a person who is a "hot reactor"?A) Becomes "hot"; that is, he or she responds well to stressB) Reacts poorly to "repressors"C) Reacts poorly to stressD) Reacts negatively to certain defense mechanisms used by othersAnswer: CExplanation: A) Incorrect. A hot reactor does not respond well to stress, but is an individual who is predisposed to experience extremely negative reactions to stress. B) Incorrect. A hot reactor does not react poorly to repressors, but is an individual who is predisposed to experience extremely negative reactions to stressors. C) Correct. Hot reactors have a predisposition to experience extremely negative reactions to stress. D) Incorrect. A hot reactor does not react negatively to others' defense mechanisms, but is an individual who is predisposed to experience extremely negative reactions to stress. Diff: 1 Page Ref: 115Topic: Major Elements of StressCoping with StressSkill: Understanding
37) To relieve stress, you have been told to not bottle up your anger but to let it out. A teakettle will explode if you don't let the steam out. This advice coincides with which coping strategy?A) Enactive strategyB) Proactive strategyC) Reactive strategyD) Resistance strategyAnswer: CExplanation: A) Incorrect. An enactive strategy is one in which the individual creates a new environment that does not contain the stressor (e.g., changing careers to avoid stressful job situations).B) Incorrect. A proactive strategy is one in which the individual initiates actions that resist the negative effects of stress (e.g., beginning an exercise regimen).C) Correct. Reactive strategies are those which temporarily reduce the effects of the stress. D) Incorrect. Resistance is actually a stage of the stress progression rather than a specific coping strategy.Diff: 2 Page Ref: 116Topic: Major Elements of StressCoping with StressSkill: Recall
38) Eliminating or minimizing stress by changing jobs would relate most to which type of strategy for coping with stress?A) Inactive strategyB) Proactive strategyC) Reactive strategyD) Enactive strategyAnswer: DExplanation: A) Incorrect. "Inactive" is not a stress coping strategy.B) Incorrect. A proactive strategy is one in which the individual initiates actions that resist the negative effects of stress (e.g., beginning an exercise regimen).C) Incorrect. A reactive strategy is one in which the individual is an on-the-spot remedy designed to temporarily reduce the immediate reaction to a stressor (e.g., deep breathing exercises).D) Correct. Enactive strategies attempt to create a new environment that does not contain the stressor. Diff: 2 Page Ref: 116Topic: Major Elements of StressCoping with StressSkill: Recall
39) Isabel felt overwhelmed by the pressure of her pending deadline. She decided to "check out" for a few minutes and think about her upcoming ski trip to take her mind of her stress. Which type of stress-management strategy was Isabel pursuing? A) EnactiveB) ProactiveC) ReactiveD) DistractiveAnswer: CExplanation: A) Incorrect. Enactive strategies entail taking control over the stressor. Isabel is simply setting the stressor aside temporarily, not changing it or its influence on her. B) Incorrect. Proactive strategies are habits and practices that increase one's resilience over the long term. Isabel's daydreaming might give her temporary relief from her stress, but it is not likely to increase her resilience in the future. C) Correct. Reactive strategies involve short-term activities that temporarily alleviate the burdens of stress. Daydreaming is one way to escape stress momentarily. D) Incorrect. Distractive is not one of the strategies of stress management. Diff: 2 Page Ref: 116Topic: Major Elements of StressCoping with StressSkill: Application
40) Patti's company recently reorganized for the second time this year. As part of the reorganization she was promoted, which has caused a significant increase in the time she spends in the office. Yesterday, she received a speeding ticket as she was racing back to the office from the mall with her Christmas gifts. What type of stressor is Patti most likely feeling?A) TimeB) EncounterC) SituationalD) AnticipatoryAnswer: CExplanation: A) Incorrect. Time stressors result from having too much to do in too little time. Though the question suggests that Patti's workload has increased, the more significant source of stress is the rapid change (company reorganization and promotion).B) Incorrect. Encounter stressors result from interpersonal interactions. C) Correct. Situational stressors arise from the environment in which a person lives or from the individual's circumstances. One of the most common forms is company restructuring. D) Incorrect. Anticipatory stressors are potentially disagreeable events that might happen, but have not yet occurred. Stress results from the anticipation or fear of the event.Diff: 3 Page Ref: 118-119Topic: Managing StressStressorsSkill: Analysis/Evaluation
41) At her graduation party, Morgan's grandmother told her she was worried about Morgan having enough to live on in her retirement and suggested Morgan invest in plastics now. "Retirement? Granny, I am only 22," said Morgan. Morgan's grandmother demonstrated which stressor?A) TimeB) EncounterC) SituationalD) AnticipatoryAnswer: DExplanation: A) Incorrect. There is no indication that Morgan's grandmother has too much to do and too little time to accomplish it. Rather, her stress is based on a potential unfavorable event. B) Incorrect. There is no indication that Morgan's grandmother is experiencing stress as a result of interpersonal interactions. Rather, her stress is based on a potential unfavorable event.C) Incorrect. There is no indication that Morgan's grandmother is experiencing stress as a result of her circumstances or environment. Rather, her stress is based on a potential unfavorable event.D) Correct. Anticipatory stress is based on a potential unfavorable event.Diff: 3 Page Ref: 120Topic: Managing StressStressorsSkill: Analysis/Evaluation
42) Mary is suffering work stress as a result of her interactions with her new boss, who recently transferred from Finland. He has reorganized the work based on teams. In Mary's team, there is no agreement on who should do what or on the purpose of the team. Her stress is from which stressor?A) Time stressB) Encounter stressC) Situational stressD) Anticipatory stressAnswer: BExplanation: A) Incorrect. Mary is not experiencing stress as a result of an overload in her work or a shortage of time. She is experiencing stress as a result of her interactions with her boss and team members.B) Correct. She is experiencing stress as a result of her interactions with her boss and team members.C) Incorrect. Though the stress is work-related, there is no indication that Mary is experiencing stress as a result of adverse working conditions or long hours on the job. She is experiencing stress as a result of her interactions with her boss and team members.D) Incorrect. Mary is not experiencing stress because of a potential future adverse event. She is experiencing stress as a result of her interactions with her boss and team members.Diff: 3 Page Ref: 118Topic: Managing StressStressorsSkill: Analysis/Evaluation
43) George works full time in a warehouse and works hard. Although he likes his boss, who is from Japan, he finds they have different views on the work to be accomplished by the end of the shift. The work comes in spurts, and George feels he must finish all of it before the end of his shift. Lately, George has not been able to finish the work by the end of his shift. He is experiencing which type of stress?A) Time stressB) Encounter stressC) Situational stressD) Anticipatory stressAnswer: AExplanation: A) Correct. Time stress results from having too much to do in too little time. B) Incorrect. The stress results not from his interpersonal interactions with his boss (whom he likes) but from a shortage of time on the job.C) Incorrect. The stress results not from adverse working conditions or long hours, but from a shortage of time on the job.D) Incorrect. The stress results not from anticipating a future adverse event, but from a shortage of time on the job.Diff: 2 Page Ref: 117Topic: Managing StressStressorsSkill: Analysis/Evaluation
44) You have developed a "need-to-do" list and have promised yourself to say "no" more often. You even bought a planner. Which approach to time management are you practicing?A) Effectiveness approachB) Efficiency approachC) Delegation approachD) Priority approachAnswer: BExplanation: A) Incorrect. Effectiveness focuses on aligning time use with core personal principles. Reducing wasted time is representative of the efficiency approach.B) Correct. Efficiency focuses on accomplishing the most with your time each day.C) Incorrect. Delegation (assigning a portion of your responsibilities to others) is one aspect of the efficiency approach to time management, but buying a planner and saying "no" more often do not constitute delegation.D) Incorrect. Prioritizing tasks (making a list of tasks in order of decreasing importance) is one aspect of the efficiency approach to time management, but buying a planner and saying "no" more often do not constitute prioritizing.Diff: 2 Page Ref: 124Topic: Eliminating Time Stressors through Time ManagementSkill: Understanding
45) If you are utilizing the effectiveness approach to time management, you do what?A) Focus on urgent matters firstB) Focus on minimizing wasted timeC) Focus on important matters first; ignore urgent tasks unless they produce the desired resultsD) Focus on urgent matters first but don't feel guilty when you must say "no"Answer: CExplanation: A) Incorrect. Focusing on urgent matters first is not recommended by the text authors. It ensures that important, nonurgent tasks remain low priority. Effectiveness dictates that you focus on the important matters first and ignore urgent tasks unless they produce the desired results.B) Incorrect. Focusing on not wasting time is an efficiency method rather than an effectiveness method for time management.C) Correct. Effectiveness focuses on using time effectively over the long run. Therefore, it dictates that you focus on the important matters first and ignore urgent tasks unless they produce the desired results.D) Incorrect. Even though allowing yourself to say no is part of the effectiveness approach, focusing on urgent matters first is not recommended by the text authors. It ensures that important, nonurgent tasks remain low priority. Effectiveness dictates that you focus on the important matters first and ignore urgent tasks unless they produce the desired results.Diff: 1 Page Ref: 121Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
46) Which is the best summary of the effectiveness in time management approach?A) You accomplish what you want to accomplish with your time.B) You accomplish more by reducing wasted time.C) You accomplish more at the most productive times of the day.Answer: AExplanation: A) Correct. This is a long-term approach that helps us to maximize the impact of our time, not just the output.B) Incorrect. This is a summary of efficiency, not effectiveness.C) Incorrect. This is a general efficiency time-management technique, not a summary of effectiveness.Diff: 1 Page Ref: 121Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
47) Which is the best summary of the efficiency in time management approach?A) You accomplish what you want to accomplish with your time.B) You accomplish more by reducing wasted time.C) You accomplish more at the most productive times of the day.Answer: BExplanation: A) Incorrect. This is a summary of the efficiency approach to time management.B) Correct. This approach strives to increase the productivity of our workday.C) Incorrect. This is one way to implement the efficiency time management technique, but it is not a full summary.Diff: 1 Page Ref: 124Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
48) You are a manager of a team of 50 professionals. One particular professional persists in accusing you of having your priorities out of order. Since the planning activity you do often is not urgent, this particular professional tries to undermine the activity. What would be best for you to do?A) Meet the professional at the door each time you see him comingB) Move the professional to another team so you don't have to manage himC) Clarify your core principles and make them publicD) Hold meetings with him only at the end of the dayAnswer: CExplanation: A) Incorrect. This is a tactic that helps meetings to be short and to the point, but your problem with this particular individual is not long meetings, it is that he is undermining you.B) Incorrect. Though this would solve your particular issue (perhaps), it would merely transfer the problem to another team.C) Correct. Unless you develop these core principles (which provide criteria by which you judge the relative importance of your activities), it is unlikely that you will be able to overcome the tyranny of urgent time demands. Making them public will help others understand your priorities and time allocation. Most importantly, it provides a basis for saying "no" without feeling guilty.D) Incorrect. Holding meetings at the end of the day is one way to use time effectively, but your problem with this individual is not that meetings are ineffective or too long.Diff: 3 Page Ref: 123-124Topic: Eliminating Time Stressors through Time ManagementSkill: Application
49) You are a manager of a team of 50 professionals. One particular professional persists in accusing you of having your priorities out of order. Since the planning activity you do often is not urgent, this particular professional tries to undermine the activity. Which research-based principle should the manager remember?A) People who experience the most time stress are those who allow others to generate their personal principles statement for them through their demands for time.B) People who steal time from you should be removed from your work environment in order to avoid situational stress.C) Relationship conflicts should be handled at the end of the day so that the important things can be given your best energy in the morning hours.D) People who steal time from you can be dealt with by talking to them while standing.Answer: AExplanation: A) Correct.You should under no circumstances modify your priorities based on the stated principles of others. B) Incorrect. Not only does this not address the underlying problem (that your employee is undermining your management), but it is not an effective solution to the problem of people stealing your time. C) Incorrect. Relationship conflicts are important and should be dealt with in the early hours of the workday.D) Incorrect. This is a true principle, but it does not address the underlying problem. Your employee is not stealing time; he or she is undermining your management.Diff: 3 Page Ref: 124Topic: Eliminating Time Stressors through Time ManagementSkill: Analysis/Evaluation
50) Approximately 70 percent of a manager's time is spent in meetings. What should a manager do to make efficient and effective use of this time?A) Be flexible in agenda setting; sometimes new things just come up during the meeting and discussing it now would reduce "gearing up" time laterB) Don't keep minutes; they waste time and no one likes to take themC) Be flexible with the ending time of the meeting so that the tasks can be accomplishedD) Insist on subordinates' suggestions to problems so that the manager may choose among alternatives, then generate his/her ownAnswer: DExplanation: A) Incorrect. Sticking to an agenda ensures that people will be prepared for the meeting and remain oriented on the relevant tasks. Not allowing last-minute items on the agenda means that many items will be taken care of outside the meeting setting (reducing the amount of time spent in meetings).B) Incorrect. Preparing minutes of a meeting ensures that items do not appear multiple times without having been resolved. It also creates the expectation of accountability.C) Incorrect. Failing to set deadlines for the ending time of meetings often means that tasks take longer than they need to.D) Correct. Too much time is wasted in "upward delegation," where employees delegate difficult problems back to the manager.Diff: 2 Page Ref: 127Topic: Eliminating Time Stressors through Time ManagementSkill: Recall
51) You read an email from a local politician asking for donations. What would be best for you to make efficient use of your time?A) File it now so that later you can decideB) Decide to give money and write a checkC) Decide not to give money and toss it awayD) Have someone else scan your email before you see itAnswer: DExplanation: A) Incorrect. You should take action on every item, rather than filing it away until later.B) Incorrect. Morning time is precious and should not be spent on mundane tasks such as opening email and writing checks. Additionally, you should read selectively and have someone screen your email if possible.C) Incorrect. Your morning time is precious and should not be spent on mundane tasks such as opening email. Additionally, you should read selectively and have someone screen your mail if possible.D) Correct. This allows you to read selectively and delegate mundane tasks to others.Diff: 2 Page Ref: 127Topic: Eliminating Time Stressors through Time ManagementSkill: Application
52) As a new member of the team, you notice that team members appear to treat each other with kindness, courtesy, and honesty. They really do seem to care about each other. Members of this group will be able to cope best with which kind of stress?A) Time stressB) Encounter stressC) Situational stressD) Anticipatory stressAnswer: BExplanation: A) Incorrect. Time stress is related to an overabundance of tasks and a shortage of time. A supportive environment is not directly related to relieving time stress.B) Correct. Encounter stress results from abrasive, conflictual, nonfulfilling relationships. A collegial and friendly team will help each other deal with possible encounter stressors.C) Incorrect. Situational stress is best solved through redesigning jobs and work environments.D) Incorrect. Anticipatory stress is anxiety and fear about a possible future occurrence and is not necessarily relieved by a supportive environment. Diff: 1 Page Ref: 128Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
53) This course, with its emphasis on developing managerial skills and related emotional intelligence skills, should assist you (on completion of all chapters) in eliminating which stress?A) Time stressB) Encounter stressC) Situational stressD) Anticipatory stressAnswer: BExplanation: A) Incorrect. Time stress is best eliminated or managed through effective and efficient time management. Managerial skills and emotional intelligence best eliminate encounter stress, which results from interpersonal interactions.B) Correct. Managerial skills and emotional intelligence (the focus of much of this text) best eliminate encounter stress, which results from interpersonal interactions.C) Incorrect. Situational stress is best eliminated or managed through redesigning jobs and work environments. Managerial skills and emotional intelligence best eliminate encounter stress, which results from interpersonal interactions.D) Incorrect. Anticipatory stressors are best eliminated through prioritizing, goal setting, and small wins. Managerial skills and emotional intelligence best eliminate encounter stress, which results from interpersonal interactions.Diff: 1 Page Ref: 128-129Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
54) Concerning success in life, what does research appear to suggest?A) Having a high IQ score is critical.B) Having an ability to manage emotions is critical.C) Having a competitive attitude is critical.D) Having a few strong relationships is critical.Answer: BExplanation: A) Incorrect. Having a high IQ does not correlate with success in life. Emotional intelligence is much more critical.B) Correct. The ability to manage emotions is part of emotional intelligence. Social and emotional intelligence have strong positive relationships to success in life and a reduced degree of encounter stress. C) Incorrect. Competitiveness does not correlate with life success. On the other hand, having emotional intelligence, including the ability to manage your own emotions, is critical.D) Incorrect. Building a strong, cohesive relationship with another individual can have a more lasting impact than leading masses of people. Additionally, encounter stressors are best eliminated through having strong relationships with others.Diff: 1 Page Ref: 129-130Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
55) If a child refuses to eat a cookie so later in the day he can have something he likes more, what ability related to emotional intelligence is he exhibiting?A) Controlling or keeping in check negative emotionsB) Recognizing or understanding his own feelingsC) Delaying immediate gratification to achieve a goalD) Controlling or keeping in check positive emotionsAnswer: CExplanation: A) Incorrect. Though this is one aspect of emotional intelligence, it does not describe the child's behavior.B) Incorrect. Though this is one aspect of emotional intelligence, it does not describe the child's behavior.C) Correct. The example in the book was that children chose between one marshmallow now or two marshmallows later. A follow-up study showed that those who were able to wait were less likely to fall apart under stress and more likely to accomplish their goals. D) Incorrect. Keeping in check positive emotions is not an aspect of emotional intelligence.Diff: 2 Page Ref: 130Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Understanding
56) Which group has a lower level of job strain?A) People in lower-level positionsB) People in higher-level positionsC) Neither people in low- nor high-level positions; it depends on one's age and health statusD) People without managers to evaluate their workAnswer: BExplanation: A) Incorrect. Low-level workers tend to have higher incidences of disease than their superiors. This is largely because of the characteristics of low-level jobshigh demand, low content, low discretion, and low interest.B) Correct. Low-level workers tend to have higher incidences of disease than their superiors. This is largely because of the characteristics of low-level jobshigh demand, low content, low discretion, and low interest.C) Incorrect. Low-level workers tend to have higher incidences of disease than their superiors. This is largely because of the characteristics of low-level jobshigh demand, low content, low discretion, and low interest.D) Incorrect. Though incompetent managers can contribute to job related stresses, competent managers can decrease them. Low-level workers tend to have higher incidences of disease than their superiors. This is largely because of the characteristics of low-level jobshigh demand, low content, low discretion, and low interest.Diff: 1 Page Ref: 131Topic: Eliminating Situational Stressors through Work RedesignSkill: Recall
57) In redesigning the job to reduce stress, what should you focus on?A) Providing more job securityB) Resolving and keeping interpersonal conflicts to a minimumC) Providing more involvement in decision makingD) Providing clear direction and focusAnswer: CExplanation: A) Incorrect. Job security only deals with one type of anticipatory stressor. Individuals who are given more discretion and control over their jobs experience fewer time stressors, situational stressors, encounter stressors, and anticipatory stressors, B) Incorrect. This solution only deals with encounter stressors. Individuals who are given more discretion and control over their jobs experience fewer time stressors, situational stressors, encounter stressors, and anticipatory stressors.C) Correct. Individuals who are given more discretion and control over their jobs experience fewer time stressors, situational stressors, encounter stressors, and anticipatory stressors.D) Incorrect. Even clear direction and focus do not address all types of job stress. Individuals who are given more discretion and control over their jobs experience fewer time stressors, situational stressors, encounter stressors, and anticipatory stressors.Diff: 1 Page Ref: 131Topic: Eliminating Situational Stressors through Work RedesignSkill: Recall
58) To reduce the situational stress his workers felt, Tom decided to hire a customer relations group. Tom believed this new group could deal firsthand with customer inquiries and therefore reduce the burden his employees currently had of responding to customers. Is this a good idea or a bad idea? Why?A) This is a good idea, it will eliminate stress.B) This is a bad idea, it increases the number of feedback channels.C) This is a bad idea, it promotes filtered communication.D) This is a good idea, it promotes one contact for the customer.Answer: CExplanation: A) Incorrect. One of the most enjoyable parts of a job is seeing the consequences of one's labor, including the ability to have direct and meaningful contact with customers. This customer relations group will likely increase workers' stress.B) Incorrect. It is a bad idea, but for a different reason. Feedback channels refers to providing managerial feedback to employees on their performance expectations. The reason this idea is less desirable is that one of the most enjoyable parts of a job is seeing the consequences of one's labor, including the ability to have direct and meaningful contact with customers. This customer relations group will likely increase workers' stress.C) Correct. One of the most enjoyable parts of a job is seeing the consequences of one's labor, including the ability to have direct and meaningful contact with customers. This customer relations group provides a buffer between the customer and the workers, and will likely increase workers' stress.D) Incorrect. One of the most enjoyable parts of a job is seeing the consequences of one's labor, including the ability to have direct and meaningful contact with customers. This customer relations group will likely increase workers' stress.Diff: 3 Page Ref: 131Topic: Eliminating Situational Stressors through Work RedesignSkill: Understanding
59) You started your new job at Tasty Burger. The boss told you this is an easy job, but you should still do your best. He commented that he will keep an eye on you and will tell you if he sees you doing anything wrong. Which stress would you most likely feel as you begin your work?A) Situational stress due to a lack of task significanceB) Anticipatory stress due to increased decision-making authorityC) Situational stress due to not knowing what is expectedD) Situational stress due to a poor relationship with the bossAnswer: CExplanation: A) Incorrect. Task significance refers to the opportunity a worker has to see the full impact of the work being performed. Here there is no indication that you are being deprived of that chance. On the other hand, situational stress will result from not having open feedback channels to inform you what your boss expects and the criteria upon which you will be evaluated.B) Incorrect. Increased decision-making authority will likely decrease situational stress. Anticipatory stress may increase, but it would be a result of unclear expectations, not increased decision-making authority. On the other hand, situational stress will result from not having open feedback channels to inform you what your boss expects and the criteria upon which you will be evaluated.C) Correct. Situational stress will result from not having open feedback channels to inform you what your boss expects and the criteria upon which you will be evaluated.D) Incorrect. Here there is no indication that you have a poor relationship with your boss. On the other hand, situational stress will result from not having open feedback channels to inform you what your boss expects and the criteria upon which you will be evaluated.Diff: 2 Page Ref: 131-132Topic: Eliminating Situational Stressors through Work RedesignSkill: Analysis/Evaluation
60) Which can best eliminate anticipatory stress?A) Redesigning the workB) Time managementC) Prioritizing and short-term planningD) Improving your emotional intelligenceAnswer: CExplanation: A) Incorrect. Work redesign best eliminates situational stress. Anticipatory stress can be alleviated through prioritizing and short-term planning.B) Incorrect. Time management best eliminates time stress. Anticipatory stress can be alleviated through prioritizing and short-term planning.C) Correct. This approach works by focusing attention on immediate goal accomplishment instead of a fearful future.D) Incorrect. Emotional intelligence best eliminates encounter stressors. Anticipatory stress can be alleviated through prioritizing and short-term planning.Diff: 1 Page Ref: 132Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Recall
61) Sarah is a Peace Corps volunteer headed for Colombia. She has great anticipatory stress (she's never been outside of the United States before and she doesn't know any Spanish). What should she do to reduce her stress?A) Make herself familiar with the purpose of the Peace CorpsB) Comfort herself with the idea that because this is a volunteer position, she can quit at any time and the Peace Corps will fly her immediately homeC) Learn to say her name and "Where is the bathroom?" in SpanishD) Prioritize her career plans just in case things don't work out with the Peace CorpsAnswer: CExplanation: A) Incorrect. This increased familiarity with the purpose of the Peace Corps will not help her deal with the immediate anticipatory stress. Anticipatory stress can instead be alleviated through prioritizing and short-term planning.B) Incorrect. This would be an enactive strategy for eliminating stress but would not only eliminate the source of stress. Instead, it would eliminate her opportunity to serve with the Peace Corps. Less drastic options are available to her, including short-term plans or a small-wins strategy.C) Correct. This is an example of the small-wins strategy for eliminating anticipatory stress.D) Incorrect. This focuses on long-term plans rather than addressing Sarah's immediate anxieties. She should instead focus on short-term plans and achieving small wins.Diff: 3 Page Ref: 133Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Analysis/Evaluation
62) Bob has decided to stop smoking. Also, he has decided to tell no one because he is tired of the jokes and the lack of support from his friends. Based on what you have learned about anticipatory stressors, what is an appropriate evaluation of this idea?A) It is a good idea because there is a desired goal.B) It is a good idea because Bob has identified the activities and behaviors necessary to accomplish the goal.C) It is a bad idea because the desired goal is beyond his control.D) It is a bad idea because he hasn't established reporting mechanisms or accountability.Answer: DExplanation: A) Incorrect. Identifying a desired goal is only the first of four steps. Several additional action steps are required if short-term plans are to be achieved. In order for goals to be effective, all four steps must be followed: (1) Establish a goal, (2) Specify actions and behavioral requirements, (3) Generate accountability and reporting mechanisms, and (4) Identify criteria of success and a reward. B) Incorrect. Identifying the necessary activities and behaviors is only the second of four steps. In order for goals to be effective, all four steps must be followed: (1) Establish a goal, (2) Specify actions and behavioral requirements, (3) Generate accountability and reporting mechanisms, and (4) Identify criteria of success and a reward.C) Incorrect. Though difficult, it is possible for Bob to quit smoking and it is entirely within his control.D) Correct. In order for goals to be effective, all four steps must be followed: (1) Establish a goal, (2) Specify actions and behavioral requirements, (3) Generate accountability and reporting mechanisms, and (4) Identify criteria of success and a reward. Here, Bob has no accountabilitythat is, no one to report to regarding his progress.Diff: 3 Page Ref: 133Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Analysis/Evaluation
63) Some rules for instituting small wins are (1) keep track of the changes you are making, (2) forget the small gains you have made and focus on what is next, and (3) find other small things to change and change them. Which are correct?A) All three rules are correct.B) Rules 1 and 2 are correct.C) Rules 1 and 3 are correct.D) Rules 2 and 3 are correct.Answer: CExplanation: A) Incorrect. Rule 1 is correct. Rule 2 is incorrect. One of the keys to the small-wins strategy is to maintain the small gains you have made. Rule 3 is correct. B) Incorrect. Rule 1 is correct. Rule 2 is incorrect. One of the keys to the small-wins strategy is to maintain the small gains you have made. Rule 3 is correct. C) Correct. Rule 1 is correct. Rule 2 is incorrect. One of the keys to the small-wins strategy is to maintain the small gains you have made. Rule 3 is correct.D) Incorrect. Rule 1 is correct. Rule 2 is incorrect. One of the keys to the small-wins strategy is to maintain the small gains you have made. Rule 3 is correct. Diff: 2 Page Ref: 134Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Recall
64) If you have missed your son's T-ball game and your daughter's soccer game the past two weeks because you have been on the road talking to clients, which behavior tendency are you most likely exhibiting?A) CompetitivenessB) Life imbalanceC) Hostility/angerD) Impatience/urgencyAnswer: BExplanation: A) Incorrect. Competitiveness refers to a desire to be perceived as superior to others. Instead, your behavior is more typical of life imbalancethat you spend too much time in one area of your life (work) and not enough in another (family).B) Correct. Your behavior is more typical of life imbalancethat you spend too much time in one area of your life (work) and not enough in another (family).C) Incorrect. Here there is no indication that you struggle with the hostility or anger aspect of Type A personality. Instead, your behavior is more typical of life imbalancethat you spend too much time in one area of your life (work) and not enough in another (family).D) Incorrect. The Type A sense of urgency is characterized by a belief that you are able to overcome any obstacle by working longer and harder. Instead, your behavior is more typical of life imbalancethat you spend too much time in one area of your life (work) and not enough in another (family).Diff: 2 Page Ref: 134-135Topic: Developing ResiliencySkill: Understanding
65) You having been studying for finals all day. A friend suggests that the two of you take a break. Is this a good idea?A) No, your friend is crazy. You need all the time you can get to study.B) No, stay focused and you'll do better.C) Depends on your small wins strategyD) Yes, time off should help you think better.Answer: DExplanation: A) Incorrect. Studies have shown that refreshed and relaxed minds think better. It will probably be more effective to take a break and continue studying later than to press forward without breaking.B) Incorrect. Studies have shown that refreshed and relaxed minds think better. It will probably be more effective to take a break and continue studying later than to press forward without breaking.C) Incorrect. Small-wins strategies do not require that we accomplish huge tasks before rewarding ourselves with break time. Additionally, studies have shown that refreshed and relaxed minds think better. It will probably be more effective to take a break and continue studying later than to press forward without breaking.D) Correct. Studies have shown that refreshed and relaxed minds think better. It will probably be more effective to take a break and continue studying later than to press forward without breaking.Diff: 3 Page Ref: 135Topic: Developing ResiliencySkill: Application
66) What is exercising 20 to 30 minutes every other day and maintaining a heart rate that improves the cardiovascular system known as?A) Physiological resiliencyB) Psychological resiliencyC) Social resiliencyD) Life balanceAnswer: AExplanation: A) Correct. The other area of physiological resiliency is dietary control.B) Incorrect. Psychological resiliency refers to one's mental and psychological resistance to stress. Physiological resiliency is made up of dietary control and cardiovascular conditioning.C) Incorrect. Social resiliency refers to the extent to which one is embedded in supportive social networks.D) Incorrect. Life balance refers to our life mix of activities in different arenas (social, work, physical, etc.). Physiological resiliency is made up of dietary control and cardiovascular conditioning.Diff: 1 Page Ref: 136Topic: Developing ResiliencyPhysiological ResiliencySkill: Recall
67) To maintain dietary control, one should do the following: (1) avoid fats, (2) avoid caffeine, and (3) take Vitamin E only. Which are correct?A) All three points are correct.B) Points 1 and 2 are correct.C) Points 1 and 3 are correct.D) Points 2 and 3 are correct.Answer: BExplanation: A) Incorrect. Point 1 is correct. Point 2 is correct. Point 3 is incorrect. Vitamin E is insufficient; other important vitamins are Vitamin B, calcium, magnesium, and Vitamin C.B) Correct. Point 1 is correct. Point 2 is correct. Point 3 is incorrect. Vitamin E is insufficient; other important vitamins are Vitamin B, calcium, magnesium, and Vitamin C.C) Incorrect. Point 1 is correct. Point 2 is correct. Point 3 is incorrect. Vitamin E is insufficient; other important vitamins are Vitamin B, calcium, magnesium, and Vitamin C.D) Incorrect. Point 1 is correct. Point 2 is correct. Point 3 is incorrect. Vitamin E is insufficient; other important vitamins are Vitamin B, calcium, magnesium, and Vitamin C.Diff: 2 Page Ref: 137-138Topic: Developing ResiliencyPhysiological ResiliencySkill: Recall
68) What does a person who is "hardy" have?A) An external locus of controlB) An internal locus of controlC) A supportive network of friendsD) A low tolerance for ambiguityAnswer: BExplanation: A) Incorrect. External locus of control means that a person feels that external influences control his or her life. A hardy person feels in control of her or his own life, feels committed to what he or she is doing, and feels challenged (rather than overwhelmed) by new experiences.B) Correct. A hardy person (by definition) feels in control of her or his own life, feels committed to what he or she is doing, and feels challenged (rather than overwhelmed) by new experiences.C) Incorrect. A supportive network of friends is representative of social resiliency, while hardiness is representative of psychological resiliency. A hardy person feels in control of her or his own life, feels committed to what he or she is doing, and feels challenged (rather than overwhelmed) by new experiences.D) Incorrect. A hardy person feels in control of her or his own life, feels committed to what he or she is doing, and feels challenged (rather than overwhelmed) by new experiences. A hardy person would have a high (not a low) tolerance for ambiguity.Diff: 2 Page Ref: 139Topic: Developing ResiliencyPsychological ResiliencySkill: Recall
69) Hardy individuals have a high level of commitment. What does this mean?A) They are committed only to their own activities.B) They are committed to a larger community and its activities.C) They are committed to change as a means to an end.D) They are committed to both their activities and the larger community and its activities.Answer: DExplanation: A) Incorrect. In addition to their commitment to their own activities, hardy individuals are committed to the larger community.B) Incorrect. In addition to commitment to the larger community, hardy individuals are committed to their own activities.C) Incorrect. Though hardy individuals welcome change, this is an aspect of feeling challenged by new experiences, rather than their high level of commitment. Hardy individuals are committed to both their activities and the larger community and its activities.D) Correct. This commitment implies both selection and dedication. Hardy individuals choose what they do, but also strongly believe in the importance of their individual actions and activities. Diff: 2 Page Ref: 139Topic: Developing ResiliencyPsychological ResiliencySkill: Recall
70) Three elements characterize an individual who can resist stress well. They are (1) viewing change as a threat to security and comfort, (2) having an external locus of control, and (3) a person believing he/she is only responsible for himself/herself. Which are correct?A) All three elements are correct.B) Elements 1 and 2 are correct.C) Elements 1 and 3 are correct.D) None of the elements is correct.Answer: DExplanation: A) Incorrect. Element 1 is incorrect. Hardy individuals view change as a challenge and an opportunity for growth. Element 2 is incorrect. Hardy individuals feel in control of their lives (internal locus of control). Element 3 is incorrect. Hardy individuals are committed not only to their own activities, but feel a sense of commitment to the larger community as well.B) Incorrect. Element 1 is incorrect. Hardy individuals view change as a challenge and an opportunity for growth. Element 2 is incorrect. Hardy individuals feel in control of their lives (internal locus of control). Element 3 is incorrect. Hardy individuals are committed not only to their own activities, but feel a sense of commitment to the larger community as well.C) Incorrect. Element 1 is incorrect. Hardy individuals view change as a challenge and an opportunity for growth. Element 2 is incorrect. Hardy individuals feel in control of their lives (internal locus of control). Element 3 is incorrect. Hardy individuals are committed not only to their own activities, but feel a sense of commitment to the larger community as well.D) Correct. Element 1 is incorrect. Hardy individuals view change as a challenge and an opportunity for growth. Element 2 is incorrect. Hardy individuals feel in control of their lives (internal locus of control). Element 3 is incorrect. Hardy individuals are committed not only to their own activities, but feel a sense of commitment to the larger community as well.Diff: 2 Page Ref: 136-139Topic: Developing ResiliencyPsychological ResiliencySkill: Recall
Scenario: Mick, Keith, Charlie, and Ron are musicians working on their latest album. Suddenly, Mick states, "I believe I can compose and sing better than anyone else. I know it's only rock and roll, but I like it!" Rising slowly from his chair, Keith bangs his fist on the table and shouts, "Get a life Mick!! Your constant chatter will turn me into a street-fighting man or give me a nervous breakdown [his 19th]. Get off my ..." Looking at the group, Charlie interrupts Keith and slowly whispers, "Talk, talk, talk ... I can't get no satisfaction from this. Look, time waits for no one. Angie will be here soon, are we going to do something productive today or not?" Looking out the window, Ron states, "When did fall turn into winter?" Sadly he whispers, "Music dominates my time, I am under its thumb." Looking at the group, Ron remarks, "You can't always get what you want, but if you try sometimes ... you can get what you need."
71) From the information you have, it would appear that Mick exhibits which dimension of Type A behavior?A) CompetitivenessB) Life imbalanceC) Hostility/angerD) Impatience/urgencyAnswer: AExplanation: A) Correct. Mick's statement (that he can compose and sing better than anyone) is indicative of competitiveness, or a desire to feel superior to others.B) Incorrect. Life imbalance is implicated when an individual spends too much time on a few activities and consequently not enough time in other areas of his or her life. Mick's statement (that he can compose and sing better than anyone) is more indicative of competitiveness, or a desire to feel superior to others.C) Incorrect. Though Mick's statement may have been self-centered, it was not hostile toward others. Mick's statement (that he can compose and sing better than anyone) is more indicative of competitiveness, or a desire to feel superior to others.D) Incorrect. Mick's statement (that he can compose and sing better than anyone) did not indicate that he was displeased with the pace of the rehearsal, but rather showed a desire to feel superior to others.Diff: 3 Page Ref: 140-141Topic: Developing ResiliencyThe Type A PersonalitySkill: Analysis/Evaluation
72) From the information you have, it would appear Ron exhibits which dimension of Type A behavior?A) CompetitivenessB) Life imbalanceC) Hostility/angerD) Impatience/urgencyAnswer: BExplanation: A) Incorrect. Competitiveness is characterized by a desire to feel superior to others. Ron's calm statement (that music dominates his time) indicates only that his life is out of balance. B) Correct. Ron's statement (that music dominates his time) indicates that his life is out of balancethat he spends too much time in his musical pursuits and not enough in other areas of his life.C) Incorrect. Ron's calm statement (that music dominates his time) does not indicate any hostility or anger, but rather that his life is out of balance. D) Incorrect. Impatience is characterized by annoyance or displeasure at the pace of activities. Ron's calm statement (that music dominates his time) indicates only that his life is out of balance. Diff: 3 Page Ref: 141Topic: Developing ResiliencyThe Type A PersonalitySkill: Analysis/Evaluation
73) From the information you have, it would appear Keith exhibits which dimension of Type A behavior?A) CompetitivenessB) Life imbalanceC) Hostility/angerD) Impatience/urgencyAnswer: CExplanation: A) Incorrect. Competitiveness is characterized by a desire to feel superior to others. Keith banged his fist on the table and threatened to become a street fighter. This is indicative of the anger dimension. B) Incorrect. Life imbalance is implicated when an individual spends too much time on a few activities and consequently not enough time in other areas of his life. Keith banged his fist on the table and threatened to become a street fighter. This is indicative of the anger dimension.C) Correct. Keith banged his fist on the table and threatened to become a street fighter. This is indicative of the anger dimension.D) Incorrect. Impatience is characterized by annoyance or displeasure at the pace of activities. Keith banged his fist on the table and threatened to become a street fighter. This is indicative of the anger dimension.Diff: 3 Page Ref: 144Topic: Developing ResiliencyThe Type A PersonalitySkill: Analysis/Evaluation
74) From the information you have, it would appear Charlie exhibits which dimension of Type A behavior?A) CompetitivenessB) Life imbalanceC) Hostility/angerD) Impatience/urgencyAnswer: DExplanation: A) Incorrect. Competitiveness is characterized by a desire to feel superior to others. Charlie's question (Are we going to do something productive today?) indicates his sense of urgency and impatience.B) Incorrect. Life imbalance is implicated when an individual spends too much time on a few activities and consequently not enough time in other areas of his life. Charlie's question (Are we going to do something productive today?) indicates his sense of urgency and impatience.C) Incorrect. Hostility and anger are characterized by aggressive words or behaviors toward others. Charlie's question (Are we going to do something productive today?) indicates his sense of urgency and impatience.D) Correct. Charlie's question (Are we going to do something productive today?) indicates his sense of urgency and impatience.Diff: 3 Page Ref: 141Topic: Developing ResiliencyThe Type A PersonalitySkill: Analysis/Evaluation
75) You are driving down the freeway and as you change lanes, the person behind you honks and shakes her fist. She then pulls up next to you and mouths words that cause you to wonder why she is talking about a "puck." The other driver exhibits which behavioral tendencies?A) CompetitivenessB) Life imbalanceC) Hostility/angerD) Impatience/urgencyAnswer: CExplanation: A) Incorrect. Honking and shaking her fist do not manifest a need to excel beyond your achievements. They are more characteristic of hostility and anger.B) Incorrect. Honking and shaking her fist do not manifest that the other driver has not correctly prioritized areas of her life. They are more characteristic of hostility and anger.C) Correct. Honking and shaking her fist are hostile actions directed toward you, and are characteristic of the hostility/anger tendency of Type A individuals.D) Incorrect. Honking and shaking her fist do not manifest a sense of urgency or a desire to accomplish more. Though this is perhaps the second-best answer, these behaviors are are more characteristic of hostility and anger. Diff: 3 Page Ref: 141Topic: Developing ResiliencyThe Type A PersonalitySkill: Analysis/Evaluation
76) How can you build psychological resiliency?A) Deep-relaxation strategiesB) Small goalsC) Work redesignAnswer: AExplanation: A) Correct. Research demonstrates a decrease in Type A personality characteristics for regular users of meditation and deep-relaxation techniques.B) Incorrect. Though a small-wins strategy is part of building psychological resiliency, small goals are not necessarily effective. The two techniques mentioned in the book are the small-wins strategy and deep-relaxation strategies.C) Incorrect. Work redesign may positively affect stress levels, but it is not a technique for increasing psychological resiliency. The two techniques mentioned in the book are the small-wins strategy and deep-relaxation strategies.Diff: 1 Page Ref: 142Topic: Developing ResiliencyThe Type A PersonalitySkill: Recall
77) How does one overcome the approach of a winner-takes-all?A) ExerciseB) Diet controlC) Deep-relaxation strategiesAnswer: CExplanation: A) Incorrect. Exercise is one of the strategies for building physiological resiliency. Winner-takes-all is a psychological problem and would need a psychological resiliency strategy.B) Incorrect. Diet control is one of the strategies for building physiological resiliency. Winner-takes-all is a psychological problem and would need a psychological resiliency strategy.C) Correct. Winner-takes-all is a psychological problem and would need a psychological resiliency strategy such as deep-relaxation.Diff: 2 Page Ref: 142Topic: Developing ResiliencyThe Type A PersonalitySkill: Recall
78) As a moderating factor against the harmful effects of stress, what does social resiliency involve?A) Being able to not conform to group pressureB) Being able to develop and maintain close social relationshipsC) Being able to maintain control over social networksAnswer: BExplanation: A) Incorrect. Ability to withstand group pressure is not an aspect of social resiliency. In fact, social resiliency is characterized by the ability to develop and maintain close social relationships.B) Correct. Individuals who are embedded in supportive social networks are less likely to experience stress and are better equipped to deal with its consequences.C) Incorrect. Ability to control social networks is not an aspect of social resiliency. In fact, social resiliency is characterized by the ability to develop and maintain close social relationships.Diff: 2 Page Ref: 143Topic: Social ResiliencySkill: Recall
79) Which is not included in social support systems?A) Personal friendshipsB) Family relationshipsC) Mentor relationshipsD) Work teamsE) Autocratic supervisorsAnswer: EExplanation: A) Incorrect. Social support systems include personal friends, family members, work mentors, and work teammates. B) Incorrect. Social support systems include personal friends, family members, work mentors, and work teammates. C) Incorrect. Social support systems include personal friends, family members, work mentors, and work teammates. D) Incorrect. Social support systems include personal friends, family members, work mentors, and work teammates. E) Correct. Social support systems include personal friends, family members, work mentors, and work teammates. Autocratic supervisors are by definition not supportive.Diff: 2 Page Ref: 143-144Topic: Social ResiliencySkill: Recall
80) A temporary stress-reduction technique utilized in child birthing has the woman focus on a pleasant experience from her past during the early stages of labor. What is this known as?A) ReframingB) Imagery and fantasyC) RehearsalD) Social resiliencyAnswer: BExplanation: A) Incorrect. Reframing refers to an attempt to redefine a situation as manageable. Focusing on a pleasant past experience is an example of imagery and fantasy.B) Correct. This technique temporarily eliminates stress through changing the focus of your thoughts. C) Incorrect. Rehearsal refers to working through hypothetical stressful situations and rehearsing appropriate reactions and responses. Focusing on a pleasant past experience is an example of imagery and fantasy.D) Incorrect. Social resiliency is one's ability to maintain close relationships with others. Focusing on a pleasant past experience is an example of imagery and fantasy.Diff: 2 Page Ref: 145Topic: Temporary Stress-Reduction TechniquesSkill: Understanding
81) What does reframing as a reactive strategy for managing stress involve?A) Rehearsing what one is going to say or do before it actually happensB) Taking several successive and slow deep breathsC) Changing the focus of one's thoughts to something pleasantD) Trying to redefine a situation as manageableAnswer: DExplanation: A) Incorrect. This technique is called the rehearsal strategy. Reframing is an attempt to redefine a situation as manageable.B) Incorrect. This technique is called deep breathing. Reframing is an attempt to redefine a situation as manageable.C) Incorrect. This technique is called fantasy and imagery. Reframing is an attempt to redefine a situation as manageable.D) Correct. Reframing temporarily reduces stress by optimistically redefining the situation. This can, in the long run, help increase both hardiness and emotional intelligence.Diff: 1 Page Ref: 145Topic: Temporary Stress-Reduction TechniquesSkill: Recall
82) Explain each of the three stages of how people can react to stress. Then, identify the stage or stages where individuals use defense mechanisms. Finally, define and provide an example for each of 5 defense mechanisms individuals may use.Answer: The three stages of reacting to stress include (1) Alarm stageCharacterized by acute increases in anxiety or fear if the stressor is a threat or by increases in sorrow or depression if the stressor is a loss; (2) Resistance stageDefense mechanisms predominate in this stage, and the body begins to store up excess energy; and (3) Exhaustion stageStage at which stress is so pronounced as to overwhelm defenses or so enduring as to outlast available energy for defensiveness; pathological consequences may result. When discussing the resistance stage, students should identify and provide an appropriate example for each of the following defense mechanisms: (1) AggressionInvolves attacking the stressor directly; may also involve attacking oneself, other people, or objects; (2) RegressionInvolves adopting a behavior pattern or response that was successful at some earlier time; (3) RepressionInvolves denial of stressor, forgetting, or redefining the stressor; (4) WithdrawalMay take both psychological and physical forms; individuals may engage in fantasy, inattention, or purposive forgetting, or they may actually escape from the situation itself; and (5) FixationInvolves persisting in a response regardless of its effectiveness.Diff: 3 Page Ref: 114-115Topic: Major Elements of StressReactions to StressSkill: Understanding
83) Compare and contrast the four major kinds of stressors.Answer: (1) Time stressorsResult from having too much to do in too little time; time stressors focus on issues of time rather than issues about other people, life conditions, and future events. Yet, people, life situations, and future events can all add to time stress. Time stressors are the most common type of stress among managers. (2) Encounter stressorsResult from interpersonal interactions; burnout is caused mostly by these stressors. (3) Situational stressorsArise from the environment in which a person lives (working conditions and changes in a person's life); these stressors are mostly external to a person or outside of him/her whereas time stressors and encounter stressors are often internal to a person. (4) Anticipatory stressorsWorrying about things that haven't happened yet. See Table 1 for additional information.Diff: 2 Page Ref: 117-120Topic: Managing StressStressorsSkill: Understanding/Analysis
Mini-Case: Mary is currently going to college "full-time"; after four years, she is finally a junior! Throughout her college career, she has worked 20-30 hours per week as a waitress at a local restaurant. In her first year at college, she enrolled in a one-hour course that focused on "managing stress." The professor in the course recommended that each student keep a daily journal to record his/her activities. Mary had faithfully kept a journal since taking that course. For the week of March 8, Mary's journal indicated the following entries: Monday, March 9: No entry. Tuesday, March 10: Well, it happened again, I can't believe my roommate is so stubborn. How many times are we going to argue over her stupid cat using my plants as the cat box? I get so depressed when I argue with her! Wednesday, March 11: I received a speeding ticket on my way to school. I have to remember to go a different way to school! Thursday, March 12: I have a test in Principles of Management next Monday ... the first one this semester. I've heard her tests are real hard. Gee, I hate multiple-choice tests ... I never do well. Friday, March 13: I can't believe it's Friday, the 13th! My boss called this morning and asked me to work tonight. I said yes. After I hung up the phone, I remembered I had a group meeting tonight to discuss a marketing case that has to be presented next Wednesday. I wasn't able to contact anyone from my group. Gee, I never seem to have enough hours in the day to get everything done!
84) Indicate the main type of stressor(s) Mary experienced on each day she recorded a journal entry. Provide support for your answer.Answer: On Tuesday, Mary experienced encounter stress. On Wednesday, Mary experienced situational stress. On Thursday, Mary experienced anticipatory stress. On Friday, Mary experienced time stress. In providing support, students should relate relevant chapter concepts to justify their choices of the type of stressor(s) Mary experienced; student responses related to support/justification will vary.Diff: 3 Page Ref: 117-120Topic: Managing StressStressorsSkill: Understanding/Analysis
85) Describe the difference(s) between managing time effectively as opposed to efficiently. Describe the key aspects related to managing time using an effectiveness approach.Answer: Time management using an effectiveness approach involves aligning time use with core personal principles whereas managing time using an efficiency approach involves an emphasis on accomplishing more by reducing wasted time. The most commonly prescribed solutions for attacking problems of time stress are to use calendars and planners, to generate to-do lists, and to learn to say "no." However, these approaches address the efficiency approach to time management.Managing time using an effectiveness approach means that (1) individuals spend their time on important matters, not just urgent matters; (2) people are able to distinguish clearly between what they view as important versus what they view as urgent; (3) results rather than methods are the focus of time management strategies; and (4) people have a reason not to feel guilty when they must say "no." An extremely useful tool to manage time effectively is the "time management matrix" in which activities are categorized in terms of their relative importance and urgency. Important activities are those that produce a desired result. They accomplish a valued end, or they achieve a meaningful purpose. Urgent activities are those that demand immediate attention. They are associated with a need expressed by someone else, or they relate to an uncomfortable problem or situation that requires a solution as soon as possible. See Figure 4 for additional information related to the time management matrix.Diff: 2 Page Ref: 121-125Topic: Eliminating Time Stressors through Time ManagementSkill: Understanding
86) Explain in simple terms the ability of social intelligence.Answer: Simply put, social intelligence refers to the ability to manage your relationships with other people. It consists of four main dimensions:
1. An accurate perception of others' emotional and behavioral responses2. The ability to cognitively and emotionally understand and relate to others' responses3. Social knowledge, or an awareness of what is appropriate social behavior4. Social problem solving, or the ability to manage interpersonal difficulties
Diff: 1 Page Ref: 129Topic: Eliminating Encounter Stressors through Collaboration and Emotional IntelligenceSkill: Recall
87) Identify the stressor work redesign focuses on eliminating. Explain the key components of Hackman's model of job redesign and provide examples of how the model can be applied to reduce stress-producing job strain.Answer: Work redesign focuses on eliminating situational stressors. Hackman's model of job redesign has proved effective in reducing stress and increasing satisfaction and productivity. It consists of five aspects of work: (1) Skill varietythe opportunity to use multiple skills in performing work; (2) Task identitythe opportunity to complete a whole task; (3) Task significancethe opportunity to see the impact of the work being performed; (4) Autonomythe opportunity to choose how and when the work will be done; and (5) Feedbackthe opportunity to receive information on the success of task accomplishment. Ways the model can be applied to reduce stress-producing job strain include combining tasks, forming identifiable work units, establishing customer relationships, increasing decision-making authority, and opening feedback channels.Diff: 3 Page Ref: 130-131Topic: Eliminating Situational Stressors through Work RedesignSkill: Understanding
88) Outline and explain how one might reduce his/her anticipatory stress.Answer: (1) PrioritizingDetermine what is important in the long term and stay true to it; (2) Goal settingFocus on immediate goal accomplishments; and (3) Small winsBreak the goal down at the beginning and change something that is relatively easy to change. Build momentum.Diff: 1 Page Ref: 132-133Topic: Eliminating Anticipatory Stressors through Prioritizing, Goal Setting, and Small WinsSkill: Recall
89) Identify the key activities that characterize most people's lives. Explain the approach(es) one should use in balancing these activities in order to develop resiliency. Why is it counterproductive to devote more time and attention to an activity in which one is experiencing stress?Answer: The key activities that characterize most individuals' lives include cultural activities, family activities, intellectual activities, physical activities, social activities, spiritual activities, and work activities. The most resilient individuals are those who have achieved a certain degree of life balance. They actively engage in each of the activities so that they achieve a degree of balance in their lives. Individuals who are best able to cope with stress spend time developing a variety of dimensions of their lives. Overemphasizing one or two activities to the exclusion of others often creates more stress than it eliminates. When an individual feels stress in one area of life, such as an overloaded work schedule, he/she typically responds by devoting more time and attention to it. Although this is a natural reaction, it is counterproductive for several reasons. First, the more one concentrates exclusively on work, the more restricted and less creative one becomesloses perspective, ceases to take fresh points of view, and becomes overwhelmed more easily. Second, refreshed and relaxed minds think better. Third, the costs related to stress decrease markedly when employees participate in well-rounded wellness programs.Diff: 2 Page Ref: 134-136Topic: Developing ResiliencySkill: Understanding/Analysis
90) Explain the major behavioral tendencies associated with a Type A personality.Answer: The major behavioral tendencies include competitiveness (high desire to be dominant, to win); life imbalance (high involvement with work with very little involvement with anything else in the person's life); hostility and anger (become upset over trivial issues); and impatience/urgency (have no patience). See Table 8 for additional characteristics of the Type A personality.Diff: 1 Page Ref: 139-141Topic: Developing ResiliencyThe Type A PersonalitySkill: Recall
91) Explain the major techniques that can be used on a short-term or temporary basis to reduce stress.Answer: Muscle relaxationInvolves easing the tension in successive muscle groups. Deep breathing exercisesInvolve taking several successive, slow, deep breaths, holding them for five seconds, and exhaling completely. Imagery and fantasyInvolve visualizing an event, using "mind pictures" (for example, an athlete visualizes achieving a specific goal). Imagery can also include recollections of sounds, smells, and textures associated with pleasant experiences from the past that can be recalled vividly. Fantasies are make-believe events or images that can be comforting when one encounters stress. RehearsalInvolves working through a potentially stressful situation, trying out different scenarios and alternative reactions. Appropriate reactions can be rehearsed, often in a safe environment before stress occurs. ReframingInvolves temporarily reducing stress by optimistically redefining a situation as manageable.Diff: 2 Page Ref: 144-145Topic: Temporary Stress-Reduction TechniquesSkill: Recall
The Turn of the Tide Not long ago I came to one of those bleak periods that many of us encounter from time to time, a sudden drastic dip in the graph of living when everything goes stale and flat, energy wanes, and enthusiasm dies. The effect on my work was frightening. Every morning I would clench my teeth and mutter: "Today life will take on some of its old meaning. You’ve got to break through this thing. You’ve got to!" But the barren days went by, and the paralysis grew worse. The time came when I knew I had to have help. The man I turned to was a doctor. Not a psychiatrist, just a doctor. He was older than I, and under his surface gruffness lay great wisdom and compassion. "I don’t know what’s wrong," I told him miserably, "but I just seem to have come to a dead end. Can you help me?""I don’t know," he said slowly. He made a tent of his fingers and gazed at me thoughtfully for a long while. Then, abruptly, he asked, "Where were you happiest as a child?" "As a child?" I echoed. "Why, at the beach, I suppose. We had a summer cottage there. We all loved it." He looked out the window and watched the October leaves sifting down. "Are you capable of following instructions for a single day?" "I think so," I said, ready to try anything. "All right. Here’s what I want you to do."
He told me to drive to the beach alone the following morning, arriving not later than nine o’clock. I could take some lunch; but I was not to read, write, listen to the radio, or talk to anyone. "In addition," he said, "I’ll give you a prescription to be taken every three hours." He then tore off four prescription blanks, wrote a few words on each, folded them, numbered them, and handed them to me. "Take these at nine, twelve, three, and six." "Are you serious?" I asked. He gave a short bark of laughter. "You won’t think I’m joking when you get my bill!" The next morning, with little faith, I drove to the beach. It was lonely, all right. A northeaster was blowing; the sea looked gray and angry. I sat in the car, the whole day stretching emptily before me. Then I took out the first of the folded slips of paper. On it was written: LISTEN CAREFULLY. I stared at the two words. "Why," I thought, "the man must be mad." He had ruled out music and newscasts and human conversation. What else was there? I raised my head and I did listen. There were no sounds but the steady roar of the sea, the creaking cry of a gull, the drone of some aircraft high overhead. All these sounds were familiar. I got out of the car. A gust of wind slammed the door with a sudden clap of sound. "Am I supposed to listen carefully to things like that?" I asked myself. I climbed a dune and looked out over the deserted beach. Here, the sea bellowed so loudly that all other sounds were lost. And yet, I thought suddenly, there must be sounds beneath soundsthe soft rasp of drifting sand, the tiny wind whisperings in the dune grassesif the listener got close enough to hear them.On an impulse I ducked down and, feeling fairly ridiculous, thrust my head into a clump of sea oats. Here, I made a discovery: If you listen intently, there is a fractional moment in which everything seems to pause, wait. In that instant of stillness, the racing thoughts halt. For a moment, when you truly listen for something outside yourself, you have to silence the clamorous voices within. The mind rests. I went back to the car and slid behind the wheel. LISTEN CAREFULLY. As I listened
again to the deep growl of the sea, I found myself thinking about the white-fanged fury of its storms. I thought of the lessons it had taught us as children. A certain amount of patience: you can’t hurry the tides. A great deal of respect: the sea does not suffer fools gladly. An awareness of the vast and mysterious interdependence of things: wind and tide and current, calm and squall and hurricane, all combining to determine the paths of the birds above and the fish below. And the cleanness of it all, with every beach swept twice a day by the great broom of the sea. Sitting there, I realized I was thinking of things bigger than myselfand there was relief in that. Even so, the morning passed slowly. The habit of hurling myself at a problem was so strong that I felt lost without it. Once, when I was wistfully eyeing the car radio, a phrase from Carlyle jumped into my head: “Silence is the element in which great things fashion themselves.” By noon, the wind had polished the clouds out of the sky, and the sea had merry sparkle. I unfolded the second “prescription.” And again I sat there, half amused and half exasperated. Three words this time: TRY REACHING BACK. Back to what? To the past, obviously. But why, when all my worries concerned the present or the future? I left the car and started tramping reflectively along the dunes. The doctor had sent me to the beach because it was a place of happy memories. Maybe that was what I was supposed to reach for: the wealth of happiness that lay half-forgotten behind me. I decided to experiment: to work on these vague impressions as a painter would, retouching the colors, strengthening the outlines. I would choose specific incidents and recapture as many details as possible. I would visualize people complete with dress and gestures. I would listen (carefully) for the exact sound of their voices, the echo of their laughter. The tide was going out now, but there was still thunder in the surf. So I chose to go back 20 years to the last fishing trip I made with my younger brother. (He died in the Pacific during World War II and was buried in the Philippines.) I found that if I closed my eyes and really tried, I could see him with amazing vividness, even the humor and eagerness in his eyes that far-off morning. In fact, I could see it all: the ivory scimitar of beach where we were fishing; the eastern sky smeared with sunrise; the great rollers creaming in, stately and slow. I could feel the backwash swirl warm around my knees, see the sudden arc of my brother’s rod as he struck a fish, hear his exultant yell. Piece by piece I rebuilt it, clear and unchanged under the transparent varnish of time. Then it was gone. I sat up slowly. TRY REACHING BACK. Happy people were usually assured, confident people. If, then, you deliberately reached back and touched happiness, might there not be released little flashes of power, tiny sources of strength? This second period of the day went more quickly. As the sun began its long slant down the sky, my mind ranged eagerly through the past, reliving some episodes, uncovering others that had been completely forgotten. For example, when I was around 13 and my brother 10, Father had promised to take us to the circus. But at lunch there was a phone call: Some urgent business required his attention downtown. We braced ourselves for disappointment. Then we heard him say, “No, I won’t be down. It’ll have to wait.” When he came back to the table, Mother smiled. “The circus keeps coming back, you know.” “I know,” said Father. “But childhood doesn’t.” Across all the years I remembered this and knew from the sudden glow of warmth that no kindness is ever wasted or ever completely lost. By three o’clock, the tide was out and the sound of the waves was only a rhythmic
whisper, like a giant breathing. I stayed in my sandy nest, feeling relaxed and contentand a little complacent. The doctor’s prescriptions, I thought, were easy to take. But I was not prepared for the next one. This time, the three words were not a gentle suggestion. They sounded more like a command. REEXAMINE YOUR MOTIVES. My first reaction was purely defensive. “There’s nothing wrong with my motives,” I said to myself. “I want to be successfulwho doesn’t? I want to have a certain amount of recognitionbut so does everybody. I want more security than I’ve gotand why not?” “Maybe,” said a small voice somewhere inside my head, “those motives aren’t good enough. Maybe that’s the reason the wheels have stopped going around.” I picked up a handful of sand and let it stream between my fingers. In the past, whenever my work went well, there had always been something spontaneous about it, something uncontrived, something free. Lately, it had been calculated, competentand dead. Why? Because I had been looking past the job itself to the rewards I hoped it would bring. The work had ceased to be an end in itself, it had been merely a means to make money, pay bills. The sense of giving something, of helping people, of making a contribution, had been lost in a frantic clutch at security. In a flash of certainty, I saw that if one’s motives are wrong, nothing can be right. It makes no difference whether you are a mailman, a hairdresser, an insurance salesman, a housewifewhatever. As long as you feel you are serving others, you do the job well. When you are concerned only with helping yourself, you do it less well. This is a law as inexorable as gravity. For a long time I sat there. Far out on the bar I heard the murmur of the surf change to a hollow roar as the tide turned. Behind me the spears of light were almost horizontal. My time at the beach had almost run out, and I felt a grudging admiration for the doctor and the “prescriptions” he had so casually and cunningly devised. I saw, now, that in them was a therapeutic progression that might well be of value to anyone facing any difficulty. LISTEN CAREFULLY: To calm a frantic mind, slow it down, shift the focus from inner problems to outer things. TRY REACHING BACK: Since the human mind can hold but one idea at a time, you blot out present worry when you touch the happiness of the past.
REEXAMINE YOUR MOTIVES: This was the hard core of the “treatment,” this challenge to reappraise, to bring one’s motives into alignment with one’s capabilities and conscience. But the mind must be clear and receptive to do thishence the six hours of quiet that went before. The western sky was a blaze of crimson as I took out the last slip of paper. Six words this time. I walked slowly out on the beach. A few yards below the high water mark, I stopped and read the words again: WRITE YOUR TROUBLES ON THE SAND. I let the paper blow away, reached down and picked up a fragment of shell. Kneeling there under the vault of the sky, I wrote several words on the sand, one above the other. Then I walked away, and I did not look back. I had written my troubles on the sand. And the tide was coming in.Source: Gordon, A. (1959). A day at the beach. Reader’s Digest. Reprinted by permission of the author. All rights reserved.
92) What is effective about these strategies for coping with stress, and why did they work?Answer: The case illustrates a positive way to cope with stress on a temporary basis. The formula followed by Arthur Gordon is not exactly that discussed in the text, but the principles are the same. The case clearly illustrates the practical use of several temporary coping mechanisms, such as imagery and fantasy and refraining. A major point made in the chapter is that this kind of temporary coping mechanism can offer release, but we can avoid the tension and stress in the first place if we use resiliency and proactive stress management strategies.Diff: 2 Page Ref: 144-145Topic: Managing StressStress Reduction TechniquesSkill: Understanding
93) What troubles, challenges, or stressors do you face right now to which these prescriptions might apply?Answer: The case illustrates a positive way to cope with stress on a temporary basis. The formula followed by Arthur Gordon is not exactly that discussed in the text, but the principles are the same. The case clearly illustrates the practical use of several temporary coping mechanisms, such as imagery and fantasy and refraining. A major point made in the chapter is that this kind of temporary coping mechanism can offer release, but we can avoid the tension and stress in the first place if we use resiliency and proactive stress management strategies.Diff: 1 Page Ref: 144-145Topic: Managing StressStressorsSkill: Understanding/Application
94) Are these prescriptions effective coping strategies or merely escapes?Answer: The case illustrates a positive way to cope with stress on a temporary basis. The formula followed by Arthur Gordon is not exactly that discussed in the text, but the principles are the same. The case clearly illustrates the practical use of several temporary coping mechanisms, such as imagery and fantasy and refraining. A major point made in the chapter is that this kind of temporary coping mechanism can offer release, but we can avoid the tension and stress in the first place if we use resiliency and proactive stress management strategies.Diff: 1 Page Ref: 144-145Topic: Managing StressStress Reduction TechniquesSkill: Understanding
95) What other prescriptions could the author take besides the four mentioned here? Generate your own list based on your own experiences with stress.Answer: This answer should include some discussion of proactive or enactive strategies, rather than the reactive ones the author pursued. These include changing the environment causing the stress, increasing physiological resilience (through diet and exercise), etc.Diff: 2 Page Ref: entire chapterTopic: Managing StressStress Reduction TechniquesSkill: Understanding/Application
96) Which of the four key sources of stress were most dealt with by the doctor’s prescribed therapy? Provide justification for your answer.Answer: Though much of the exercise was focused on short-term stress reduction, the final prescriptions pointed the author in the direction of a personal statement of principles, which should help him become more effective with his time. As a result, the time stressors are addressed most fully.
A convincing argument may also be made that the true purpose of the "prescriptions" was a journey of self-awareness, leading to increased emotional intelligence, which will eliminate encounter stressors.Diff: 3 Page Ref: 121-124Topic: Managing StressStress Reduction TechniquesSkill: Understanding/Analysis
97) How was the stressed man’s emotional intelligence developed through the beach experience? Provide justification for your answer.Answer: Emotional intelligence can be developed though increased self-awareness and self-discovery. Once the man's knowledge of himself and his emotions increased, so too did his ability to interact constructively with others. Diff: 2 Page Ref: 129-130Topic: Managing StressStress Reduction TechniquesSkill: Understanding/Analysis
98) How does the beach therapy experience compare to the guidelines provided in the text for deep relaxation techniques.Answer: It follows them hardly at all. The guidelines provided in the text are (1) a quiet environment in which external distractions are minimized, (2) a comfortable position, (3) a mental focus on a single object, (4) controlled breathing, (5) a passive attitude, (6) focused body changes, and (7) repetition.
Mostly, just the first guideline is fulfilled by the beach therapy experiencethe quiet environment without distractions.Diff: 2 Page Ref: 142-143Topic: Major Elements of StressCoping with StressSkill: Understanding/Analysis
The Case of the Missing Time At approximately 7:30 a.m. on Tuesday, June 23, 1959, Chet Craig, manager of the Norris Company’s Central Plant, swung his car out of the driveway of his suburban home and headed toward the plant located some six miles away, just inside the Midvale city limits. It was a beautiful day. The sun was shining brightly and a cool, fresh breeze was blowing. The trip to the plant took about 20 minutes and sometimes gave Chet an opportunity to think about plant problems without interruption. The Norris Company owned and operated three printing plants. Norris enjoyed a nationwide commercial business, specializing in quality color work. It was a closely held company with some 350 employees, nearly half of whom were employed at the Central Plant, the largest of the three Norris production operations. The company’s main offices were also located in the Central Plant building. Chet had started with the Norris Company as an expediter in its Eastern Plant in 1948, just after he graduated from Ohio State. After three years Chet was promoted to production supervisor, and two years later he was made assistant to the manager of the Eastern Plant. Early in 1957, he was transferred to the Central Plant as assistant to the plant manager and one month later was promoted to plant manager when the former manager retired (see Figure 7).
Chet was in fine spirits as he relaxed behind the wheel. As his car picked up speed, the hum of the tires on the newly paved highway faded into the background. Various thoughts occurred to him, and he said to himself, "This is going to be the day to really get things done." He began to run through the day’s work, first one project, then another, trying to establish priorities. After a few minutes, he decided that the open-end unit scheduling was probably the most important, certainly the most urgent. He frowned for a moment as he recalled that on Friday the vice president and general manager had casually asked him if he had given the project any further thought. Chet realized that he had not been giving it much thought lately. He had been meaning to get to work on this idea for over three months, but something else always seemed to crop up. "I haven’t had much time to sit down and really work it out," he said to himself. "I’d better get going and hit this one today for sure." With that, he began to break down the objectives, procedures, and installation steps of the project. He grinned as he reviewed the principles involved and calculated roughly the anticipated savings. "It’s about time," he told himself. "This idea should have been followed up long ago." Chet remembered that he had first conceived of the open-end unit scheduling idea nearly a year and a half ago, just prior to his leaving Norris’s Eastern Plant. He had spoken to his boss, Jim Quince, manager of the Eastern Plant, about it then, and both agreed that it was worth looking into. The idea was temporarily shelved when he was transferred to the Central Plant a month later. A blast from a passing horn startled him, but his thoughts quickly returned to other plant projects he was determined to get underway. He started to think through a procedure for simpler transport of dies to and from the Eastern Plant. Visualizing the notes on his desk, he thought about the inventory analysis he needed to identify and eliminate some of the slow-moving stock items, the packing controls that needed revision, and the need to design a new special-order form. He also decided that this was the day to settle on a job printer to do the simple outside printing of office forms. There were a few other projects he couldn’t recall offhand, but he could tend to them after lunch, if not before. “Yes, sir,” he said to himself, “this is the day to really get rolling.”
Chet’s thoughts were interrupted as he pulled into the company parking lot. When he entered the plant Chet knew something was wrong as he met Al Noren, the stockroom foreman, who appeared troubled. “A great morning, Al,” Chet greeted him cheerfully. “Not so good, Chet; my new man isn’t in this morning,” Noren growled. “Have you heard from him?” asked Chet. “No, I haven’t,” replied Al. Chet frowned as he commented, “These stock handlers assume you take it for granted that if they’re not here, they’re not here, and they don’t have to call in and verify it. Better ask Personnel to call him.” Al hesitated for a moment before replying, “Okay, Chet, but can you find me a man? I have two cars to unload today.” As Chet turned to leave, he said, “I’ll call you in half an hour, Al, and let you know.” Making a mental note of the situation, Chet headed for his office. He greeted the group of workers huddled around Marilyn, the office manager, who was discussing the day’s work schedule with them. As the meeting broke up, Marilyn picked up a few samples from the clasper, showed them to Chet, and asked if they should be shipped that way or if it would be necessary to inspect them. Before he could answer, Marilyn went on to ask if he could suggest another clerical operator for the sealing machine to replace the regular operator, who was home ill. She also told him that Gene, the industrial engineer, had called and was waiting to hear from Chet. After telling Marilyn to go ahead and ship the samples, he made a note of the need for a sealer operator for the office and then called Gene. He agreed to stop by Gene’s office before lunch and started on his routine morning tour of the plant. He asked each foreman the types and volumes of orders they were running, the number of people present, how the schedules were coming along, and the orders to be run next; helped the folding-room foreman find temporary storage space for consolidating a carload shipment; discussed quality control with a pressman who had been running poor work; arranged to transfer four people temporarily to different departments, including two for Al in the stockroom; and talked to the shipping foreman about pickups and special orders to be delivered that day. As he continued through the plant, he saw to it that reserve stock was moved out of the forward stock area, talked to another pressman about his requested change of vacation schedule, had a “heart-to-heart” talk with a press helper who seemed to need frequent reassurance, and approved two type and one color-order okays for different pressmen. Returning to his office, Chet reviewed the production reports on the larger orders against his initial productions and found that the plant was running behind schedule. He called in the folding-room foreman and together they went over the lineup of machines and made several necessary changes. During this discussion, the composing-room foreman stopped in to cover several type changes, and the routing foreman telephoned for approval of a revised printing schedule. The stockroom foreman called twice, first to inform him that two standard, fast-moving stock items were dangerously low, later to advise him that the paper stock for the urgent Dillion job had finally arrived. Chet made the necessary subsequent calls to inform those concerned.
He then began to put delivery dates on important and difficult inquiries received from customers and salesmen. (The routine inquiries were handled by Marilyn.) While he was doing this he was interrupted twice, once by a sales correspondent calling from the West Coast to ask for a better delivery date than originally scheduled, once by the personnel vice president asking him to set a time when he could hold an initial training and induction interview with a new employee. After dating the customer and salesmen inquiries, Chet headed for his morning conference in the executive offices. At this meeting, he answered the sales vice president’s questions in connection with “hot” orders, complaints, and the status of large-volume orders and potential new orders. He then met with the general manager to discuss a few ticklish policy matters and to answer “the old man’s” questions on several specific production and personnel problems. Before leaving the executive offices, he stopped at the office of the secretary-treasurer to inquire about delivery of cartons, paper, and boxes and to place a new order for paper. On the way back to his own office, Chet conferred with Gene about two current engineering projects concerning which he had called earlier. When he reached his desk, he looked at his watch. It was 10 minutes before lunch, just time enough to make a few notes of the details he needed to check in order to answer the knotty questions raised by the sales manager that morning. After lunch, Chet started again. He began by checking the previous day’s production reports, did some rescheduling to get out urgent orders, placed appropriate delivery dates on new orders and inquiries received that morning, and consulted with a foreman on a personal problem. He spent some 20 minutes at the TWX going over mutual problems with the Eastern Plant. By midafternoon, Chet had made another tour of the plant, after which he met with the personnel director to review with him a touchy personal problem raised by one of the clerical employees, the vacation schedules submitted by his foremen, and the pending job-evaluation program. Following this conference, Chet hurried back to his office to complete the special statistical report for Universal Waxing Corporation, one of Norris’s best customers. As he finished the report, he discovered that it was 10 minutes after six and he was the only one left in the office. Chet was tired. He put on his coat and headed through the plant toward the parking lot; on the way, he was stopped by both the night supervisor and night layout foremen for approval of type and layout changes. With both eyes on the traffic, Chet reviewed the day he had just completed. “Busy?” he asked himself. “Too much sobut did I accomplish anything?” His mind raced over the day’s activities. “Yes and no” seemed to be the answer. “There was the usual routine, the same as any other day. The plant kept going and I think it must have been a good production day. Any creative or special-project work done?” Chet grimaced as he reluctantly answered, “No.” With a feeling of guilt, he probed further. “Am I an executive? I’m paid like one, respected like one, and have a responsible assignment with the necessary authority to carry it out. Yet one of the greatest values a company derives from an executive is his creative thinking and accomplishments. What have I done about it? An executive needs some time for thinking. Today was a typical day, just like most other days, and I did little, if any, creative work. The projects that I so enthusiastically planned to work on this morning are exactly as they were yesterday. What’s more, I have no guarantee that tomorrow night or the next night will bring me any closer to their completion. This is the real problem and there must be an answer.”
Chet continued, “Night work? Yes, occasionally. This is understood. But I’ve been doing too much of this lately. I owe my wife and family some of my time. When you come down to it, they are the people for whom I’m really working. If I am forced to spend much more time away from them, I’m not meeting my own personal objectives. What about church work? Should I eliminate that? I spend a lot of time on this, but I feel I owe God some time, too. Besides, I believe I’m making a worthwhile contribution in this work. Perhaps I can squeeze a little time from my fraternal activities. But where does recreation fit in?” Chet groped for the solution. “Maybe I’m just rationalizing because I schedule my own work poorly. But I don’t think so. I’ve studied my work habits carefully and I think I plan intelligently and delegate authority. Do I need an assistant? Possibly, but that’s a long-term project and I don’t believe I could justify the additional overhead expenditure. Anyway, I doubt whether it would solve the problem.” By this time, Chet had turned off the highway onto the side street leading to his homethe problem still uppermost in his mind. “I guess I really don’t know the answer,” he told himself as he pulled into his driveway. “This morning everything seemed so simple, but now ...” His thoughts were interrupted as he saw his son running toward the car calling out, “Mommy, Daddy’s home.”Source: McNichols, T. J. (1973). The case of the missing time. Evanston, IL: Northwestern University Kellogg School of Business.
99) What principles of time and stress management are violated in this case?
Answer: The missing time case illustrates poor stress management. Chet violates a variety of time- and stress-management principles, although he sincerely tries to improve. It also shows that people often are not good judges of their own competence in stress and time management. Chet would probably rate himself as a relative skilled person in these areas. However, comparing his activities with the principles in the text suggest that Chet’s skill level is not very high.
Students might identify the following problems:
Span of control too wide No formalized reportingLittle delegation No supervisors over unit foremenNo planning time Office manager needs authorityExcessive plant tours Centralized decision makingUpward delegation No staff coordinating meetings
Diff: 3 Page Ref: 121-128Topic: Managing StressStress Reduction TechniquesSkill: Understanding/Analysis
100) What are the organizational problems in the case?Answer: The missing time case illustrates poor stress management. Chet violates a variety of time-and stress-management principles, although he sincerely tries to improve. It also shows that people often are not good judges of their own competence in stress and time management. Chet would probably rate himself as a relative skilled person in these areas. However, comparing his activities with the principles in the text suggest that Chet’s skill level is not very high.
Students might identify the following problems:
Span of control too wide No formalized reportingLittle delegation No supervisors over unit foremenNo planning time Office manager needs authorityExcessive plant tours Centralized decision makingUpward delegation No staff coordinating meetings
Diff: 2 Page Ref: entire chapterTopic: Managing StressStress Reduction TechniquesSkill: Understanding/Analysis
101) Which of Chet’s personal characteristics inhibit his effective management of time?Answer: Answers may include that he sincerely wants to help others (which can contribute to his failing to delegate matters), that he overestimates his ability to accomplish tasks at hand, that he gets easily distracted, that he tends to handle problems himself (upward delegation) instead of making people do their own job.Diff: 1 Page Ref: entire chapterTopic: Managing StressStress Reduction TechniquesSkill: Analysis
102) If you were hired as a consultant to Chet, what would you advise him?Answer: He needs to make some organizational and personal changes to improve both the efficiency and effectiveness of his time. (See complete list in text; a partial list includes remedying the problems listed below.) Also necessary is a list of priorities and effective use of goals.
Span of control too wide No formalized reportingLittle delegation No supervisors over unit foremenNo planning time Office manager needs authorityExcessive plant tours Centralized decision makingUpward delegation No staff coordinating meeting
Diff: 2 Page Ref: entire chapterTopic: Managing StressStress Reduction TechniquesSkill: Understanding/Application
103) What are some small wins that Chet could work toward?Answer: Perhaps he should keep track of his efforts in delegation. First, to delegate two tasks per day. Once he has achieved that, he can go up to 4 or 5.
Another idea is that he can break his long-term creative projects into smaller, more manageable units. Chet seems discouraged that he is unable to bring the project to pass. However, it seemed like he made some progress on it despite the distractions. Planning and goal-setting more methodically (including the use of small wins) will allow Chet to reduce his stress levels and increase his job performance.Diff: 3 Page Ref: 133-134Topic: Managing StressStress Reduction TechniquesSkill: Application
104) What collaboration would you suggest Chet should consider?Answer: Collaboration, which helps eliminate encounter stress, can be achieved by setting up work teams. In this situation, it appears that Chet feels isolated because he individually deals with employees and problems in the plant. One step he should consider is to hire an assistant. Another he should consider is to set up special work teams to brainstorm and generate creative ideas. This would help him feel more of a sense of community.Diff: 2 Page Ref: 128-129Topic: Managing StressStress Reduction TechniquesSkill: Application
105) Should Chet consider work redesign? Why or why not?Answer: Probably not. While work redesign helps eliminate situational stressors that arise in the workplace, it is typically oriented toward increasing freedom and autonomy for lower-level workers. Here, Chet's primary problem is that he lacks sufficient time; it is not that Chet lacks the decision-making ability to change his situation.Diff: 3 Page Ref: 130-131Topic: Managing StressStress Reduction TechniquesSkill: Understanding/Application
Developing Management Skills, 8e (Whetten/Cameron) Chapter 3 Solving Problems Analytically and Creatively
1) A good problem definition includes differentiating factual information from speculative information.Answer: TRUEExplanation: A problem definition must differentiate factual information from speculation because only factual information is sufficient upon which to define a problem. Perceptions and suppositions, if mistaken for fact, can lead to inaccurate and unhelpful problem definitions.Diff: 1 Page Ref: 175Topic: Steps in Analytical Problem SolvingDefining the ProblemSkill: Recall
2) When defining the problem, top priority should be placed on identifying all the underlying symptoms of the problem.
Answer: FALSEExplanation: Focus should be on the real problem, not just its symptoms. Focus should be on the root causes, not just the signs or consequences.Diff: 2 Page Ref: 175-176Topic: Steps in Analytical Problem SolvingDefining the ProblemSkill: Recall
3) A common problem in managerial decision making is that alternative solutions to problems are evaluated as they are proposed.Answer: TRUEExplanation: This is a problem because evaluation can hinder effective alternative generation and lead to self-censorship and mind-guarding.Diff: 2 Page Ref: 176Topic: Steps in Analytical Problem SolvingGenerating AlternativesSkill: Recall
4) Your team at work has been specifying solutions that are consistent with the goals of the organization and has been building on each other's ideas. Your team is effectively generating alternatives.Answer: TRUEExplanation: Alternative generation involves proposing several alternative solutions in the hope that one or more of them will lead to superior performance and problem solving. Because bad ideas may become good ones if they are combined with or modified by other ideas, it is best to have a collaborative approach to alternative generation and build on each other's ideas. Additionally, solutions that are inconsistent with the mission or goals of the organization are not likely to lead to acceptable outcomes.Diff: 3 Page Ref: 176Topic: Steps in Analytical Problem SolvingGenerating AlternativesSkill: Recall
5) Susan states, "Well, I think this solution will work for now." Susan violated an important guideline for effectively evaluating alternative solutions to problems.Answer: TRUEExplanation: It appears that Susan has evaluated the alternative using a satisfactory standard rather than an optimal standard. A problem solver should determine what is best, not just what will work.Diff: 1 Page Ref: 177Topic: Steps in Analytical Problem SolvingEvaluating AlternativesSkill: Recall
6) When evaluating alternatives, one should be concerned about meeting organizational goals.Answer: TRUEExplanation: Yet, there is more to consider when evaluating alternatives than whether or not the alternatives meet organizational goals. For example, it is important to consider individual preferences and whether alternatives are evaluated relative to an optimal standard rather than a satisfactory standard and relative to their probable effects.Diff: 2 Page Ref: 176Topic: Steps in Analytical Problem SolvingEvaluating AlternativesSkill: Recall
7) Involving others in implementing the solution to a problem will increase support of and decrease resistance to the solution.Answer: TRUEExplanation: Almost any change engenders some resistance, and involving others in implementation decreases this resistance. Diff: 2 Page Ref: 177Topic: Steps in Analytical Problem SolvingImplementing the SolutionSkill: Recall
8) Implementation of a solution to a problem should include opportunities for feedback.Answer: TRUEExplanation: Feedback in the implementation process can ensure effective implementation, as well as improve future problem solving.Diff: 2 Page Ref: 177Topic: Steps in Analytical Problem SolvingImplementing the SolutionSkill: Understanding
9) The analytical problem-solving model would be the most appropriate approach in determining why employee morale has declined in an organization.Answer: FALSEExplanation: Determining why employee morale has declined is difficult and complicated. Accurate information may not be available, outcomes may not be predictable, or means-ends connections may not be evident. Thus, something more than analytical problem solving is necessary. In short, creative problem solving must be used.Diff: 1 Page Ref: 178Topic: Limitations of the Analytical Problem-Solving ModelSkill: Recall
10) The analytical problem-solving model works best when the problem faced is complex and ambiguous.Answer: FALSEExplanation: Analytical problem solving is best when the problems faced are straightforward and when alternatives are readily definable.Diff: 2 Page Ref: 178Topic: Limitations of the Analytical Problem-Solving ModelSkill: Recall
11) According to the authors of the text, one reason why most people have difficulty solving problems creatively is because they think of creativity simply as generating new ideas.Answer: TRUEExplanation: This is a limited, one-dimensional view of creativity. The text discusses several strategies for being creative that can help even the most analytical people attack complex problems effectively.Diff: 2 Page Ref: 178Topic: Impediments to Creative Problem SolvingSkill: Recall
12) Conceptual blocks are mental obstacles that constrain the way problems are defined and that limit the number of alternative solutions thought to be relevant.Answer: TRUEExplanation: Also, conceptual blocks are largely unrecognized or unconscious, so the only way individuals can be made aware of them is to be confronted by problems that are unsolvable because of them. Diff: 1 Page Ref: 183Topic: Impediments to Creative Problem SolvingSkill: Recall
13) Improving on what already exists and systematically developing alternatives is a creative problem-solving approach that Jeff DeGraff would call "Improvement."Answer: TRUEExplanation: This is the approach that Ray Kroc took to make McDonald's so successfulrather than focusing on breakthrough ideas, this type of creativity focuses on incremental improvements.Diff: 2 Page Ref: 179-181Topic: Multiple Approaches to CreativitySkill: Understanding
14) Breakthroughs, out-of-the-box thinking, and radical thinking would be a type of creative problem solving that can be called "Imagination."Answer: TRUEExplanation: Imagination refers to the creation of new ideas and is the primary creative method used by entrepreneurs, experimenters, etc.Diff: 1 Page Ref: 179-181Topic: Multiple Approaches to CreativitySkill: Recall
15) "Incubation" creative problem solving, according to the DeGraff model cited in the text, would be the pursuit of rapid goal achievement and achieving results faster than others.Answer: FALSEExplanation: Incubation refers to an approach to creative activity through teamwork, involvement, and coordination among individuals. Creativity occurs by unlocking the potential that exists in interactions among people and networks of people. Individuals who approach creativity through incubation encourage people to work together, foster trust and cohesion, and empower others. Creativity arises from a collective mindset and shared values.Diff: 2 Page Ref: 181Topic: Multiple Approaches to CreativitySkill: Recall
16) Examples of the conceptual block of constancy include lateral thinking and only one thinking language.Answer: FALSEExplanation: Examples of the conceptual block of constancy include vertical thinking (the opposite of lateral thinking) and using only one thinking language.Diff: 2 Page Ref: 186Topic: Conceptual BlocksConstancySkill: Recall
17) An example of not getting stuck on one problem definition was Alexander Graham Bell's invention of the telephone.Answer: TRUEExplanation: Sometimes a solution will be best suited to a problem that has not yet been considered. Here, Bell was attempting to invent a hearing aid but came across a solution (the telephone) to a problem he had not yet considered. His creative approach (changing problem definitions) allowed him to consider alternative uses and gave rise to the modern telephone.Diff: 2 Page Ref: 187Topic: Conceptual BlocksConstancySkill: Recall
18) If you define a current problem in terms of problems you have faced in the past, you are demonstrating the conceptual block of stereotyping.Answer: TRUEExplanation: In this approach, current problems are often seen as variations of past problems, which means that problem definitions and proposed solutions are restricted by past experience.Diff: 1 Page Ref: 189Topic: Conceptual BlocksCommitmentSkill: Recall
19) Finding commonalities among two things is a good way to overcome a conceptual block in problem solving.Answer: TRUEExplanation: One of the manifestations of the commitment block is called ignoring commonalities. It occurs when individuals fail to identify similarities between disparate pieces of data. The inability to do this can overload a problem solver by requiring him or her to solve each problem individually, instead of dealing with common elements only once.Diff: 2 Page Ref: 189-190Topic: Conceptual BlocksCommitmentSkill: Recall
20) Making inappropriate assumptions that inhibit problem solutions is an example of the conceptual block of compression.Answer: TRUEExplanation: Compression refers to the compression of ideas. Looking too narrowly at a problem, screening out too much relevant data, and making inappropriate assumptions are common examples of this conceptual block. Sometimes people assume that their range of solutions is limited, or fail to see a full range of problem definitions.Diff: 2 Page Ref: 190-191Topic: Conceptual BlocksCompressionSkill: Recall
21) Having failed every traditional 3M test for adhesives, the potential of Spence Silver's unsticky glue was initially viewed as a "useless configuration of chemicals" due to traditional assumptions. To combat the conceptual block of commitment, unconventional applications, such as a better bookmark and scratch paper, had to be visualized.Answer: FALSEExplanation: Unconventional applications had to be visualized to combat the conceptual block of compression, not commitment.Diff: 3 Page Ref: 192Topic: Conceptual BlocksCompressionSkill: Recall
22) Your computer programming boss stares out the window with his feet up for at least an hour every day. Most people think he is not working. This is an example of the conceptual block of bias against thinking.Answer: TRUEExplanation: This bias is partially a cultural bias and partially a personal one. In western cultures, there is a bias against thinking that uses the right hemisphere of the brain (intuition, synthesis, qualitative judgment) in favor of logical, left-brained thinking. However, numberous researchers have found that creative problem solvers employ ambidextrous thinking.Diff: 2 Page Ref: 193Topic: Conceptual BlocksComplacencySkill: Recall
23) An individual who is apt to be organized, planned, and precise is an ambidextrous thinker.Answer: FALSEExplanation: An ambidextrous thinker uses both the left and right sides of the brain fluently. An individual who is apt to be organized, planned, and precise is not necessarily an ambidextrous thinker because these skills only represent thinking from one side of the brain (left).Diff: 2 Page Ref: 193-194Topic: Conceptual BlocksComplacencySkill: Recall
24) One major difference between effective, creative problem solvers and other people is that creative problem solvers are less constrained in both defining the problem and developing solutions.Answer: TRUEExplanation: Creative problem solving involves four steps: preparation, incubation, illumination, and verification. The primary difference between creative and noncreative problem solvers is how they approach this first step, which includes problem definition and alternative generation, in addition to data gathering and information analysis.Diff: 1 Page Ref: 195Topic: Conceptual BlockbustingSkill: Recall
25) The stage of creative problem solving that is defined by mostly unconscious mental activity in which the mind combines unrelated thoughts in pursuit of a solution is the illumination stage.Answer: FALSEExplanation: The stage of creative problem solving that is defined by mostly unconscious mental activity in which the mind combines unrelated thoughts in pursuit of a solution is the incubation stage.Diff: 2 Page Ref: 195Topic: Conceptual BlockbustingSkill: Recall
26) Thinking contradictory thoughts at the same time relates to reversing the definition of a problem.Answer: TRUEExplanation: Called Janusian thinking, this is the process by which most major scientific breakthroughs and artistic masterpieces are conceived. It forces the brain to generate additional solutions and alternative problem definitions.Diff: 1 Page Ref: 198Topic: Conceptual Blockbusting: Methods for Improving Problem DefinitionSkill: Recall
27) As a supervisor, you comment, "I wish all employees would work without supervision." This is an example of a symbolic analogy.Answer: FALSEExplanation: This is an example of a fantasy analogy ("I wish").Diff: 3 Page Ref: 196Topic: Conceptual Blockbusting: Methods for Improving Problem DefinitionSkill: Recall
28) Brainstorming is only effective when it occurs in a group setting.Answer: FALSEExplanation: Recent research has found that brainstorming in a group may be less efficient than alternative forms of brainstorming, such as having individual group members generate ideas on their own then submit them to the group for exploration and evaluation.Diff: 2 Page Ref: 200Topic: Conceptual Blockbusting: Ways to Generate More AlternativesSkill: Recall
29) You are asked to list all the possible uses for a Ping-Pong ball. After making the list, by using the technique of subdivision, you should be able to determine many more alternative uses for the Ping-Pong ball.Answer: TRUEExplanation: Subdivision involves dividing a problem into smaller parts and helps to break through conceptual blocks. For example, using subdivision, you might consider all the possible uses for a Ping-Pong ball in the kitchen, in the yard, and at the office. Diff: 2 Page Ref: 200Topic: Conceptual Blockbusting: Ways to Generate More AlternativesSkill: Recall
30) Particularistic cultures have more of a tendency toward creative solution finding.Answer: TRUEExplanation: This is true because they are inclined to search for unique aberrations from the norm rather than focusing on generalized outcomes or procedures.Diff: 2 Page Ref: 203Topic: International CaveatsSkill: Recall
31) The outcome is predictable, you have sufficient information, and the means-ends connections are clear. You should utilize a creative problem-solving approach.Answer: TRUEExplanation: Rather than a creative approach, an analytical problem-solving approach would be most effective. Diff: 1 Page Ref: 203Topic: Hints for Applying Problem-Solving TechniquesSkill: Recall
32) The principle of compression is a key technique to unlocking an individual's creative potential.Answer: FALSEExplanation: Compression is a conceptual block that inhibits people from creatively solving problems.Diff: 1 Page Ref: 203-204Topic: Fostering Creativity in OthersSkill: Recall
33) One way for a manager to foster creativity would be to pull an individual apart from others and give him space to work alone on a problem or idea.Answer: TRUEExplanation: This helps avoid problems related to complacency and groupthink.Diff: 1 Page Ref: 205Topic: Fostering Creativity in OthersSkill: Recall
34) The rule breaker is an important role for a manager to assign to foster creativity.Answer: TRUEExplanation: This person goes beyond organizational boundaries and barriers to ensure success of the creative endeavor.Diff: 2 Page Ref: 207Topic: Fostering Creativity in OthersSkill: Understanding
35) This problem-solving style occurs less frequently but often separates career successes from career failures. What does this problem-solving style focus on?A) Analytical problem solvingB) Creative problem solvingC) Managerial problem solvingD) Strategic thinkingAnswer: BExplanation: A) Incorrect. Though analytical problem solving is more common and occurs more frequently, it is creative problem-solving ability that separates career successes from failures. B) Correct. Though analytical problem solving is more common and occurs more frequently, it is creative problem-solving ability that separates career successes from failures. C) Incorrect. Managerial problem solving is not one of the two types highlighted in the text. The two types discussed in the text are analytical and creative problem solving. Though analytical problem solving is more common and occurs more frequently, it is creative problem-solving ability that separates career successes from failures. D) Incorrect. Strategic thinking is not one of the two types of problem solving highlighted in the text. The two types discussed in the text are analytical and creative problem solving. Though analytical problem solving is more common and occurs more frequently, it is creative problem-solving ability that separates career successes from failures. Diff: 2 Page Ref: 174Topic: Problem Solving, Creativity, and InnovationSkill: Recall
36) What is the natural tendency of people in resolving problems?A) Select the first reasonable solution that comes to mindB) Select the first reasonable problem that comes to mindC) Select the best solution after evaluating all the alternativesD) None of the answer choices are correct.Answer: AExplanation: A) Correct. Because most people do not like problems, they try to get rid of them as quickly as possible. This is done by selecting the first reasonable solution that comes to mind.B) Incorrect. Because most people do not like problems, they try to get rid of them as quickly as possible. This is done by selecting the first reasonable solution that comes to mind.C) Incorrect. Because most people do not like problems, they try to get rid of them as quickly as possible. This is done by selecting the first reasonable solution that comes to mind.D) Incorrect. Because most people do not like problems, they try to get rid of them as quickly as possible. This is done by selecting the first reasonable solution that comes to mind.Diff: 1 Page Ref: 174Topic: Steps in Analytical Problem SolvingSkill: Recall
37) A manager of a shipping department was concerned about an order that a customer reported as several weeks late. To define the problem, the manager asked an employee in the shipping department why the order had not arrived. The employee said, "Someone probably made a mistake on the address. That would be my guess." Thus, the manager asked the employee to reship the order. What characteristic of good problem definition is most violated by this manager?A) The problem factual information should be differentiated from opinion or speculation.B) The problem should be stated explicitly.C) The problem definition should be different than a disguised solution.D) The problem definition should be written down.Answer: AExplanation: A) Correct. The manager relied on the employee's speculation as fact. Because the problem definition is based on potentially faulty information, his proposed solution may not solve the actual problem.B) Incorrect. Though the problem was not explicitly stated, the more pressing problem was that the manager relied on the employee's speculation as fact. Because the problem definition is based on potentially faulty information, his proposed solution may not solve the actual problem.C) Incorrect. The more pressing problem was that the manager relied on the employee's speculation as fact. Because the problem definition is based on potentially faulty information, his proposed solution may not solve the actual problem.D) Incorrect. Problem definitions do not have to be written in order to be effective. The more pressing problem was that the manager relied on the employee's speculation as fact. Because the problem definition is based on potentially faulty information, his proposed solution may not solve the actual problem.Diff: 3 Page Ref: 179Topic: Steps in Analytical Problem SolvingDefining the ProblemSkill: Application/Analysis/Evaluation
38) Your team has experienced an increase in absenteeism in the past six weeks. In the meeting to define the problem, George recommends that personal leave days be abolished. The group ignores that suggestion but instead decides to fire all employees who are absent starting Monday. What went wrong in the decision-making process? A) The first acceptable solution was accepted.B) The problem was stated as part of the solution.C) The problem was stated too explicitly.D) The information about the problem was based on speculation.Answer: BExplanation: A) Incorrect. The first recommendation (George's) was actually not accepted. The group went with the second recommendation. The problem was not explicitly definedthere is no indication that the team has discussed the specific reasons for the absenteeism. This led to the team discussing solutions prior to generating an accurate problem definition.B) Correct. Problems should be explicitly stated so that any ambiguities in the definition become apparent. The problem was in fact not explicitly definedthere is no indication that the team has discussed the specific reasons for the absenteeism. This led to the team discussing solutions prior to generating an accurate problem definition.C) Incorrect. Problems should be explicitly stated so that any ambiguities in the definition become apparent. The problem was in fact not explicitly definedthere is no indication that the team has discussed the specific reasons for the absenteeism. This led to the team discussing solutions prior to generating an accurate problem definition.D) Incorrect. It is fact, not speculation, that more employees have been absent from work over the last six weeks. The problem was not explicitly definedthere is no indication that the team has discussed the specific reasons for the absenteeism. This led to the team discussing solutions prior to generating an accurate problem definition.Diff: 3 Page Ref: 174-175Topic: Steps in Analytical Problem SolvingDefining the ProblemSkill: Application/Analysis/Evaluation
39) Which is best when generating alternatives?A) Evaluate the alternatives as they are proposed; this saves time.B) Focus on the short term; bad decisions in the short term means there is no long term to worry about.C) Evaluate the alternatives after all alternatives have been proposed.D) Separate alternatives from one another.Answer: CExplanation: A) Incorrect. Evaluating alternatives as they are proposed ensures that the first acceptable (though surely not optimal) alternative is chosen. This may save time, but it compromises the decision process. The best answer is that evaluation should not occur until all alternatives have been proposed. This ensures that the group does not settle for the first viable alternative.B) Incorrect. Alternatives should take into consideration both short- and long-term consequences. The best answer is that evaluation should not occur until all alternatives have been proposed. This ensures that the group does not settle for the first viable alternative.C) Correct. This ensures that the group does not settle for the first viable alternative in lieu of the optimal alternative.D) Incorrect. Alternatives should build on one another. Bad ideas may become good ones if they are combined with or modified by other ideas. The best answer is that evaluation should not occur until all alternatives have been proposed. This ensures that the group does not settle for the first viable alternative.Diff: 1 Page Ref: 176Topic: Steps in Analytical Problem SolvingGenerating AlternativesSkill: Recall
40) The problem is that sales are low. The sales manager accepted responsibility and said it was his fault that sales were low. Thus, he proposed offering rebates next month to stimulate sales. Rebates have never been offered in the company before, and the impact rebates may have on sales in the future is unknown. Other alternatives have been offered. Should this rebate idea be implemented as-is?A) YesB) No, it hasn't been determined whose problem this is.C) No, the idea has only come from one person.D) No, long-term consequences have not been considered.Answer: DExplanation: A) Incorrect. The rebate program should not be implemented without more complete consideration. The problem with the rebate idea is that long-term consequences have not been identified. Though the rebate idea may stimulate next month's sales, the company would be wise to consider long-term effects before implementing a solution that would create a worse problem than it solves.B) Incorrect. A sales slump is clearly a company problem (though the sales manager has claimed responsibility for it). The problem with the rebate idea is that long-term consequences have not been considered. Though the rebate idea may stimulate next month's sales, the company would be wise to consider long-term effects before implementing a solution that would create a worse problem than it solves.
C) Incorrect. An idea need not be generated simultaneously by more than one person in order to be properly considered. Here, in addition to the sales manager's rebate idea, other alternatives have been offered and considered. The problem with the rebate idea is that long-term consequences have not been considered. Though the rebate idea may stimulate next month's sales, the company would be wise to consider long-term effects before implementing a solution that would create a worse problem than it solves.
D) Correct. The problem with the rebate idea is that long-term consequences have not been considered. Though the rebate idea may stimulate next month's sales, the company would be wise to consider long-term effects before implementing a solution that would create a worse problem than it solves.Diff: 3 Page Ref: 176Topic: Steps in Analytical Problem SolvingGenerating AlternativesSkill: Application
41) Your group has agreed to do a skit as part of its presentation to the class. Bob believes a "Baywatch" skit with everyone wearing swimsuits would liven up the presentation. Someone in the group remarked, "What a stupid idea!" What step in the analytical problem-solving method is violated by this response?A) Define the problemB) Generate alternative solutionsC) Evaluate and select an alternativeD) Implement and follow upAnswer: BExplanation: A) Incorrect. The group seems to be aware of the problem (the presentation is in need of a skit). The group should finish generating alternative solutions prior to evaluating any of them. This is a violation of the "generate alternative solutions" step of problem solving.B) Correct. The group should finish generating alternative solutions prior to evaluating any of them. C) Incorrect. This response is an honest evaluation of Bob's alternative, but the comment is premature. The group should finish generating alternative solutions prior to evaluating any of them. This is a violation of the "generate alternative solutions" step of problem solving.D) Incorrect. Implementation and follow up occur after generating solutions and evaluating them. It is premature to implement any ideas. The group should finish generating alternative solutions prior to evaluating any of them. This is a violation of the "generate alternative solutions" step of problem solving.Diff: 3 Page Ref: 176Topic: Steps in Analytical Problem SolvingGenerating AlternativesSkill: Application/Analysis
42) Your group has a presentation to the class in two weeks. Moe believes that the presentation should be similar to a presentation he gave in his Marketing class last semester. Curly wants it to be similar to his Finance presentation that his group gave earlier this month. Larry believes that the presentation should be like the first group, after all they received an A. You think, what a bunch of stooges. Which guideline did your group violate in regard to the analytical problem-solving model? A) Problems should not be defined in terms of solutions.B) Limited information should be given about each alternative.C) The first acceptable alternative should not be accepted right away.D) Alternatives should not be based on what was successful in the past.Answer: DExplanation: A) Incorrect. The group did not define the problem in terms of solutions. Instead, the group based its solutions on past similar problems, rather than tailoring solutions to solve the problem at hand.B) Incorrect. Presenting limited information about each alternative is not an analytical problem-solving guideline. In fact, presenting too detailed a description of a particular alternative may actually bog down the alternative-generating stage of problem solving. The problem with your group's analytical problem-solving style is that the individuals in the group based their solutions on past similar problems, rather than tailoring solutions to solve the problem at hand.C) Incorrect. The group did not select the first available alternative (Moe's) but allowed Curly and Larry to present their ideas. The problem with your group's analytical problem-solving style is that the individuals in the group based their solutions on past similar problems, rather than tailoring solutions to solve the problem at hand.D) Correct. The problem with your group's analytical problem-solving style is that the individuals in the group based their solutions on past similar problems, rather than tailoring solutions to solve the problem at hand. This artificially restricted the scope of possible problem definitions and alternatives.Diff: 3 Page Ref: 177Topic: Steps in Analytical Problem SolvingGenerating AlternativesSkill: Application/Analysis
43) Your boss remarks to you that "decision making is concerned with the discovery and selection of satisfactory alternatives." What would be the best response to your boss?A) "No, I believe decision making is concerned with proper problem definition."B) "No, I believe decision making is concerned with the generation of alternatives." C) "No, I believe decision making is concerned with the discovery and selection of optimal alternatives."D) "Yes, I agree."Answer: CExplanation: A) Incorrect. Though problem definition is part of the decision-making process, it is not the end goal. More accurately, decision making is concerned with the discovery and selection of optimal alternatives.B) Incorrect. Though alternative generation is part of the decision-making process, it is not the end goal. More accurately, decision making is concerned with the discovery and selection of optimal alternatives.C) Correct. Selecting satisfactory alternatives results in lower-than-optimal performance outcomes. Decision making is concerned with the discovery and selection of optimal, rather than satisfactory, alternatives.D) Incorrect. Selecting satisfactory alternatives results in lower-than-optimal performance outcomes. Decision making is concerned with the discovery and selection of optimal, rather than satisfactory, alternatives.Diff: 2 Page Ref: 177Topic: Steps in Analytical Problem SolvingEvaluating AlternativesSkill: Application
44) In evaluating alternatives, individuals should make sure that alternatives are judged in terms of (1) their probable effects, (2) whether individuals involved will accept the alternative, and (3) the consistency with policies of the organization. Which points are correct?A) All three points are correct.B) Points 1 and 2 are correct.C) Points 1 and 3 are correct.D) Points 2 and 3 are correct.Answer: AExplanation: A) Correct. This list is not all-inclusive, but provides a good starting point. Additionally, evaluation should be systematic, alternatives should be judged according to an optimal standard, and alternatives should be stated explicitly.B) Incorrect. All three points are correct. This list is not all-inclusive, but provides a good starting point. Additionally, evaluation should be systematic, alternatives should be judged according to an optimal standard, and alternatives should be stated explicitly.C) Incorrect. All three points are correct. This list is not all-inclusive, but provides a good starting point. Additionally, evaluation should be systematic, alternatives should be judged according to an optimal standard, and alternatives should be stated explicitly.D) Incorrect. All three points are correct. This list is not all-inclusive, but provides a good starting point. Additionally, evaluation should be systematic, alternatives should be judged according to an optimal standard, and alternatives should be stated explicitly.Diff: 1 Page Ref: 177Topic: Steps in Analytical Problem SolvingEvaluating AlternativesSkill: Recall
45) Which should you do when evaluating alternatives?A) Evaluate alternatives relative to a satisfactory standardB) Evaluate alternatives in an unstructured and creative mannerC) Evaluate alternatives based on what will workD) Evaluate alternatives in terms of individual preferences and organizational goalsAnswer: DExplanation: A) Incorrect. Evaluating alternatives based on a satisfactory standard usually results in suboptimal alternatives and suboptimal outcomes. The best answer is that you should evaluate alternatives in terms of individual preferences and organizational goals. B) Incorrect. Evaluation of alternatives should occur systematically (rather than unstructured and creatively) so that each alternative is given due consideration. The best answer is that you should evaluate alternatives in terms of individual preferences and organizational goals. C) Incorrect. Evaluating alternatives based on what will work usually results in suboptimal alternatives and suboptimal outcomes. The best answer is that you should evaluate alternatives in terms of individual preferences and organizational goals. D) Correct. Other factors to consider include the degree to which relevant individuals will accept the alternative and whether the solution is optimal or merely satisfactory.Diff: 1 Page Ref: 177Topic: Steps in Analytical Problem SolvingEvaluating AlternativesSkill: Recall
46) What is accomplished by implementing a solution incrementally?A) Decreases resistance by others to the solutionB) Increases the overall or total costsC) Creates support with only a few people at a timeD) Helps give people a break during implementationAnswer: AExplanation: A) Correct. Incremental implementation decreases resistance to the solution because small changes are not as objectionable as significant ones. B) Incorrect. Incremental implementation will likely reduce the costs of implementing the decision. The best answer is that incremental implementation decreases resistance to the solution because small changes are not as objectionable as significant ones. C) Incorrect. Though creating support with a few people at a time is one form of solution implementation, incremental implementation involves publicizing small wins over a large (rather than small) group of people. The best answer is that incremental implementation decreases resistance to the solution because small changes are not as objectionable as significant ones. D) Incorrect. The purpose of incremental implementation is not to give others a "break," it is to ensure effective and lasting problem solving. The best answer is that incremental implementation decreases resistance to the solution because small changes are not as objectionable as significant ones. Diff: 2 Page Ref: 177Topic: Steps in Analytical Problem SolvingImplementing the SolutionSkill: Understanding
47) Which attributes should be included in effective implementation of a solution and follow up on the implementation?A) Setting up an optimal standard for evaluation of alternativesB) Creating alternatives that are consistent with organizational goalsC) Evaluating alternatives systematicallyD) Providing a process that includes opportunities for feedbackAnswer: DExplanation: A) Incorrect. These is part of the evaluation of alternatives stage of problem solving. The correct answer is that effective implementation and follow up should include a process that provides opportunities for feedback.B) Incorrect. This is part of the alternative-generation stage of problem solving. The correct answer is that effective implementation and follow up should include a process that provides opportunities for feedback.C) Incorrect. This is part of the evaluation of alternatives stage of problem solving. The correct answer is that effective implementation and follow up should include a process that provides opportunities for feedback.D) Correct. This feedback helps not only with the immediate implementation, but also in future problem-solving situations.Diff: 1 Page Ref: 177-178Topic: Steps in Analytical Problem SolvingImplementing the SolutionSkill: Recall
48) If you are replacing the copier in the office, which problem-solving style would be most appropriate?A) Analytical problem solvingB) Creative problem solvingC) Neither analytical nor creative problem solvingAnswer: AExplanation: A) Correct. When problems are relatively straightforward and simple (like replacing a copy machine), analytical problem solving is the preferred approach. B) Incorrect. Creative problem solving is preferred when problems are complex and novel. When problems are relatively straightforward and simple (like replacing a copy machine), analytical problem solving is the preferred approach. C) Incorrect. When problems are relatively straightforward and simple (like replacing a copy machine), analytical problem solving is the preferred approach.Diff: 2 Page Ref: 178Topic: Limitations of the Analytical Problem-Solving ModelSkill: Application
49) In fulfilling President Kennedy's challenge to send a man to the moon and bring him back safely by the end of the decade, which problem-solving model was probably utilized? A) Creative problem solvingB) Analytical problem solvingC) Neither of the above answer choices is correct.Answer: AExplanation: A) Correct. For complex or novel problems, like sending a man to the moon, creating problem solving is the preferred approach. B) Incorrect. When problems are relatively straightforward and simple, analytical problem solving is the preferred approach. For complex or novel problems, like sending a man to the moon, creating problem solving is the preferred approach. C) Incorrect. For complex or novel problems, like sending a man to the moon, creating problem solving is the preferred approach. Diff: 2 Page Ref: 178Topic: Limitations of the Analytical Problem-Solving ModelSkill: Application
50) When relevant information is available, when a clear standard exists to assess the correctness of a solution, and the problem is straightforward, which decision model should be used?A) Analytical problem solvingB) Creative problem solvingC) Neither the analytical nor creative problem-solving modelD) Both the analytical and creative problem-solving modelsAnswer: AExplanation: A) Correct. Analytical problem solving is appropriate when relevant information is available and the problem is straightforward. Creative problem solving is only needed when the problem is unique or complex, when sufficient information is unavailable, or when unprecedented alternatives need to be generated. B) Incorrect. Creative problem solving is only needed when the problem is unique or complex, when sufficient information is unavailable, or when unprecedented alternatives need to be generated. Analytical problem solving is appropriate when relevant information is available and the problem is straightforward. C) Incorrect. Creative problem solving is only needed when the problem is unique or complex, when sufficient information is unavailable, or when unprecedented alternatives need to be generated. However, analytical problem solving is appropriate when relevant information is available and the problem is straightforward. D) Incorrect. Though analytical problem solving is appropriate here, creative problem solving is only needed when the problem is unique or complex, when sufficient information is unavailable, or when unprecedented alternatives need to be generated. Diff: 1 Page Ref: 178Topic: Limitations of the Analytical Problem-Solving ModelSkill: Recall
51) You have a problem that is both complex and very ambiguous. In looking for a creative solution, what would be best for you to do?A) Think simply about generating alternatives.B) Clearly define the problem.C) Consider multiple approaches to creativity.D) Assign one person to work alone and solve the problem.Answer: CExplanation: A) Incorrect. Creative solutions do not come easily or as a result of simple thought. The best thing for you to do would be to consider multiple approaches to creativity. The text lists the following four approaches: incubation, imagination, improvement, and investment. B) Incorrect. Complex problems can often not be defined clearlythey are by definition ambiguous. The best thing for you to do would be to consider multiple approaches to creativity. The text lists the following four approaches: incubation, imagination, improvement, and investment. C) Correct. Complex problems can often not be defined clearlythey are by definition ambiguous. The best thing for you to do would be to consider multiple approaches to creativity because each one solves a different sort of problem. The text lists the following four approaches: incubation, imagination, improvement, and investment. D) Incorrect. Teamwork often helps generate creative solutions. The best thing for you to do would be to consider multiple approaches to creativity. The text lists the following four approaches: incubation, imagination, improvement, and investment. Diff: 2 Page Ref: 178-179Topic: Impediments to Creative Problem SolvingSkill: Recall
52) Which type of creativity focuses on fast, competitive responses to problems?A) ImaginationB) ImprovementC) InvestmentD) IncubationAnswer: CExplanation: A) Incorrect. Imagination focuses on experimentation, unique ideas, and revolutionary thinking. Fast competitive responses are more representative of investment creativity.B) Incorrect. Improvement focuses on incremental improvements, systematic approaches, and careful methods. Fast competitive responses are more representative of investment creativity.C) Correct. Fast competitive responses are more representative of investment creativity, which focuses on rapid goal achievement and attacking problems directly.D) Incorrect. Incubation focuses on the use of teamwork, empowerment, and trust-building. Fast competitive responses are more representative of investment creativity.Diff: 2 Page Ref: 181Topic: Multiple Approaches to CreativitySkill: Recall
53) Which type of creativity focuses on new, revolutionary solutions to problems?A) ImaginationB) ImprovementC) InvestmentD) IncubationAnswer: AExplanation: A) Correct. Imagination focuses on experimentation, exploration, and risk-taking, as well as new and revolutionary approaches to problem solving.B) Incorrect. Improvement focuses on incremental improvements, systematic approaches, and careful methods. New and revolutionary solutions are more typical of the imagination approach.C) Incorrect. Investment focuses on fast responses, competitive approaches, and directly attacking problems. New and revolutionary solutions are more typical of the imagination approach.D) Incorrect. Incubation focuses on the use of teamwork, empowerment, and trust-building. New and revolutionary solutions are more typical of the imagination approach.Diff: 2 Page Ref: 179-180Topic: Multiple Approaches to CreativitySkill: Recall
54) Which type of creativity emphasizes developmental and deliberate responses to problems?A) ImaginationB) InvestmentC) IncubationAnswer: CExplanation: A) Incorrect. Imagination emphasizes experimentation, exploration, and unique and revolutionary thinking. Developmental and deliberate responses to problems are more typical of the incubation approach to creativity.B) Incorrect. Investment emphasizes rapid goal achievement, competitive approaches, and faster response times than competitors. Developmental and deliberate responses to problems are more typical of the incubation approach to creativity.C) Correct. Incubation is characterized by an emphasis on teamwork and group cohesion, with a focus on deliberately unlocking the creative potential that exists in interactions among networks of people. Diff: 2 Page Ref: 181Topic: Multiple Approaches to CreativitySkill: Recall
55) Which is the most appropriate approach to creativity when incremental changes and tightening up processes are necessary?A) ImaginationB) ImprovementC) InvestmentD) IncubationAnswer: BExplanation: A) Incorrect. Imagination is appropriate when you are looking for unique and revolutionary solutions. Incremental changes and process improvement are better suited to the improvement approach to creativity.B) Correct. Improvement focuses on incremental improvements on existing ideas rather than breakthrough creative developmentsC) Incorrect. Investment is appropriate when you are seeking to be a "first mover" or to gain an advantage over a competitor. Incremental changes and process improvement are better suited to the improvement approach to creativity.D) Incorrect. Incubation is appropriate when you are seeking to capitalize on the resources and shared knowledge of the group. Incremental changes and process improvement are better suited to the improvement approach to creativity.Diff: 2 Page Ref: 183-184Topic: Multiple Approaches to CreativitySkill: Recall
56) Which is the most appropriate approach to creativity when collective effort and involvement of others is important?A) ImaginationB) ImprovementC) InvestmentD) IncubationAnswer: DExplanation: A) Incorrect. Imagination is most appropriate when you are seeking to create new and exciting solutions and generate revolutionary thinking. Incubation is a better approach to achieving collective effort and involvement.B) Incorrect. Improvement is most appropriate when you are seeking to make incremental improvements to existing processes. Incubation is a better approach to achieving collective effort and involvement.C) Incorrect. Investment is most appropriate when you are seeking to obtain competitive market advantage. Incubation is a better approach to achieving collective effort and involvement.D) Correct. Incubation focuses on unlocking the creative potential that exists in interpersonal interactionsconnecting, involving, and coordinating people. Diff: 2 Page Ref: 181Topic: Multiple Approaches to CreativitySkill: Recall
57) You have a problem that is both complex and very ambiguous. In looking for a creative solution, who should you talk to?A) A person who has a Ph.D. in a topic that is related to the problemB) A person who has many years of experience in dealing with similar problemsC) A person who has neither the knowledge nor the experience of this particular problem and who employs logic that seems unorganizedD) Both the person with the Ph.D. and the person with many years of experienceAnswer: CExplanation: A) Incorrect. The more formal education individuals have, the less able they are to solve problems in creative ways. You should choose someone with neither knowledge nor experience with similar problems.B) Incorrect. The more work experience individuals have, the less able they are to solve problems in creative ways. You should choose someone with neither knowledge nor experience with similar problems.C) Correct. Though somewhat counterintuitive, the more work experience or education individuals have, the less able they are to solve problems in creative ways. The people who can be most creative are those without knowledge or experience dealing with a particular type of problem.D) Incorrect. This merely compounds the analytical thinking problem. The more work experience or education individuals have, the less able they are to solve problems in creative ways. You should choose someone with neither knowledge nor experience with similar problems.Diff: 2 Page Ref: 184Topic: Conceptual BlocksConstancySkill: Recall
58) You are a manager who would like to enhance the creative problem-solving abilities of your employees. What should you do?A) Increase their formal educationB) Improve their thinking skillsC) Improve their interpersonal skillsD) Improve their exposure to informationAnswer: BExplanation: A) Incorrect. Increased education and experience may actually decrease an individual's ability to think creatively. On the other hand, you can train your employees to overcome their mental and conceptual blocks to creative thinking. B) Correct. You can train your employees to overcome their mental and conceptual blocks to creative thinking. It takes a lot of work and practice, but improvement is possible.C) Incorrect. There is little or no correlation between good interpersonal skills and solid creative thinking skills. On the other hand, you can train your employees to overcome their mental and conceptual blocks to creative thinking. D) Incorrect. Increased education and experience actually may decrease an individual's ability to think creatively. On the other hand, you can train your employees to overcome their mental and conceptual blocks to creative thinking. Diff: 2 Page Ref: 185-186Topic: Conceptual BlocksConstancySkill: Recall
59) Your boss states, "Conceptual blocks are easy to overcome. Also, everyone develops some conceptual blocks over time and we need some to cope with everyday life." Should you agree or disagree?A) AgreeB) DisagreeAnswer: BExplanation: A) Incorrect. Though everyone develops conceptual blocks over time, and we need some to cope with everyday life, they are by no means easy to overcome.B) Correct. Though everyone develops conceptual blocks over time, and we need some to cope with everyday life, they are by no means easy to overcome.Diff: 2 Page Ref: 188Topic: Conceptual BlocksConstancySkill: Understanding
60) How both Velcro and Post-it Notes came to be produced is an excellent example of which problem-solving model?A) Analytical problem solvingB) Creative problem solvingAnswer: BExplanation: A) Incorrect. Analytical problem solving focuses on getting rid of existing problems through systematically gathering information, evaluating alternatives, and implementing a solution. Velcro and Post-it Notes were creative solutions to problems that were unclear, not well defined, complex, ambiguous, and unique. Such problems can only be solved using the creative problem-solving model.B) Correct. Velcro and Post-it Notes were creative solutions to problems that were unclear, not well defined, complex, ambiguous, and unique. Such problems can only be solved using the creative problem-solving model.Diff: 1 Page Ref: 186-187Topic: Conceptual BlocksConstancySkill: Recall
61) When an individual becomes consistent in how he/she approaches problems, he/she is practicing which conceptual block?A) CommitmentB) CompressionC) ConstancyD) ComplacencyAnswer: CExplanation: A) Incorrect. Commitment as a conceptual block occurs when individuals become committed to a particular point of view or solution and follow through with that commitment regardless of whether it is the optimal solution. A consistent approach to problems is more typical of the constancy conceptual block and is characterized by vertical thinking and the use of only one thinking language.B) Incorrect. Compression occurs when an individual fails to filter out irrelevant information and defines the problem too narrowly. A consistent approach to problems is more typical of the constancy conceptual block and is characterized by vertical thinking and the use of only one thinking language.C) Correct. A consistent approach to problems is more typical of the constancy conceptual block and is characterized by vertical thinking and the use of only one thinking language.D) Incorrect. Complacency occurs as a result of fear, ignorance, or mental laziness. Examples include lack of questioning and a bias against thinking. A consistent approach to problems is more typical of the constancy conceptual block and is characterized by vertical thinking and the use of only one thinking language.Diff: 1 Page Ref: 186-187Topic: Conceptual BlocksConstancySkill: Recall
62) In studying for a test, Harry always highlights passages in his textbooks and reviews the highlighted sections. Recently, in his Management class, Harry did not receive a good grade on his first exam. Sally suggested that Harry try studying a different way by writing down the highlighted passages on paper. Harry refused, saying, "It has always worked before, why change?" Which conceptual block is Harry experiencing?A) ConstancyB) Artificial constraintC) CompressionD) ComplacencyAnswer: AExplanation: A) Correct. He highlights the passages because it is what he has always done before. This is a manifestation of constancy. B) Incorrect. He does not choose to highlight his passages because he believes it is the only way to do it. He highlights the passages because it is what he has always done before. This is a manifestation of constancy.C) Incorrect. Harry is not looking too narrowly at the problem or screening out relevant data. He highlights the passages because it is what he has always done before. This is a manifestation of constancy.D) Incorrect. Harry is not afraid of changing or ignorant of the possibilities. He highlights the passages because it is what he has always done before. This is a manifestation of constancy.Diff: 3 Page Ref: 186Topic: Conceptual BlocksConstancySkill: Understanding
63) What is an example of a thinking language that is capable of breaking down the constancy block?A) Foreign languageB) Observation and evaluationC) Visual imageryD) Alternative generationAnswer: CExplanation: A) Incorrect. Most thinking occurs verbally, and a foreign language is still verbal. Alternative thinking languages include nonverbal or symbolic languages, sensory imagery, and visual imagery. B) Incorrect. Observation and evaluation, though it can stimulate thought, usually occurs verbally. Alternative thinking languages include nonverbal or symbolic languages, sensory imagery, and visual imagery. C) Correct. Alternative thinking languages include nonverbal or symbolic languages, sensory imagery, and visual imagery. D) Incorrect. Alternative generation is not a thinking language, it is a step in the problem-solving process. Alternative thinking languages include nonverbal or symbolic languages, sensory imagery, and visual imagery. Diff: 3 Page Ref: 187-188Topic: Conceptual BlocksConstancySkill: Understanding
64) If you assume that individuals who are experienced in launching a new product know the
best marketing approach, which conceptual block are you practicing?A) Vertical thinkingB) StereotypingC) CompressionD) Ignoring commonalitiesAnswer: BExplanation: A) Incorrect. Vertical thinking refers to defining a problem a single way and then pursuing that definition without deviation. Here, the problem is that you are assuming that others' past experience launching a product means that they have the best solution for a new marketing problem. This assumes that the current problem is a variation on the past problems and is the conceptual block of stereotyping.B) Correct. You are assuming that others' past experience launching a product means that they have the best solution for a new marketing problem. This assumes that the current problem is a variation on the past problems and is the conceptual block of stereotyping.C) Incorrect. Compression occurs when an individual looks at a problem too narrowly or too broadly. Here, the problem is that you are assuming that others' past experience launching a product means that they have the best solution for a new marketing problem. This assumes that the current problem is a variation on the past problems and is the conceptual block of stereotyping.D) Incorrect. Ignoring commonalities is a form of the commitment block in which individuals fail to identify similarities among seemingly disparate pieces of data. Here, the problem is that you are assuming that others' past experience launching a product means that they have the best solution for a new marketing problem. This assumes that the current problem is a variation on the past problems and is the conceptual block of stereotyping.Diff: 3 Page Ref: 189Topic: Conceptual BlocksCommitmentSkill: Understanding
65) In describing a new problem you are having with your computer, your boss interrupts and states, "I had the same problem last week. It's something to do with the network." Which conceptual block could be inhibiting your boss's creative problem-solving approach?A) Vertical thinkingB) Artificial constraintsC) StereotypingD) Ignoring commonalitiesAnswer: CExplanation: A) Incorrect. Vertical thinking is a form of constancy. Your boss has not doggedly pursued a single problem definition without considering alternative definitions. Here, your boss is merely assuming that the current problem is a variation on the past problems. He has fallen victim to the conceptual block of stereotyping.B) Incorrect. Artificial constraints are those conceptual blocks that cause you to define a problem so narrowly that it is impossible to solve. Here, your boss is assuming that the current problem is a variation on the past problems. He has fallen victim to the conceptual block of stereotyping.C) Correct. Here, your boss is assuming that the current problem is a variation on the past problems. He has fallen victim to the conceptual block of stereotyping.D) Incorrect. Ignoring commonalities occurs when an individual fails to identify similarities between disparate pieces of data. Here, your boss is assuming that the current problem is a variation on the past problems. He has fallen victim to the conceptual block of stereotyping.Diff: 3 Page Ref: 189Topic: Conceptual BlocksCommitmentSkill: Understanding
66) Looking too narrowly at a problem is what type of conceptual block?A) ConstancyB) CompressionC) CommitmentD) ComplacencyAnswer: BExplanation: A) Incorrect. Constancy occurs when individuals define a problem in only one way without considering alternative views. Compression is defined as looking at a problem too narrowly and making assumptions that inhibit problem solutions.B) Correct. Compression involves looking at a problem too narrowly and making assumptions that inhibit problem solutions.C) Incorrect. Commitment occurs when individuals assume that a current problem is a variation on past problems. Compression is defined as looking at a problem too narrowly and making assumptions that inhibit problem solutions.D) Incorrect. Complacency occurs when individuals cripple their problem solving through fear, ignorance, or mental laziness. Compression is defined as looking at a problem too narrowly and making assumptions that inhibit problem solutions.Diff: 1 Page Ref: 190Topic: Conceptual BlocksCompressionSkill: Recall
67) If someone believes that the possible alternatives to a problem must conform with her perception of the boss's expectations, which conceptual block is she a victim of?A) Perceptual stereotypingB) Not separating figure from groundC) Ignoring commonalitiesD) Artificial constraintsAnswer: DExplanation: A) Incorrect. Stereotyping based on past experience occurs when present problems are seen as variations on past problems. A belief that artificially narrows the scope of possible solutions is called artificial constraints.B) Incorrect. Not separating figure from ground occurs when individuals fail to filter out irrelevant information, which then clouds their analysis of the problem and potential solutions. A belief that artificially narrows the scope of possible solutions is called artificial constraints.C) Incorrect. Ignoring commonalities occurs when individuals fail to recognize similarities between disparate sets of data. A belief that artificially narrows the scope of possible solutions is called artificial constraints.D) Correct. A belief that artificially narrows the scope of possible solutions is called artificial constraints because it may not be based in actual realityin this case, the boss may be willing to entertain other alternatives should you bring them to his or her attention.Diff: 3 Page Ref: 190-191Topic: Conceptual BlocksCompressionSkill: Understanding
68) If you have trouble determining the difference between important and unimportant data, you are experiencing which conceptual block?A) Artificial constraintsB) Ignoring commonalitiesC) Separating figure from groundD) NoninquisitivenessAnswer: CExplanation: A) Incorrect. Artificial constraints occur when an individual defines a problem too narrowly, limiting the scope of possible solutions. The conceptual block involving a difficulty determining the difference between important and unimportant data is called "separating figure from ground."B) Incorrect. Ignoring commonalities occurs when an individual fails to see similarities between disparate pieces of data. The conceptual block involving a difficulty determining the difference between important and unimportant data is called "separating figure from ground."C) Correct. The conceptual block involving a difficulty determining the difference between important and unimportant data is called "separating figure from ground." More simply, it is the inability to constrain problems sufficiently so they can be solved.D) Incorrect. Noninquisitiveness occurs when an individual fails to ask questions about a particular problem or solution. The conceptual block involving a difficulty determining the difference between important and unimportant data is called "separating figure from ground."Diff: 1 Page Ref: 192Topic: Conceptual BlocksCompressionSkill: Recall
69) If your boss encourages your team to ask questions and obtain and search for data, she is trying to overcome which conceptual block?A) Bias against thinkingB) NoninquisitivenessC) Separating figure from groundD) CompressionAnswer: BExplanation: A) Incorrect. Bias against thinking occurs when individuals prefer activity in place of mental work. An attempt to overcome this conceptual block would likely involve restrictions on activity or setting aside time for thought and contemplation. Here, your boss is encouraging the team to ask questions, which appears to be directed more toward the noninquisitiveness conceptual block.B) Correct. Here, your boss is encouraging the team to ask questions, which appears to be directed toward overcoming the noninquisitiveness conceptual block.C) Incorrect. Separating figure from ground is a subset of compression. It is the inability to filter out inaccurate, misleading, or irrelevant information. D) Incorrect. Compression consists of defining a problem incorrectly, either too broadly or too narrowly. Here, your boss is encouraging the team to ask questions, which appears to be directed more toward the noninquisitiveness conceptual block.Diff: 2 Page Ref: 192Topic: Conceptual BlocksComplacencySkill: Understanding
70) Ms. Frizzle on the "Magic School Bus" encourages her students to try, to experimentjust to see what will happen. She encourages them to be risk takers. She is trying to overcome which conceptual block?A) NoninquisitivenessB) Bias against thinkingC) CompressionD) Ignoring commonalitiesAnswer: AExplanation: A) Correct. Here, Ms. Frizzle is encouraging risk-taking behavior and experimentation. This is directed toward decreasing their fear of appearing ignorant or naive, which are symptoms of noninquisitiveness.B) Incorrect. Bias against thinking occurs when individuals prefer activity to mental thought and problem solving. Here, Ms. Frizzle is encouraging risk-taking behavior and experimentation. This is directed toward decreasing their fear of appearing ignorant or naive, which are symptoms of noninquisitiveness.C) Incorrect. Compression occurs when individuals define the problem either too narrowly or too broadly. Here, Ms. Frizzle is encouraging risk-taking behavior and experimentation. This is directed toward decreasing their fear of appearing ignorant or naive, which are symptoms of noninquisitiveness.D) Incorrect. Ignoring commonalities occurs when an individual fails to recognize similarities between disparate pieces of data. Here, Ms. Frizzle is encouraging risk-taking behavior and experimentation. This is directed toward decreasing their fear of appearing ignorant or naive, which are symptoms of noninquisitiveness.Diff: 3 Page Ref: 192-193Topic: Conceptual BlocksComplacencySkill: Understanding
71) According to research, which would creative problem solvers use?A) The left hemisphere of the brainB) The right hemisphere of the brainC) Both the left and right hemispheres of the brainD) Thinking and behaviorAnswer: CExplanation: A) Incorrect. The left hemisphere of the brain is concerned with logical and analytical thought, while the right side of the brain is concerned with intuition, playfulness, and qualitative judgment. Research has found that the most creative problem solvers are ambidextrousthey are equally adept at using both sides of their brain.B) Incorrect. The left hemisphere of the brain is concerned with logical and analytical thought, while the right side of the brain is concerned with intuition, playfulness, and qualitative judgment. Research has found that the most creative problem solvers are ambidextrousthey are equally adept at using both sides of their brain.C) Correct. The left hemisphere of the brain is concerned with logical and analytical thought, while the right side of the brain is concerned with intuition, playfulness, and qualitative judgment. Research has found that the most creative problem solvers are ambidextrousthey are equally adept at using both sides of their brain.D) Incorrect. Though creative problem solvers must both think and act, this is not the best answer because the question asks what creative problem solvers must use. Diff: 1 Page Ref: 193-194Topic: Conceptual BlocksComplacencySkill: Recall
72) Which is true about creative problem solving?A) It is a skill that can be taught.B) It is quick and easy to learn to become a creative problem solver.C) It is always better than analytical problem solving.D) It is something that only certain people can learn.Answer: AExplanation: A) Correct. Though it is not quick and easy, with practice anyone can improve their creative problem-solving skills.B) Incorrect. Though it is possible for anyone to learn creative problem-solving techniques, overcoming your existing conceptual blocks is a process that takes a lot of practice over long periods of time. A better answer is that creative problem solving is a skill that can be taught.C) Incorrect. Creative problem solving is often necessary, but in certain situations, analytical or logical problem solving is more appropriate. A better answer is that creative problem solving is a skill that can be taught.D) Incorrect. Anyone can learn creative problem solving. A better answer is that creative problem solving is a skill that can be taught.Diff: 1 Page Ref: 194-195Topic: Conceptual BlockbustingSkill: Understanding
73) What stage of creative problem solving occurs when an insight is recognized and a creative solution is articulated?A) Preparation stageB) Illumination stageC) Incubation stageD) Verification stageAnswer: BExplanation: A) Incorrect. The preparation stage involves defining the problem, gathering data, and generating alternatives. It is during the illumination stage that an insight is recognized and a creative solution articulated.B) Correct. This is the breakthrough "aha" moment in which the unconscious mind brings the problem solution to the attention of our conscious minds.C) Incorrect. The incubation stage involves mostly unconscious mental activity in which the mind combines unrelated thoughts in pursuit of a solution. It is during the illumination stage that an insight is recognized and a creative solution articulated.D) Incorrect. The verification stage involves evaluating the creative solution according to some standard of acceptability. It is during the illumination stage that an insight is recognized and a creative solution articulated.Diff: 1 Page Ref: 195Topic: Conceptual BlockbustingSkill: Recall
74) What stage of creative problem solving can training most improve?A) Preparation stageB) Incubation stageC) Illumination stageD) Verification stageE) All of the stagesAnswer: AExplanation: A) Correct. Training can most improve the preparation stage because the other three stages are not amenable to conscious mental work, that is, they occur subconsciously. B) Incorrect. Incubation is a subconscious behavior and not amenable to improvement through training. Training can most improve the preparation stage because the other three stages are not amenable to conscious mental work, that is, they occur subconsciously. C) Incorrect. Illumination is a subconscious behavior and not amenable to improvement through training. Training can most improve the preparation stage because the other three stages are not amenable to conscious mental work, that is, they occur subconsciously. D) Incorrect. Verification is a subconscious behavior and not amenable to improvement through training. Training can most improve the preparation stage because the other three stages are not amenable to conscious mental work, that is, they occur subconsciously. E) Incorrect. Training can most improve the preparation stage because the other three stages are not amenable to conscious mental work, that is, they occur subconsciously. Diff: 2 Page Ref: 195Topic: Conceptual BlockbustingSkill: Recall
75) If your boss said, "Managing people is like playing a game of chess," this would be an example of what?A) The creative stage of preparationB) The creative stage of incubationC) The creative stage of illuminationD) The creative stage of verificationAnswer: AExplanation: A) Correct. Your boss's statement shows that he has defined the problem of management in a flexible way, which is one part of creative preparation.B) Incorrect. Your boss's statement shows that he has defined the problem of management in a flexible way. The statement does not show his unconscious mental activity in which the mind combines information in search of a solution. The correct answer is preparation.C) Incorrect. Your boss's statement shows that he has defined the problem of management in a flexible way. The statement does not show his recognition of an insight and articulation of a solution. The correct answer is preparation.D) Incorrect. Your boss's statement shows that he has defined the problem of management in a flexible way. The statement does not show his evaluation of the creative solution. The correct answer is preparation.Diff: 3 Page Ref: 195Topic: Conceptual BlockbustingSkill: Understanding
76) Amber had been struggling to come up with a creative idea for her marketing proposal for weeks. Frustrated, she decided to leave her office and go for a hike in the mountains to clear her mind. She enjoyed taking in her natural surroundings and thought little about her work. When she arrived back at the office, she suddenly had a promising new idea occur to her. In what phase of creative decision making was Amber during her hike in the mountains? A) PreparationB) IncubationC) IlluminationD) VerificationAnswer: BExplanation: A) Incorrect. Preparation involves intentional collection of ideas and information. B) Correct. Amber's hike allowed her brain to engage in unconscious processing of the information she had been gathering. C) Incorrect. Illumination describes the moment that the new insight is recognized. This occurred after Amber returned from the mountains. D) Incorrect. Verification is the process of evaluating the new solution. Diff: 3 Page Ref: 195Topic: Conceptual BlockbustingSkill: Application
77) In trying to eliminate the long lines in student registration, Susan diagrammed a student's action indicating who she talked to, when, and how long. What would this be an example of?A) Personal analogyB) Direct analogyC) Symbolic analogyD) Fantasy analogyAnswer: CExplanation: A) Incorrect. Personal analogies are those in which the individual tries to identify him- or herself as the problem. Here, Susan is imposing symbols or models on the problem, which is an approach known as symbolic analogy. B) Incorrect. Direct analogies are those in which the individual tries to apply facts, technology, and common experience to the problem. Here, Susan is imposing symbols or models on the problem, which is an approach known as symbolic analogy. C) Correct. Here, Susan is imposing symbols or models on the problem, which is an approach known as symbolic analogy. D) Incorrect. Fantasy analogies are those in which the individual asks the question: "In my wildest dreams, how would I wish the problem to be resolved?" Here, Susan is imposing symbols or models on the problem, which is an approach known as symbolic analogy. Diff: 3 Page Ref: 196Topic: Conceptual Blockbusting: Methods for Improving Problem DefinitionSkill: Understanding
78) Your boss states, "Morale here is like the loser's locker room after a big game." He has used which technique to improve creative problem solving?A) Make the strange familiarB) Reverse the definitionC) Elaborate on the definitionD) Direct analogyAnswer: AExplanation: A) Correct. The boss is taking a unique situation (the low work morale) and comparing it to something the group is familiar with (losing a big game). This is called "make the strange familiar." This can often help uncover new insights into the problem and reveal possible solutions.B) Incorrect. Reversing the definition involves turning the problem upside down, inside out, and backwards in order to change the way you think of the problem. Here, the boss is taking a unique situation (the low work morale) and comparing it to something the group is familiar with (losing a big game). This is called "make the strange familiar."C) Incorrect. Elaborate on the definition is an approach in which you think of the problem as plural, rather than singular, and generate at least two additional problem definitions. Here, the boss is taking a unique situation (the low work morale) and comparing it to something the group is familiar with (losing a big game). This is called "make the strange familiar."D) Incorrect. Direct analogies are those in which the individual tries to apply facts, technology, and common experience to the problem. Here, the boss is taking a unique situation (the low work morale) and comparing it to something the group is familiar with (losing a big game). This is called "make the strange familiar."Diff: 3 Page Ref: 196-197Topic: Conceptual Blockbusting: Methods for Improving Problem DefinitionSkill: Understanding
79) What is your boss trying to do in terms of creative problem solving if he asks the following questions: Is there anything else? Is the reverse true? and What past experience is this like?A) Reverse the definitionB) Generate more alternativesC) Elaborate on the definitionD) Use a fantasy analogyAnswer: CExplanation: A) Incorrect. Reversing the definition involves reversing or contradicting the accepted definition of a problem in order to expand the number of perspectives considered. The questions the boss is asking are more typical of elaborating on the definition, which consists of asking questions in an attempt to generate alternative definitions for the same problem.B) Incorrect. Though generating more alternatives is one goal of creative problem solving, it is not necessarily a creative technique. The questions the boss is asking are more typical of elaborating on the definition, which consists of asking questions in an attempt to generate alternative definitions for the same problem.C) Correct. Elaborating on the definition consists of asking questions in an attempt to generate alternative definitions for the same problem.D) Incorrect. Fantasy analogies are those in which you ask, "In my wildest dreams, how would I like the problem to be solved?" The questions the boss is asking are more typical of elaborating on the definition, which consists of asking questions in an attempt to generate alternative definitions for the same problem.Diff: 2 Page Ref: 197Topic: Conceptual Blockbusting: Methods for Improving Problem DefinitionSkill: Understanding
80) The following statements relate to the rules governing brainstorming: (1) No evaluations of alternatives are generated, (2) Wildest possible ideas are encouraged, (3) Quality takes precedence over quantity, and (4) Do not build on the ideas of others. Which statements are correct?A) All the statements are correct.B) Only statements 1 and 3 are correct.C) Only statements 2 and 3 are correct.D) Only statement 3 is correct.E) Only statements 1 and 2 are correct.Answer: EExplanation: A) Incorrect. Statement 1 is correct. Statement 2 is correct. Statement 3 is incorrect. Quantity takes precedence over quality of ideas. Emphasizing quality facilitates judgment and evaluation and results in fewer good ideas. Statement 4 is incorrect. Brainstorming participants should build on the ideas of others, because poor ideas that are added to or altered often become good ideas.
B) Incorrect. Statement 1 is correct. Statement 2 is correct. Statement 3 is incorrect. Quantity takes precedence over quality of ideas. Emphasizing quality facilitates judgment and evaluation and results in fewer good ideas. Statement 4 is incorrect. Brainstorming participants should build on the ideas of others, because poor ideas that are added to or altered often become good ideas.
C) Incorrect. Statement 1 is correct. Statement 2 is correct. Statement 3 is incorrect. Quantity takes precedence over quality of ideas. Emphasizing quality facilitates judgment and evaluation and results in fewer good ideas. Statement 4 is incorrect. Brainstorming participants should build on the ideas of others, because poor ideas that are added to or altered often become good ideas. D) Incorrect. Statement 1 is correct. Statement 2 is correct. Statement 3 is incorrect. Quantity takes precedence over quality of ideas. Emphasizing quality facilitates judgment and evaluation and results in fewer good ideas. Statement 4 is incorrect. Brainstorming participants should build on the ideas of others, because poor ideas that are added to or altered often become good ideas. E) Correct. Diff: 2 Page Ref: 199-201Topic: Conceptual Blockbusting: Ways to Generate More AlternativesSkill: Recall
81) During a brainstorming session, George remarks, "I think we are getting a little off track. Let's stay focused!" He has violated which rule?A) Evaluate the alternatives as they are being generated.B) All different types of ideas should be encouraged.C) Quality takes precedence over quantity.D) He did not violate a rule.Answer: BExplanation: A) Incorrect. You should not evaluate the alternatives as they are being generated. The correct answer is that George violated the rule that the wildest and most divergent ideas should be encouraged.B) Correct. Even the wildest and most divergent ideas should be encouraged. This broadens the pool of possible suggestions and increases the chance that the group will be able to find an optimal solution.C) Incorrect. Quality does not take precedence over quantity. The correct answer is that George violated the rule that the wildest and most divergent ideas should be encouraged.D) Incorrect. The correct answer is that George violated the rule that the wildest and most divergent ideas should be encouraged.Diff: 3 Page Ref: 200Topic: Conceptual Blockbusting: Ways to Generate More AlternativesSkill: Understanding/Application
82) How does subdivision improve problem solving?A) Decreases the number of alternatives generated by a groupB) Increases the level of participation of brainstorming participantsC) Increases the speed with which alternatives can be generated and selectedD) Increases the speed of decision makingAnswer: CExplanation: A) Incorrect. Subdivision does not decrease the number of alternatives generated. It actually results in an increased number of alternatives. The correct answer is that subdivision increases the speed with which alternatives can be generated and selected. By identifying the subcomponents of a problem, far more alternatives can be generated than by considering the problem as a whole. B) Incorrect. The level of participation remains the same, but the problem-solving process is more efficient. The correct answer is that subdivision increases the speed with which alternatives can be generated and selected. By identifying the subcomponents of a problem, far more alternatives can be generated than by considering the problem as a whole. C) Correct. By identifying the subcomponents of a problem, far more alternatives can be generated by subdivision than by considering the problem as a whole.D) Incorrect. Subdivision does not increase the speed of the whole decision-making process, merely the alternative generation stage. The correct answer is that subdivision increases the speed with which alternatives can be generated and selected. By identifying the subcomponents of a problem, far more alternatives can be generated than by considering the problem as a whole. Diff: 1 Page Ref: 200Topic: Conceptual Blockbusting: Ways to Generate More AlternativesSkill: Recall
83) If you defer judgment, expand current alternatives, and combine unrelated attributes during creative problem solving, what are you doing?A) Improving the problem definitionB) Elaborating on the problem definitionC) Generating more alternativesAnswer: CExplanation: A) Incorrect. Improving the problem definition consists of (1) making the strange familiar and the familiar strange, (2) elaborating on the definition, and (3) reversing the definition. The correct answer is that deferring judgment, expanding current alternatives, and combining unrelated attributes are techniques for generating alternatives.B) Incorrect. Elaborating on the problem definition is one technique for improving the problem definition. The correct answer is that deferring judgment, expanding current alternatives, and combining unrelated attributes are techniques for generating alternatives.C) Correct. Deferring judgment, expanding current alternatives, and combining unrelated attributes are all techniques oriented toward generating alternatives. More specific examples include brainstorming (deferred judgment), subdivision (expanding current alternatives), and relational algorithm (combining unrelated attributes).Diff: 1 Page Ref: 199-200Topic: Conceptual Blockbusting: Ways to Generate More AlternativesSkill: Recall
84) What does creativity in Eastern cultures focus on?A) Analytical problem solvingB) Uncovering enlightenment related to problemsC) Creating solutions to novel problemsD) Practical ways to solve problemsAnswer: BExplanation: A) Incorrect. Analytical problem solving is by definition not creative. The correct answer is that Eastern cultures define creativity as uncovering enlightenment.B) Correct. Finding solutions to novel problems is a western approach to creativity, while Eastern cultures define creativity as uncovering enlightenment or achieving self-actualization. Whether in the east or the west, creativity is viewed positively.C) Incorrect. Finding solutions to novel problems is a western approach to creativity. The correct answer is that Eastern cultures define creativity as uncovering enlightenment. Whether in the east or the west, creativity is viewed positively.D) Incorrect. This is a western approach to problem solving generally. The correct answer is that eastern cultures define creativity as uncovering enlightenment.Diff: 2 Page Ref: 202Topic: International CaveatsSkill: Recall
85) What should you do if you want to be more creative in your problem solving?A) Reserve your best time for thinkingB) Talk to others about your ideasC) Read a lot, especially outside your field of expertiseD) A and C, but not BE) Engage in all the activities described aboveAnswer: EExplanation: A) Incorrect. This is a partial but incomplete answer. All three activities are listed in the text as helping spur more creative problem solving. Additional techniques listed in the text include give yourself some relaxation time, ask other people for suggestions about your problems, and protect yourself from idea killers.B) Incorrect. This is a partial but incomplete answer. All three activities are listed in the text as helping spur more creative problem solving. Additional techniques listed in the text include give yourself some relaxation time, ask other people for suggestions about your problems, and protect yourself from idea killers.C) Incorrect. This is a partial but incomplete answer. All three activities are listed in the text as helping spur more creative problem solving. Additional techniques listed in the text include give yourself some relaxation time, ask other people for suggestions about your problems, and protect yourself from idea killers.D) Incorrect. This is a partial but incomplete answer. All three activities are listed in the text as helping spur more creative problem solving. Additional techniques listed in the text include give yourself some relaxation time, ask other people for suggestions about your problems, and protect yourself from idea killers.E) Correct. All three activities are listed in the text as helping spur more creative problem solving. Additional techniques listed in the text include give yourself some relaxation time, ask other people for suggestions about your problems, and protect yourself from idea killers.Diff: 1 Page Ref: 203Topic: Hints for Applying Problem-Solving TechniquesSkill: Recall
86) You discover a bug in your DOS program. In debugging the program, which problem style would be most appropriate?A) Creative problem solvingB) Analytical problem solvingAnswer: BExplanation: A) Incorrect. A bug in a computer program is a straightforward, well-defined problem that could benefit from analytical problem solving. Creative problem solving is better suited to ambiguous or unique problems.B) Correct. A bug in a computer program is a straightforward, well-defined problem that could benefit from analytical problem solving. Creative problem solving is better suited to ambiguous or unique problems.Diff: 3 Page Ref: 204Topic: Hints for Applying Problem-Solving TechniquesSkill: Application
87) Your boss remarks, "The best way to foster innovation is to hold people accountable." What should you most likely remark?A) "I disagree; holding people accountable will reduce the risk factor and therefore innovation will not come about."B) "I agree."Answer: BExplanation: A) Incorrect. Accountability (as part of the "monitor and prod" strategy) is a necessary and helpful motivator that can encourage creative thought. The other two strategies mentioned in the text are "Reward multiple roles" and "Pull people apart, put people together."B) Correct. Accountability (as part of the "monitor and prod" strategy) is a necessary and helpful motivator that can encourage creative thought. The other two strategies mentioned in the text are "Reward multiple roles" and "Pull people apart, put people together."Diff: 2 Page Ref: 205Topic: Fostering Creativity in OthersSkill: Recall
88) If I am the person who generates the innovative solution, which role would I most likely play on a creative problem-solving team?A) Idea championB) SponsorC) OrchestratorD) Rule breaker Answer: AExplanation: A) Correct. This person comes up with creative solutions, which the rest of the team takes forward to make them happen.B) Incorrect. The sponsor provides the resources, the environment, and encouragement for the idea champion to work on his or her idea. The person who generates innovative solutions is called the idea champion.C) Incorrect. The orchestrator brings together cross-functional groups and political support to facilitate implementation of creative ideas. The person who generates innovative solutions is called the idea champion.D) Incorrect. The rule breaker goes beyond organizational boundaries and barriers to ensure success of the creative solution. The person who generates innovative solutions is called the idea champion.Diff: 1 Page Ref: 207Topic: Fostering Creativity in OthersSkill: Recall
89) If you were a manager wanting to assign people to a problem-solving team, who would you assign to maximize generation of innovative ideas?
Bobsalesman with 10 years' experience in the companyJanesecretary with 25 years' experience in the companyJosesalesman with 8 years' experience in the company, also a minorityJohnmanager of sales teams with 14 years' experience in the companyAlexproduct developer with 1 year of experience in the company
A) Jane, Jose, John, AlexB) Bob, Jane, John, AlexC) Bob, Jose, John, AlexD) Bob, Jane, Jose, JohnE) Bob, Jane, Jose, AlexAnswer: AExplanation: A) Correct. The best and most innovative teams are those that are made up of unlike individuals (those with diverse work experiences and those with diverse cultural backgrounds). This answer choice maximizes both diversity of work experiences (no two individuals have the same job description) as well as cultural diversity (Jose is chosen over Bob).B) Incorrect. The best and most innovative teams are those that are made up of unlike individuals (those with diverse work experiences and those with diverse cultural backgrounds). This answer choice incorrectly selects Bob over Jose.
C) Incorrect. The best and most innovative teams are those that are made up of unlike individuals (those with diverse work experiences and those with diverse cultural backgrounds). This answer choice includes both Jose and Bob, which is a mistake, because they are both salesmen. Instead of Bob, you should select Jane to be a member of the team. This maximizes diversity of work experience as well as cultural diversity.
D) Incorrect. The best and most innovative teams are those that are made up of unlike individuals (those with diverse work experiences and those with diverse cultural backgrounds). This answer choice includes both Jose and Bob, which is a mistake, because they are both salesmen. Instead of Bob, you should select Alex to be a member of the team. This maximizes diversity of work experience as well as cultural diversity.E) Incorrect. The best and most innovative teams are those that are made up of unlike individuals (those with diverse work experiences and those with diverse cultural backgrounds). This answer choice includes both Jose and Bob, which is a mistake, because they are both salesmen. Instead of Bob, you should select John to be a member of the team. This maximizes diversity of work experience as well as cultural diversity.Diff: 3 Page Ref: 205Topic: Fostering Creativity in OthersSkill: Application
90) When it comes to generating innovative ideas in teams, where have many of the most creative ideas come from?A) EmployeesB) ManagersC) ProfessorsD) CustomersAnswer: DExplanation: A) Incorrect. Experience with a particular problem or set of problems actually decreases one's ability to think creatively about solving it. Because employees are constantly exposed to problems at work, they are quite experienced. The least experienced and least knowledgeable (and therefore potentially most creative) group is the customer. The customer can provide the sharp-pointed prods that spur creative thought and problem solving.B) Incorrect. Experience with a particular problem or set of problems actually decreases one's ability to think creatively about solving it. Because managers are constantly exposed to problems at work, they are quite experienced. The least experienced and least knowledgeable (and therefore potentially most creative) group is the customer. The customer can provide the sharp-pointed prods that spur creative thought and problem solving.C) Incorrect. Education actually decreases one's ability to think creatively about solving a problem. The least experienced and least knowledgeable (and therefore potentially most creative) group is the customer. The customer can provide the sharp-pointed prods which spur creative thought and problem solving.D) Correct. Experience with a particular problem or set of problems actually decreases one's ability to think creatively about solving it. The least experienced and least knowledgeable (and therefore potentially most creative) group is the customer. The customer can provide the sharp-pointed prods that spur creative thought and problem solving.Diff: 1 Page Ref: 206Topic: Fostering Creativity in OthersSkill: Recall
91) What is the person called who brings together cross-functional groups and necessary political support to implement a creative idea?A) SponsorB) Idea championC) Rule breakerD) OrchestratorE) MaverickAnswer: DExplanation: A) Incorrect. The sponsor provides resources to develop the idea. The one who brings together cross-functional groups and political support is the orchestrator or facilitator. B) Incorrect. The idea champion generates creative problem solutions. The one who brings together cross-functional groups and political support is the orchestrator or facilitator. C) Incorrect. The rule breaker goes beyond organizational boundaries to ensure success of the creative solution. The one who brings together cross-functional groups and political support is the orchestrator or facilitator. D) Correct. The orchestrator (or facilitator) is necessary to facilitate implementation of the creative solutions. He or she accomplishes this by bringing together cross-functional groups and garnering the necessary political support.E) Incorrect. Maverick is not one of the roles for enabling creativity discussed in the text. The one who brings together cross-functional groups and political support is the orchestrator or facilitator. Diff: 1 Page Ref: 207Topic: Fostering Creativity in OthersSkill: Recall
92) Identify and explain the key steps of the analytical problem-solving model. Then provide a problem-solving example that follows each key step.Answer: (1) Define the problemInvolves diagnosing a situation so the focus is on the real problem, not just its symptoms. (2) Generate alternative solutionsRequires postponing the selection of any one solution until several alternatives have been proposed. The quality of solutions can be significantly enhanced by considering multiple alternatives. (3) Evaluate and select an alternativeInvolves careful weighing of the advantages and disadvantages of the proposed alternatives before making a final selection. (4) Implement and follow up on the solutionInvolves implementing the solution at the proper time and in the right sequence. See Table 1 for additional information regarding this model. Also, students should provide an excellent and appropriate example that includes each of the four steps.Diff: 1 Page Ref: 174-176Topic: Steps in Analytical Problem SolvingSkill: Understanding
93) Explain some difficulties that can occur with each step in the rational problem-solving model.Answer: (1) Define the problemSeldom is there consensus as to the definition; problem is defined in terms of solution desired. (2) Generate alternativesAlternatives are evaluated as proposed, and the first acceptable solution is accepted. (3) Evaluate and select an alternativeGathering information is costly, and satisfactory solutions are often chosen over optimal ones. (4) Implement and follow upResistance to change often occurs, and it may take a long time to implement a solution. See Table 2 for additional constraints.Diff: 1 Page Ref: 174-178Topic: Limitations of the Analytical Problem-Solving ModelSkill: Recall
94) Explain the conceptual blocks that inhibit creative problem solving. Then provide an example for each type of conceptual block.Answer: (1) ConstancyDefine problems in only one way without considering alternative views. (2) CommitmentPresent problems are only seen as variations of past problems. (3) CompressionDefining the boundaries of a problem too narrowly. (4) ComplacencyNot asking questions. See Table 3 for additional information. Also, students should provide an appropriate example for each conceptual block.Diff: 2 Page Ref: 183-194Topic: Conceptual BlocksSkill: Understanding
Mini-Case: The Minivan Story. In the May 30, 1994, edition of Fortune magazine, the story of the minivan was told. In the earlier years of the passenger vans, only hippies seemed to appreciate the attributes of the van. However, in the 1970s, all three U.S. automakers began to study ways to modernize and broaden the appeal of their vans. Listening to customers helped Chrysler avoid two crucial design errors: (1) it rejected the long, wedge-shaped nose design and (2) it rejected the design that placed the engine under a hump in the floor (blocking passage from front to back seats). Also, while Chrysler continued to push for front-wheel drive, both Ford and GM handed responsibility of the minivan to the truck divisions, which continued to focus on rear-wheel drive. GM's problems were compounded by the fact that in 1985 station wagons were a significant part of its sales. In the 1990s, both GM and Ford developed front-wheel drive minivans and neither were housed in the truck division. Learning from their mistakes, both GM and Ford devised a new-product development process.
95) Several conceptual blocks are evident in this story of the minivan. For each of the following situations, indicate the conceptual block that most likely occurred. Provide support for your response. Situation #1: GM's and Ford's decisions to place development of the minivan in the truck division because the minivan and the truck were similarly designed and creating a new division for an unproven product seemed unwise is an example of which type of conceptual block? Situation #2: What type of conceptual block would be illustrated if GM and Ford had decided to place the minivan development in the truck division because the smaller vehicle would help their truck divisions meet federal fuel-economy regulations? Situation #3: Because station wagons were a significant part of sales, assume GM's failure to see the benefit of the minivan was due to its unwillingness to ask questions or obtain more data. This would be closely linked with which type of conceptual block?Situation #4: In 1989, GM produced a front-drive minivan, the plastic-bodied APV, one of the great product fiascoes of the past 10 years, according to Fortune. Its wedge-shaped nose and expansive windshield made the driver feel uncomfortable. What type of conceptual block(s) did GM experience in this situation? Situation #5: If GM or Ford had decided that designs of their vans should go to the truck divisions because the truck division had designed their vans in the past and there was no reason to deviate from prior procedure, which conceptual block would GM or Ford be practicing?
Answer: Situation #1: Constancy; Situation #2: Compression; Situation #3: Complacency; Situation #4: Constancy and complacency; Situation #5: Commitment
Diff: 3 Page Ref: 183-194
Topic: Conceptual BlocksSkill: Application/Analysis/Evaluation
96) Explain specific techniques related to defining problems and generating alternatives that can enhance the creative problem-solving process.Answer: Methods to improve problem definition: (1) Make the strange familiar and the familiar strangeBy analyzing what you know and applying it to what you don't know, you can develop new insights and perspectives. (2) Elaborate on the definitionInvolves enlarging, altering, or replacing a problem definition once it has been specified. Force yourself to specify at least two plausible definitions of the problem in addition to the one originally accepted. (3) Reverse the definitionInvolves turning the problem upside down, inside out, or back to front; i.e., reverse the way in which you think of the problem. Ways to generate more alternatives: (1) Defer judgmentUse the technique of brainstorming to help people generate alternatives for problem solving without prematurely evaluating, and hence discarding, them. (2) Expand current alternativesUse subdivision, which involves dividing a problem into smaller parts. (3) Combine unrelated attributesInvolves forcing the integration of seemingly unrelated elements.Diff: 2 Page Ref: 195-209Topic: Conceptual BlockbustingSkill: Understanding
97) There are six things one can do to help create more conceptual flexibility. Briefly explain each one.Answer: (1) Give yourself some relaxation time. (2) Talk to others about potential ideas. (3) Find a place where you can think. (4) Ask others for ideas about your problem. (5) Read a lot. (6) Protect yourself from idea killers.Diff: 1 Page Ref: 203Topic: Hints for Applying Problem-Solving TechniquesSkill: Recall
98) Compare and contrast the key management principles that focus on fostering innovativeness and creative problem solving with the management principles that focus on analytical problem solving.Answer: Creative problem solving: (1) Pulls people apart; puts people togetherlets people work alone as well as with teams. (2) Monitors and prodstalks to customers, identifies customer expectations both in advance and after the sale. (3) Rewards multiple rolesInvolves people playing multiple roles (idea champion, sponsor or mentor, orchestrator or facilitator, rule breaker) and recognizes and rewards those who play such roles. Analytical problem solving: (1) Doesn't give people much flexibility when defining the problem. (2) Seldom captures multiple view points from multiple people, including the customer. (3) Forces people into specific roles when solving problems.Diff: 2 Page Ref: 205-208Topic: Fostering InnovationSkill: Understanding
Admiral Kimmel's Failure at Pearl Harbor In the summer of 1941, as relations between the United States and Japan were rapidly
deteriorating, Admiral Kimmel, Commander in Chief of the Pacific Fleet, received many warnings concerning the imminence of war. During this period, he worked out a plan in collaboration with his staff at Pearl Harbor, which gave priority to training key personnel and supplying basic equipment to U.S. outposts in the Far East. The plan took account of the possibility of a long, hard war with Japan and the difficulties of mobilizing scarce resources in manpower and material. At that time, Admiral Kimmel and his staff were keenly aware of the risks of being unprepared for war with Japan, as well as the high costs and risks involved in preparing for war. They appear to have been relatively optimistic about being able to develop a satisfactory military plan and about having sufficient time in which to implement it. In short, all the conditions were present for vigilance, and it seems likely that this coping pattern characterized their planning activity. During the late fall of 1941, as warnings became increasingly more ominous, a different pattern of coping behavior emerged. Admiral Kimmel and his staff continued to cling to the policy to which they had committed themselves, discounting each fresh warning and failing to note that more and more signs were pointing to Pearl Harbor as a possible target for a surprise air attack. They repeatedly renewed their decision to continue using the available resources primarily for training green sailors and soldiers and for supplying bases close to Japan, rather than instituting an adequate alert that would give priority to defending Pearl Harbor against enemy attack. Knowing that neither their own sector nor the rest of the U.S. military organization was ready for a shooting war, they clung to an unwarranted set of rationalizations. The Japanese, they thought, would not launch an attack against any American possession; and if by some remote chance they decided to do so, it certainly wouldn't be at Pearl Harbor. Admiral Kimmel and his staff acknowledged that Japan could launch a surprise attack in any direction, but remained convinced that it would not be launched in their direction. They saw no reason to change their course. Therefore, they continued to give peacetime weekend leave to the majority of the naval forces in Hawaii and allowed the many warships in the Pacific Fleet to remain anchored at Pearl Harbor, as sitting ducks. Kimmel regularly discussed each warning with members of his staff. At times, he became emotionally aroused and obtained reassurance from the members of his in-group. He shared with them a number of rationalizations that bolstered his decision to ignore the warnings. On November 27, 1941, for example, he received an explicit "war warning" from the chief of naval operations in Washington, which stirred up his concern but did not impel him to take any new protective action. This message was intended as a strong follow-up to an earlier warning, which Kimmel had received only three days earlier, stating that war with Japan was imminent and that "a surprise aggressive movement in any direction, including attack on the Philippines or Guam, is a possibility." The new warning asserted that "an aggressive move by Japan is expected within the next few days" and instructed Kimmel to "execute appropriate defensive deployment" preparatory to carrying out the naval war plan.
The threat conveyed by this warning was evidently strong enough to induce Kimmel to engage in prolonged discussion with his staff about what should be done. But their vigilance seems to have been confined to paying careful attention to the way the warning was worded. During the meeting, members of the staff pointed out to Kimmel that Hawaii was not specifically mentioned as a possible target in either of the two war warnings, whereas other placesthe Philippines, Malaya, and other remote areaswere explicitly named. Kimmel went along with the interpretation that the ambiguities they had detected in the wording must have meant that Pearl Harbor was not supposed to be regarded as a likely target, even though the message seemed to be saying that it was. The defensive quality that entered into this judgment is revealed by the fact that Kimmel made no effort to use his available channels of communication in Washington to find out what really had been meant. He ended up agreeing with the members of his advisory group that there was no chance of a surprise air attack on Hawaii at that particular time.
Because he judged Pearl Harbor not to be vulnerable, Kimmel decided that the limited-alert condition that had been instituted months earlier would be sufficient. He assumed, however, that all U.S. Army units in Hawaii had gone on full alert in response to this war warning, so that antiaircraft and radar units under Army control would be fully activated. But, again, reflecting his defensive lack of interest in carrying out tasks that required acknowledging the threat, Kimmel failed to inquire of Army headquarters exactly what was being done. As a result, he did not discover until after the disaster on December 7 that the Army, too, was on only limited alert, designed exclusively to protect military installations against local sabotage. On December 3, 1941, Kimmel engaged in intensive discussion with two members of his staff upon receiving a fresh warning from naval headquarters in Washington stating that U.S. cryptographers had decoded a secret message from Tokyo to all diplomatic missions in the United States and other countries, ordering them to destroy their secret codes. Kimmel realized that this type of order could mean that Japan was making last-minute preparations before launching an attack against the United States. Again, he and his advisors devoted considerable attention to the exact wording of this new, worrisome warning. They made much of the fact that the dispatch said "most" of the codes but not "all." They concluded that the destruction of the codes should be interpreted as a routine precautionary measure and not as a sign that Japan was planning to attack an American possession. Again, no effort was made to find out from Washington how the intelligence units there interpreted the message. But the lengthy discussions and the close attention paid to the wording of these messages imply that they did succeed in at least temporarily inducing decisional conflict.
By December 6, 1941, the day before the attack, Kimmel was aware of a large accumulation of extremely ominous signs. In addition to receiving the official war warnings during the preceding week, he had received a private letter three days earlier from Admiral Stark in Washington stating that both President Roosevelt and Secretary of State Hull now thought that the Japanese were getting ready to launch a surprise attack. Then, on December 6, Kimmel received another message from Admiral Stark containing emergency war orders pertaining to the destruction of secret and confidential documents in American bases on outlying Pacific islands. On that same day, the FBI in Hawaii informed Kimmel that the local Japanese consulate had been burning its papers for the last two days. Furthermore, Kimmel's chief naval intelligence officer had reported to him that day, as he had on the preceding days, that despite fresh efforts to pick up Japanese naval signal calls, the whereabouts of all six of Japan's aircraft carriers still remained a mystery. (U.S. Naval Combat Intelligence had lost track of the Japanese aircraft carriers in mid-November, when they started to move toward Hawaii for the planned attack on Pearl Harbor.) Although the various warning signs, taken together, clearly indicated that Japan was getting ready to launch an attack against the United States, they remained ambiguous as to exactly where the attack was likely to be. There was also considerable "noise" mixed in with the warning signals, including intelligence reports that huge Japanese naval forces were moving toward Malaya. But, inexplicably, there was a poverty of imagination on the part of Kimmel and his staff with regard to considering the possibility that Pearl Harbor itself might be one of the targets of a Japanese attack. The accumulated warnings, however, were sufficiently impressive to Kimmel to generate considerable concern. On the afternoon of December 6, as he was pondering alternative courses of action, he openly expressed his anxiety to two of his staff officers. He told them he was worried about the safety of the fleet at Pearl Harbor in view of all the disturbing indications that Japan was getting ready for a massive attack somewhere. One member of the staff immediately reassured him that "the Japanese could not possibly be able to proceed in force against Pearl Harbor when they had so much strength concentrated in their Asiatic operations." Another told him that the limited-alert condition he had ordered many weeks earlier would certainly be sufficient and nothing more was needed. "We finally decided," Kimmel subsequently recalled, "that what we had [already] done was still good and we would stick to it." At the end of the discussion, Kimmel "put his worries aside" and went off to a dinner party.
Source: Janis, I. L., & Mann, L. (1977). Decision making: A psychological analysis of conflict, choice, and commitment. New York: Free Press. Copyright © 1977 by the Free Press. Reprinted with the permission of the Free Press, an imprint of Simon and Schuster.
99) Identify the conceptual blocks that are illustrated in this case.Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.
Diff: 2 Page Ref: 185-194
Topic: Conceptual Blocks
Skill: Understanding/Analysis
100) Outline the problem-solving steps followed by Kimmel and his advisors. What steps in analytical problem solving were skipped or short-circuited?Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.Diff: 2 Page Ref: 174-178Topic: Steps in Analytical Problem SolvingSkill: Analysis
101) If you were Admiral Kimmel's advisor, knowing what you know about problem solving, what would you have suggested to help his problem-solving processes? What kinds of conceptual blockbusters could have been useful to Kimmel?Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.Diff: 3 Page Ref: 194-196Topic: Conceptual BlockbustingSkill: Application/Analysis
102) What do you learn from this case that would help you advise Microsoft in its anticompetitive case with the federal government, or advise Barnes & Noble.com to displace Amazon.com, or advise American Greetings to become the dominant player in the greeting card business? What practical hints, in other words, do you derive from this classic case of analytical problem solving gone awry?Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.Diff: 3 Page Ref: 194-196Topic: Conceptual BlockbustingSkill: Application
103) If you had to define the problem that caused Pearl Harbor to be unprepared for attack, how would you define the problem? What characteristics do you want in your problem definition?Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.Diff: 1 Page Ref: 174-178Topic: Steps in Analytical Problem SolvingDefining the ProblemSkill: Application/Analysis
104) How could Kimmel and his advisors better evaluate and select alternative solutions to the problem of uncertainty about possible attack?Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.Diff: 2 Page Ref: 194-196Topic: Steps in Analytical Problem SolvingEvaluating AlternativesSkill: Application/Analysis
105) In the information given to Kimmel about possible attack, what themes and commonalities did Kimmel and his advisors miss? What block does ignoring commonalities relate to? How can this block be overcome?Answer: This case shows the rigidity that develops as a result of violating several principles of creative problem solving. A class discussion uses the questions at the end of the case as a focus. The following are brief answers to the questions.
At least the following five conceptual blocks are present:∙ Vertical thinking (not considering other alternatives to past strategies∙ Artificially constraining problems ("The Japanese . . . would not launch an attack against any American possession.")∙ Past experiences causing stereotyping (Kimmel continually received "assurances from the members of his in-group" that confirmed past decisions)∙ Lack of inquisitiveness ("Kimmel failed to inquire" about several messages he received)∙ Not separating figure from ground ("He and his advisors devoted considerable attention to the exact wording [of the memo]."
Kimmel clearly used a participative decision style, but he also generated limited alternatives and selected the easiest satisfactory solution. His inclination was to logically analyze memos in detail, but to maintain the status quo.
Almost any of the principles listed in the text could aid information gathering and alternative generation.
Often managers in organizations surround themselves with at least some individuals who take a confrontational, challenging role. This helps guard against "groupthink," stimulates information gathering from a wider variety of sources, and avoids the tendency to make overly restrictive assumptions. Another structure Kimmel could have used was a formal information gathering and checking unit. When unclear memos were received, that unit would obtain additional information.Diff: 2 Page Ref: 187-190Topic: Conceptual BlocksCommitmentSkill: Understanding/Analysis
Developing Management Skills, 8e (Whetten/Cameron) Chapter 4 Building Relationships by Communicating Supportively
1) Studies have found that productivity at work is markedly higher when relationships are positive.Answer: TRUEExplanation: This is true because positive relationships foster cooperation among people, so that things that get in the way of highly successful performancesuch as conflict, disagreements, confusion and ambiguity, unproductive competition, anger, and personal offenseare minimized.Diff: 1 Page Ref: 238Topic: Building Positive Interpersonal RelationshipsSkill: Recall
2) Studies have found that people make fewer mental errors when experiencing positive relationships.Answer: TRUEExplanation: This is true because positive relationships create positive emotions such as joy, fulfillment, etc., which in turn actually expand people's mental capacities.Diff: 2 Page Ref: 238Topic: Building Positive Interpersonal RelationshipsSkill: Recall
3) One suggested reason as to why communication remains a major problem for managers is that they are expected to focus on what organizational goals should be, not how to accomplish the organizational goals.Answer: FALSEExplanation: It is true that managers should focus on organizational goals. It is also true that they should focus on how to accomplish organizational goals. Communication remains a major problem for managers because they always feel the problem lies with other people and not themselves. The problem remains because managers fail to develop the relationships necessary for effective communication.Diff: 3 Page Ref: 240Topic: The Importance of Effective CommunicationSkill: Understanding
4) Although much progress has recently been made in improving the transmission of accurate messages, comparable progress has not occurred in the interpersonal aspects of communication.Answer: TRUEExplanation: This is true because of personal and cultural differences, pride, and clumsy communication. The interpersonal aspects of communication involve the nature of the relationship between the communicators, and it is this relationship, rather than the actual information delivered, that stands in the way of effective message delivery.Diff: 1 Page Ref: 242Topic: The Importance of Effective CommunicationSkill: Recall5) Much of the literature on communication focuses on the accuracy of information being communicated.Answer: TRUEExplanation: This focus on accuracy is meant to ensure that the message does not deviate from its original intent. Accuracy has been emphasized over the interpersonal aspects because it is an easier problem to diagnose, address, and remedy.Diff: 1 Page Ref: 240Topic: The Focus on AccuracySkill: Recall
6) Research indicates that positive interpersonal relationships fostered by supportive communication often contribute to an organization achieving a competitive advantage in the marketplace.Answer: TRUE
Explanation: This competitive advantage arises primarily because supportive communication allows individuals to communicate accurately and honestly, even in difficult circumstances. For example, it is almost impossible to deliver outstanding customer service in the absence of supportive communication.Diff: 2 Page Ref: 242-244Topic: What Is Supportive Communication?Skill: Recall
7) Communication that is accurate and honest regardless of whether or not it jeopardizes interpersonal relationships is supportive communication.Answer: FALSEExplanation: Communication that is accurate and honest without jeopardizing interpersonal relationships is called supportive communication.Diff: 2 Page Ref: 242-243Topic: What Is Supportive Communication?Skill: Understanding
8) Whereas coaching focuses on attitudes, counseling concentrates on abilities.Answer: FALSEExplanation: The opposite is true. Coaching focuses on abilities and counseling focuses on attitudes.Diff: 1 Page Ref: 244Topic: Coaching and CounselingSkill: Recall
9) If a subordinate's problem stems from attitudes, personality clashes, or other factors tied to emotions, his or her boss faces a counseling problem.Answer: TRUEExplanation: Emotional and attitudinal problems are best addressed through a counseling approach, as opposed to coaching, which helps employees develop work skills.Diff: 1 Page Ref: 244-246Topic: Coaching and Counseling ProblemsSkill: Recall10) Your boss tells you, "I can help you do this better." This statement lets you know that your boss sees your problem as an attitude problem.Answer: FALSEExplanation: In this case, the boss sees the problem as a performance issue. He is saying that he can help you "do" something better. Thus, he perceives that you need help improving your work skills, which is an ability, not an attitude, problem.Diff: 2 Page Ref: 244-246Topic: Coaching and Counseling ProblemsSkill: Understanding
11) Janine, one of your employees, constantly offers excuses for her behavior when you talk to her. The behavior she exhibits demonstrates that she cares more about self protection than listening. She is being defensive.Answer: TRUE
Explanation: Defensiveness is an emotional state in which one is agitated, confused, and likely to strike out. It arises when one of the parties feels threatened or punished for the communication and the self-protection instinct becomes more important than listening.Diff: 3 Page Ref: 246Topic: Defensiveness and DisconfirmationSkill: Understanding
12) If the person you are communicating with suddenly begins to drop important names in the conversation such as "When the general manager, Sue, spoke with me about this matter, I offered her advice ..." you have probably caused this person to feel counseled.Answer: FALSEExplanation: The response of the employee in this case demonstrates that she has been disconfirmed and lacks a sense of value or worth. She is trying to make herself look good by suggesting that she offers advice to the general manager. Thus, her response is more a matter of demeaning communication than it is a matter of whether she has been counseled or not.Diff: 3 Page Ref: 246Topic: Defensiveness and DisconfirmationSkill: Understanding/Application
13) Congruence in communication means that what is communicated verbally and nonverbally matches what the person is thinking and feeling.Answer: TRUEExplanation: Simply put, congruence means being honest. It means communicating what you intend. However, it does not mean being brutally honest or demeaning others. Effective congruent communication must be supportive. Diff: 1 Page Ref: 247Topic: Principles of Supportive CommunicationCongruent, Not IncongruentSkill: Recall
14) When her boyfriend asks if everything is okay, a woman coldly responds, "Everything is fine." She is practicing congruent communication.Answer: FALSEExplanation: To be congruent, communication must match individuals' experiences and feelings. Incongruence occurs when there is a mismatch either between the communication and the individual's true feelings. In this situation, the woman doesn't communicate congruently because she says she is fine in a tone of voice that implies that she is not fine (coldly). Her tone of voice and expression don't match her words. Diff: 2 Page Ref: 247Topic: Principles of Supportive CommunicationCongruent, Not IncongruentSkill: Understanding
15) If you make the comment, "You are doing it wrong," to a co-worker, you are engaging in evaluative communication.Answer: TRUEExplanation: Evaluative communication makes a judgment or places a label on other individuals or their behavior. Descriptive communication, on the other hand, is comprised of three steps: (1) Objectively describe your observation of the event or the behavior, (2) Describe your (or others') reaction to the behavior or its consequences, (3) Suggest a more acceptable alternative. Diff: 1 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Recall
16) When utilizing descriptive communication, evaluative comments should never be made.Answer: FALSEExplanation: It may be necessary at times to make some evaluative statements, typically after someone responds defensively to descriptive communication. In this case, evaluative statements should be made in reference to some standard of performance or to a set of criteria. For example, "Your behavior does not meet the prescribed standard."Diff: 2 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Recall
17) Problem-oriented communication focuses on the individual's personal traits that led to the unacceptable behavior.Answer: FALSEExplanation: Problem-oriented communication focuses on problems and solutions rather than on personal traits. Person-oriented communication, on the other hand, focuses on things that cannot be changed or controlled, and it can send the message that the person is inadequate.Diff: 1 Page Ref: 250-251Topic: Principles of Supportive CommunicationProblem Oriented, Not Person OrientedSkill: Recall
18) You comment to a co-worker, "My supervisor, Maxine, is dictatorial." This is an example of person-oriented communication.Answer: TRUEExplanation: Person-oriented communication focuses on the characteristics of the individual rather than the event. It is problematic because while most people can adjust their behaviors, few can change their personalities. Person-oriented communication leads to a deterioration in the relationship rather than problem solving. Diff: 2 Page Ref: 250-251Topic: Principles of Supportive CommunicationProblem Oriented, Not Person OrientedSkill: Recall
19) During a conversation with a co-worker, you begin to feel ignorant and incompetent. The co-worker was probably validating in his conversation with you.Answer: FALSEExplanation: Validating communication helps people feel recognized, understood, accepted, and valued. Communication that is invalidating arouses negative feelings about self-worth, identity, and relatedness to others.Diff: 2 Page Ref: 251Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
20) Your boss usually only likes to discuss his point of view. When you offer another point of view, he ignores you. He is practicing rigidity in his communication.Answer: TRUEExplanation: Rigidity is characterized by communication that is portrayed as absolute, unequivocal, or unquestionable. Also, rigid communicators are unwilling to accept alternate points of view or personal feedback.Diff: 2 Page Ref: 251-252Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
21) Your supervisor remarks to you, "You spent an hour scheduling meetings today when that could have been done by your assistant." Your supervisor is using global communication.Answer: FALSEExplanation: The statement provides specific information that can be used toward behavioral change. Thus, the supervisor is practicing specific communication, not global communication.Diff: 1 Page Ref: 253-254Topic: Principles of Supportive CommunicationSpecific, Not GlobalSkill: Recall
22) Specific communication should avoid extreme and either-or statements, as these types of statements deny that alternatives may exist.Answer: TRUEExplanation: The problem with extreme statements and either-or statements is that they deny possible alternatives and lead to defensiveness and disconfirmation. This defensiveness often occurs because the possible responses of the communication recipient are severely constrained. Responses lead to arguments rather than constructive discussion. Diff: 1 Page Ref: 253Topic: Principles of Supportive CommunicationSpecific, Not GlobalSkill: Recall
23) Your co-worker has a habit of constantly interrupting you when you are talking. He is practicing validating communication.Answer: FALSEExplanation: The co-worker is not practicing validating communication. In fact, he is invalidating your communication by interrupting. He is practicing disjunctive communication because his communication is disconnected from what is stated beforehand. The transition between turns to speak does not flow smoothly.Diff: 1 Page Ref: 254-255Topic: Principles of Supportive CommunicationConjunctive, Not DisjunctiveSkill: Understanding
24) Interaction management, which focuses on taking turns speaking, management of timing, and topic control, has been found to be crucial in supportive communication.Answer: TRUEExplanation: People who practice interaction management are judged to be competent communicators. In fact, interaction management has been shown in research to be the most powerful determinant of perceived communication competence. If your employees view you as a competent communicator, they will feel supported.Diff: 1 Page Ref: 254Topic: Principles of Supportive CommunicationConjunctive, Not DisjunctiveSkill: Recall
25) You take responsibility for your statements, using first-person words, such as "I," "me," and "mine." You are practicing validating communication.Answer: FALSEExplanation: Validating communication is egalitarian, flexible, two-way, and based on agreement. Done correctly, validating communication helps people feel recognized, understood, accepted, and valued. There is not enough information in the question to know if the person is practicing validating (as opposed to invalidating) communication. However, using first person words is a part of practicing owned (rather than disowned) communication.Diff: 2 Page Ref: 251--253Topic: Principles of Supportive CommunicationOwned, Not DisownedSkill: Understanding
26) In response to your co-worker's behavior, you remark, "What would people think if they knew what you did!" This is example of disowned communication.Answer: TRUEExplanation: Disowned communication is suggested by the use of third person or first person plural words (in this case"people?" and "they"). When communication is disowned, the person avoids taking responsibility for the communication and avoids investing in the interaction. This may send the message that the communicator is aloof or uncaring about the receiver or is not confident enough in the idea expressed to take responsibility for it.Diff: 2 Page Ref: 255Topic: Principles of Supportive CommunicationOwned, Not DisownedSkill: Understanding
27) One aspect of supportive communicationlistening and responding effectively to someone else's statementsis at least as important as delivering supportive messages.Answer: TRUEExplanation: This is true because in any conversation, the person who talks the most is the one who learns the least about the other person. A good supervisor must become a good listener.Diff: 1 Page Ref: 256Topic: Principles of Supportive CommunicationSupportive Listening, Not One-Way ListeningSkill: Recall
28) Because open responses allow the communicator to control the topic of conversation, it is appropriate all the time under all circumstances.Answer: FALSEExplanation: Good supportive listening relies on flexibility in response types and matching appropriate responses to the circumstances at hand. No one type of response will be appropriate all the time under all circumstances.Diff: 2 Page Ref: 257Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Recall
29) The type of response that provides instruction or direction is an advising response.Answer: TRUEExplanation: Additionally, an advising response provides personal direction, opinion, or evaluation. It is most appropriate when the listener has expertise that the communicator doesn't possess or when the communicator is in need of direction. However, most listeners have a tendency to offer much more advice and direction than is appropriate.Diff: 1 Page Ref: 257Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Recall
30) When you use the reflecting response, you are trying to pursue the topic in greater depth.Answer: FALSEExplanation: The primary purpose of the reflecting response is to mirror back to the communicator the message that was heard and to communicate understanding and acceptance of the person. Trying to pursue the topic in greater depth is called probing (specifically a reflection probe). Note that there is a difference between reflecting and a reflection probe.Diff: 2 Page Ref: 259-260Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Recall
31) A personal management interview program is a regularly scheduled meeting between a manager and all of his or her employees. The meeting allows everyone the chance to talk together about particular issues.Answer: FALSEExplanation: A personal management interview program is a regular scheduled one-on-one meeting between a manager and his or her employees. It is not a team meeting.Diff: 1 Page Ref: 260-261Topic: The Personal Management InterviewSkill: Recall
32) Benefits associated with companies implementing a personal management interview program include increased effectiveness, improved individual accountability, department meeting efficiency, and enhanced communication flows.Answer: TRUEExplanation: Additionally, similar benefits have been seen in family settings and community and church groups.Diff: 2 Page Ref: 260-261Topic: The Personal Management InterviewSkill: Recall
33) In cultures where individuals are assumed to have a great deal of individual autonomy, coaching responses are less common than counseling responses in interpersonal problem solving.Answer: TRUEExplanation: This is because individuals with greater autonomy may not be as welcoming to direct advice, and managers may give employees latitude to improve their own skills. Notwithstanding these cultural differences, the 8 core principles of supportive communication remain effective. Diff: 2 Page Ref: 264Topic: International CaveatsSkill: Recall
34) According to the textbook authors, what is the most important skill for building and strengthening positive relationships?A) CreativityB) InnovationC) CommunicationD) Intellectual capacityAnswer: CExplanation: A) Incorrect. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support.B) Incorrect. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support.C) Correct. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support.D) Incorrect. The most important skill in building and strengthening positive relationships is the ability to communicate with people in a way that enhances feelings of trust, openness, and support.Diff: 2 Page Ref: 239Topic: Building Positive Interpersonal RelationshipsSkill: Recall
35) What factor dominates all other factors in determining promotability?A) Technical knowledgeB) Effective writing skillsC) Being able to say "no"D) Face-to-face communication skillsAnswer: DExplanation: A) Incorrect. Though technical knowledge is important, over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability.B) Incorrect. Though effective writing skills are important, over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability.C) Incorrect. The ability to turn down tasks is helpful for time management, but is not a significant factor in promotability. Over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability.D) Correct. Over 80 percent of a manager's waking hours are spent in verbal communication. As a result, face-to-face communication skills dominate all other factors in determining promotability.Diff: 1 Page Ref: 239Topic: The Importance of Effective CommunicationSkill: Recall
36) Which of the following is not one of the problems associated with electronic communication?A) People are bombarded with an overabundance of information, often poorly presented, so they are less willing to consume all the messages aimed at them.B) Interpersonal relationships have been significantly enhanced by using electronic communication methods.C) People do not place all the rapid-fire messages in context, so much of the information lacks significance or meaning.D) Although some relationships can be created electronically, effective interpretation and use of information still depends on the relationship the recipient has with the sender.Answer: BExplanation: A) Incorrect. An overabundance of poorly communicated information is one of the problems with electronic communication.B) Correct. Though electronic communication has improved the accuracy of messages, it may have actually hindered the development of interpersonal relationships. In the words of one researcher, "Technology is ahead of people's ability to cope and use it; it's becoming part of the problem, not part of the solution."C) Incorrect. Lack of context or meaning is one of the problems with electronic communication.D) Incorrect. Despite creation of electronic relationships, effective interpretation does depend on the relationship between the recipient and the sender.Diff: 2 Page Ref: 239Topic: The Importance of Effective CommunicationSkill: Understanding
37) Communication has been studied by numerous people. What are the results of their efforts?A) The transmission of accurate messages has improved.B) The interpersonal aspects of communication have improved.C) Both accuracy and interpersonal aspects of communication have improved.D) Neither accuracy nor interpersonal aspects of communication have improved.Answer: AExplanation: A) Correct. Transmission of accurate messages has improved, though interpersonal aspects of communication have not.B) Incorrect. Transmission of accurate messages has improved, but interpersonal aspects of communication have not.C) Incorrect. Though there have been some significant improvements in accuracy of communication, interpersonal aspects have not improved.D) Incorrect. Though interpersonal aspects of communication have not improved, there have been some significant improvements in accuracy of communication.Diff: 1 Page Ref: 245Topic: The Importance of Effective CommunicationSkill: Recall
38) What is the outcome of supportive communication?A) Other people like you even if they don't understand you.B) You are judged to be a nice person and others listen to you.C) The message is delivered accurately and relationships are enhanced.D) You are socially accepted but not viewed as an excellent manager.Answer: CExplanation: A) Incorrect. In order for supportive communication to be effective, the message must be clearly understood. Supportive communication means that the message is delivered accurately and relationships are enhanced.B) Incorrect. Supportive communication is not just saying what other people want to hear. It also consists of dealing with the difficult or negative feedback in a productive manner. Supportive communication means that the message is delivered accurately and relationships are enhanced.C) Correct. Supportive communication consists of dealing with the difficult or negative feedback in a productive manner. This means that the message is delivered accurately and relationships are enhanced.D) Incorrect. Supportive communication will improve your managerial abilities. Supportive communication means that the message is delivered accurately and relationships are enhanced.Diff: 2 Page Ref: 242-243Topic: What Is Supportive Communication?Skill: Understanding
39) Which variable(s) has research results confirmed to be the most powerful in predicting profitability for an organization?A) Market shareB) Capital intensityC) Sales growth rateD) Supportive communicationE) The combination of market share, capital intensity, firm size, and sales growth rateAnswer: DExplanation: A) Incorrect. Though market share may play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty.B) Incorrect. Though capital intensity may play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty.C) Incorrect. Though sales growth rate may play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty.D) Correct. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty.E) Incorrect. Though market share, capital intensity, firm size, and sales growth rate may each play a role in profitability, the most powerful predictor of profitability is supportive communication. This is because supportive communication results in happier employees, stronger relationships between co-workers, and stronger customer loyalty.Diff: 1 Page Ref: 244Topic: What Is Supportive Communication?Skill: Recall
40) Which of the following statements is most consistent with coaching (as opposed to counseling)? A) "I'd like to see you work on your attitude. You are often too pessimistic."B) "Would you like to talk with me about the interpersonal conflict you are having with your supervisor?"C) "Let's plan some time tomorrow for me to walk you through the audit process. I think I can help you see where you are making mistakes."D) "I'm concerned that you seem to be growing less committed to the mission of our organization. Why don't you spend a little more time with our customers so that you can reignite your passion?"Answer: CExplanation: A) Incorrect. Discussing someone's attitude with them is part of the counseling function, not the coaching function. B) Incorrect. Talking with someone about personality clashes is a feature of counseling, not coaching. C) Correct. When managers coach, they provide guidance and instructions to help build the employee's competence and skills. D) Incorrect. Discussing someone's attitude or commitment level is a feature of counseling, not coaching. Diff: 1 Page Ref: 245Topic: Coaching and CounselingSkill: Application
41) How many attributes of supportive communication are described in the text?A) 1B) 3C) 6D) 8E) None of the aboveAnswer: DExplanation: A) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problem-oriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening.B) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problem-oriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening.C) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problem-oriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening.
D) Correct. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problem-oriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening.
E) Incorrect. Eight attributes of supportive communication are described in the text. Supportive communication is (1) congruent, not incongruent, (2) descriptive, not evaluative, (3) problem-oriented, not person-oriented, (4) validating, not invalidating, (5) specific, not global, (6) owned, not disowned, (7) conjunctive, not disjunctive, and (8) supportive listening, not one-way listening.Diff: 1 Page Ref: 243Topic: What Is Supportive Communication?Skill: Recall
42) What is the statement "You interrupted me three times during the meeting!" an example of?A) Conjunctive, not disjunctive communicationB) Owned, not disowned communicationC) Problem oriented, not person oriented communicationD) Specific, not global communicationAnswer: DExplanation: A) Incorrect. Conjunctive communication is a focus on statements that flow from what has previously been said and that facilitate interaction. This statement is an example of specific, rather than global, communication.B) Incorrect. Owned communication is a focus on taking responsibility for your own statements by using "I" words. This statement is an example of specific, rather than global, communication.C) Incorrect. Problem-oriented communication is a focus on problems and issues that can be changed rather than people and their characteristics. This statement is an example of specific, rather than global, communication.D) Correct. Specific communication focuses on avoiding overgeneralization, extreme statements, or false dichotomies (either-or statements).Diff: 2 Page Ref: 253Topic: What Is Supportive Communication?Skill: Understanding
43) What is the statement "I have decided to turn down your request" an example of?A) Conjunctive, not disjunctive communicationB) Owned, not disowned communicationC) Problem oriented, not person oriented communicationD) Specific, not global communicationAnswer: BExplanation: A) Incorrect. Conjunctive communication is a focus on statements that flow from what has previously been said and that facilitate interaction. This statement is an example of owned, not disowned, communication.B) Correct. Owned communication uses first-person nouns and verbs so that the communicator takes responsibility for a decision or opinion. C) Incorrect. Problem-oriented communication is a focus on problems and issues that can be changed rather than people and their characteristics. This statement is an example of specific, rather than global, communication.D) Incorrect. Specific communication is a focus on specific events or behaviors to avoid general, extreme, either-or statements. This statement is an example of specific, rather than global, communication.Diff: 2 Page Ref: 255Topic: What Is Supportive Communication?Skill: Understanding
44) Managers pass along advice and information and help employees improve their skills by setting standards. When managers do this, what is it called?A) CoachingB) CounselingC) ValidatingD) DelegationAnswer: AExplanation: A) Correct. Coaching focuses on abilities, while counseling focuses on attitudes.B) Incorrect. Counseling refers to when managers help others recognize and address problems involving their level of understanding, emotions, or personalities. The behavior described above is coaching. Coaching focuses on abilities, while counseling focuses on attitudes.C) Incorrect. Validating is an aspect of supportive communication that refers to focus on statements that communicate respect, flexibility, and collaboration. The behavior described above is coaching. Coaching focuses on abilities, while counseling focuses on attitudes.D) Incorrect. Delegation is a time-management technique that refers to assigning employees responsibility for certain tasks. The behavior described above is coaching. Coaching focuses on abilities, while counseling focuses on attitudes.Diff: 1 Page Ref: 244-245Topic: Coaching and CounselingSkill: Understanding
45) Managers help employees by addressing problems involving employee attitudes. When managers do this, what is it called?A) CoachingB) CounselingC) EmpowermentD) DisciplineAnswer: BExplanation: A) Incorrect. The behavior described above is counseling. Coaching focuses on abilities, while counseling focuses on attitudes.B) Correct. Coaching focuses on abilities, while counseling focuses on attitudes.C) Incorrect. Empowerment refers to conduct by a manager that helps the employee feel liberated and valued. The behavior described above is counseling. Coaching focuses on abilities, while counseling focuses on attitudes.D) Incorrect. Discipline refers to conduct by managers that attempts to influence or change undesirable behaviors. The behavior described above is counseling. Coaching focuses on abilities, while counseling focuses on attitudes.Diff: 1 Page Ref: 244Topic: Coaching and CounselingSkill: Recall
46) You notice that since hiring Barbara, she is always working early and stays late; she appears to be working very hard. Co-workers have commented on how much they enjoy working with Barbara. Yesterday, in a conversation with her, she remarked how she was unhappy with her performance but was determined to try harder. This surprised you since you find her very capable, competent, and hard working. What kind of problem is Barbara most likely facing?A) A problem that needs counselingB) A problem that needs coachingC) A problem that needs person-oriented communicationD) A problem that needs global communicationAnswer: AExplanation: A) Correct. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude).B) Incorrect. An issue stemming from Barbara's lack of abilities would require coaching. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude).C) Incorrect. Though person-oriented communication is one aspect of supportive communication, it is not the correct answer. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude).D) Incorrect. Global communication is not a recommended communication techniquecommunication should be specific rather than global. Barbara seems to be capable, competent, and hard-working, but she is dissatisfied with her performance. The problem that Barbara is facing is most likely one that needs counseling (a change in attitude).Diff: 2 Page Ref: 249Topic: Coaching and Counseling ProblemsSkill: Application/Analysis
47) There is a problem with George. You don't doubt his knowledge or ability to do the job. However, lately he has developed a problem concerning his co-workers. He doesn't need or want their input to the project. He says that his work is above standards and remarks, "Can I help it if I work with idiots?" What kind of problem is George most likely exhibiting?A) A problem that needs coachingB) A problem that needs counselingC) A problem that needs person-oriented communicationD) A problem that needs global communicationAnswer: BExplanation: A) Incorrect. An issue stemming from George's lack of abilities would require coaching. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude).B) Correct. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude).C) Incorrect. Though person-oriented communication is one aspect of supportive communication, it is not the correct answer. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude).D) Incorrect. Global communication is not a recommended communication techniquecommunication should be specific rather than global. George seems to be capable, competent, and hard-working, but he thinks he is above his co-workers' advice or criticism. The problem that George is facing is most likely one that needs counseling (a change in attitude).Diff: 2 Page Ref: 244Topic: Coaching and Counseling ProblemsSkill: Application/Analysis
48) You know that your performance has recently declined. You tie this decline to the new software. Even though you fully understand how to use the new software, you think the software is garbage. In fact, you campaigned against the software but lost the political battle. Your boss has called you into her office. What would be the most correct response for the boss to use?A) "You need to either shape up or ship out. The software stays!"B) "Don't worry ... everything will work out. Just give it time."C) "I can help you do this better."D) "You do recognize there is a problem, don't you?"Answer: DExplanation: A) Incorrect. This is not a supportive response. It invalidates your concerns and shows disrespect. The correct response is a counseling approach that is geared toward helping you understand that a problem exists.B) Incorrect. This response does not address your concerns or the underlying problem. It ignores them. The correct response is a counseling approach that is geared toward helping you understand that a problem exists.C) Incorrect. This response is more suited to a coaching situationone in which the employee's abilities are in question. Here, you fully understand how to use the software and your abilities are not questioned. The problem lies with your attitude. The correct response is a counseling approach that is geared toward helping you understand that a problem exists.D) Correct. Here, you fully understand how to use the software and your abilities are not questioned. The problem lies with your attitude. The correct response is a counseling approach that is geared toward helping you understand that a problem exists.Diff: 3 Page Ref: 244Topic: Coaching and Counseling ProblemsSkill: Application/Analysis
49) Which of the following supervisor statements is an example of coaching?A) "I’d really like to see you try to approach this problem more optimistically."B) Let’s sit down and work through the audit process together this time so that you see what I’m looking for."C) "You need to work on your attitude."D) "Your teammates are expressing concern that you don’t handle conflict well." Answer: BExplanation: A) Incorrect. This statement is not a good example of supportive coaching. It is one-way listening rather than supportive listening. For coaching to be effective, the other person must understand clearly what the problem is and how to overcome it.B) Correct. This statement is focused on helping the employee understand the problem and how to overcome it. It is problem-focused, specific, owned, conjunctive, etc.C) Incorrect. This statement is not a good example of supportive coaching. It is global rather than specific. For coaching to be effective, the other person must understand clearly what the problem is and how to overcome it.D) Incorrect. This statement is not a good example of supportive coaching. It is disownedthe supervisor is not taking responsibility for the criticism. For coaching to be effective, the other person must understand clearly what the problem is and how to overcome it.Diff: 2 Page Ref: 244Topic: Coaching and Counseling ProblemsSkill: Application/Analysis
50) What is an important goal of counseling? To help the individualA) get along better with co-workers.B) understand clearly what the problem is and how to overcome it.C) recognize that a problem exists and identify ways to address the problem.D) identify ways in which the problem may be addressed.Answer: CExplanation: A) Incorrect. Though counseling may have the side effect of inducing better relations with one's co-workers, the primary goals are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed.B) Incorrect. This is only a partial answer. The primary goals of counseling are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed.C) Correct. More fully, the primary goals of counseling are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed.D) Incorrect. This is only a partial answer. The primary goals of counseling are to help the employee realize that a problem exists, that his or her attitude is of critical importance, and to help the employee identify ways in which the problem might be addressed.Diff: 1 Page Ref: 245Topic: Coaching and Counseling ProblemsSkill: Recall
51) What are two major problems that result when principles of supportive communication are not followed while coaching or counseling subordinates?A) The person shows anger, aggression, competitiveness, and avoidance, and the person dislikes the one sending the message.B) The person feels put down, ineffectual, or insignificant, and the person is not trustworthy.C) The person feels put down, ineffectual, or insignificant, and the person shows anger, aggression, competitiveness, and avoidance.D) The person is not trustworthy, and the person dislikes the one sending the message.Answer: CExplanation: A) Incorrect. Dislike is not one of the primary results of nonsupportive communication. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). B) Incorrect. Lack of trustworthiness is not one of the primary results of nonsupportive communication. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). C) Correct. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). D) Incorrect. Neither lack of trustworthiness nor dislike is a primary result of nonsupportive communication. The two major obstacles resulting from nonsupportive communication are defensiveness (agitation and discomfort) and disconfirmation (feeling put down or insignificant). Diff: 2 Page Ref: 246Topic: Defensiveness and DisconfirmationSkill: Recall
52) You have noticed since your discussion with Mary about her performance in the team that she seems withdrawn and not very motivated. What should you suspect about your communication?A) It was very supportive.B) It caused some defensiveness in Mary.C) It caused some disconfirmation in Mary.D) It caused both some defensiveness and disconfirmation in Mary.Answer: CExplanation: A) Incorrect. If the communication had been supportive, Mary likely would not be acting withdrawn or unmotivated, a clear sign of disconfirmation.B) Incorrect. If the communication had caused defensiveness in Mary, she likely would have acted out by blocking the message or the interpersonal relationship. Instead she is acting withdrawn and unmotivated, a clear sign of disconfirmation.C) Correct. Acting withdrawn and unmotivated is a clear sign that disconfirmation has taken place. Other possible signs include self-aggrandizing behaviors and loss of respect for the communicator.D) Incorrect. If the communication had caused defensiveness in Mary, she likely would have acted out by blocking the message or the interpersonal relationship. Instead she is acting withdrawn and unmotivated, a clear sign of disconfirmation.Diff: 3 Page Ref: 246Topic: Defensiveness and DisconfirmationSkill: Application
53) The CEO from headquarters has just arrived. You make some opening comments and she replies, "I'm glad to be here. I look forward to talking to everyone here that has made this plant number one." Looking straight at you she continues, "My time is yours to do as you see fit." She then looks at her watch. What type of communication is this an example of?A) Congruent communicationB) Supportive communicationC) Incongruent communicationD) Disowned communicationAnswer: CExplanation: A) Incorrect. Congruent communication is communication that accurately represents the speaker's beliefs. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. B) Incorrect. The communication is not supportive because it fails the congruence test. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. C) Correct. Incongruent communication is communication that fails to accurately represent the speaker's beliefs. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. D) Incorrect. Disowned communication occurs when the speaker fails to attribute personal opinions or beliefs to him- or herself. Here, the CEO clearly uses "I" and "my" in her communication. The communication is not supportive because it fails the congruence test. Immediately after telling you that her time is yours, she looked at her watch, which implied that she really did not mean what she said. Diff: 3 Page Ref: 247Topic: Principles of Supportive CommunicationCongruent, Not IncongruentSkill: Understanding/Application
54) What should you do when practicing congruent communication?A) Blow off steam immediately on getting upsetB) Never suppress your feelings of anger or disappointmentC) Match the communication, verbally and nonverbally, to what you are thinking and feelingD) Match the communication, verbally and nonverbally, to what others are ready to hearAnswer: CExplanation: A) Incorrect. Suppressing angry or disappointed feelings until you are able to deal with them productively can sometimes be helpful. At that point, you can deal with them through supportive communication. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others.B) Incorrect. Suppressing angry or disappointed feelings until you are able to deal with them productively can sometimes be helpful. At that point, you can deal with them through supportive communication. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others.C) Correct. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others.D) Incorrect. Merely telling others what they want to hear is not supportive communication, it is flattery. Congruent communication requires only that the verbal and nonverbal communication matches what you are thinking and feeling. It does not mean that you should always be brutally honest with others.Diff: 2 Page Ref: 247Topic: Principles of Supportive CommunicationCongruent, Not IncongruentSkill: Recall
55) Your boss has just left your office. You heard what she said but feel there was a hidden message in her statements. What type of communication did your boss most likely practice?A) Supportive communicationB) Nonsupportive communication (it was person-oriented communication)C) Nonsupportive communication (it was incongruent communication)D) Nonsupportive communication (it was evaluative communication)E) Nonsupportive communication (it was problem-oriented communication)Answer: CExplanation: A) Incorrect. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent (and therefore nonsupportive) communication.B) Incorrect. There is no evidence that your boss focused on you as the person rather than on the problem. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent communication.C) Correct. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent (and therefore nonsupportive) communication.D) Incorrect. There is no evidence that your boss evaluated your behavior rather than describing the events. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent communication.E) Incorrect. Supportive communication should actually be problem-oriented rather than person-oriented. You left the meeting feeling like there was a hidden messagesomething the boss was feeling but did not say. This is characteristic of incongruent communication.Diff: 3 Page Ref: 247Topic: Principles of Supportive CommunicationCongruent, Not IncongruentSkill: Understanding
56) Morgan has a problem. Her date has been late the last three times to pick her up and this upsets her. Tonight her date is late again. What should she say?A) "I can't believe you are late for the fourth time. This really upsets me! Why are you always so late?"B) Nothing, but when he asks, "What's wrong?" reply as coldly as possible "Nothing."C) "This is the fourth time you have been late. I want you to know how much this hurts me. Maybe the next time you should call from the car phone and let me know you are running late."D) "This is the fourth time you have been late. I want you to know how much this hurts me. I wonder if your mother knows how you disrespect me?"Answer: CExplanation: A) Incorrect. This is an example of global nonsupportive communication. (Why are you always so late?)B) Incorrect. This is an example of incongruent nonsupportive communication. (Stating that nothing is wrong even when it is)C) Correct. The steps to descriptive communication are (1) objectively describe your observation, (2) describe your reaction to the behavior, (3) suggest a more acceptable alternative. This answer choice followed the steps quite well.D) Incorrect. Though this communication is specific and congruent, it is invalidating and evaluative because it assumes that her date is disrespecting her.Diff: 3 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Application
57) When using descriptive communication to help modify someone’s behavior, what should a person do?A) First describe reactions to the behavior, describe the behavior, and then suggest an alternative behavior.B) First describe the behavior, describe reactions to the behavior, then suggest an alternative behavior.C) First discuss the problem, then the alternatives, then decide on a solution.D) Describe the behavior, describe why it's a bad behavior, then describe what will happen (the consequences) if the person keeps doing the behavior.Answer: BExplanation: A) Incorrect. This answer incorrectly switches the first two steps of descriptive communication. The correct steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior.B) Correct. The correct steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior.C) Incorrect. This is a partial description of a problem-solving method. The correct steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior.D) Incorrect. The steps to descriptive communication are as follows: First, describe the behavior, second, describe reactions to the behavior, lastly, suggest an alternative behavior.Diff: 1 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Recall
58) You have called an employee into your office to discuss his poor performance. How might you start the conversation?A) "Nice day, don't you think?"B) "Have you given any thought to doing some quality work here?"C) "We have a problem here, don't we?"D) "Your performance is below average. What do you plan to do about it?"E) "Your output is the lowest in the department. I'm concerned."Answer: EExplanation: A) Incorrect. This is avoiding the actual topic of poor performance. It is better to get right to the point by describing the behavior, describing your reaction to it, and suggesting alternative behaviors.B) Incorrect. This is evaluative and jumps right to the solution without addressing the problem. C) Incorrect. This statement does not identify the problem and is disowned (uses "we" instead of taking ownership of the opinions and feelings).D) Incorrect. This correctly describes the behavior according to an objective standard but incorrectly asks the employee to think of solutions. It leaves out step 2 (describing your reaction to the behavior).E) Correct. This includes the first two steps of descriptive communication. Next, you should describe specific behaviors that might remedy the problem.Diff: 3 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Application
59) You have just practiced descriptive communication to modify some problematic behavior. Your subordinate replies, "I have an excuse ... it is not my fault." What should you do?A) Point out (without causing defensiveness) to your subordinate that it really doesn't matter if it is his/her fault; the problem still existsB) Keep trying to describe the problematic behavior until the subordinate understandsC) Refocus the communication away from blame or fault toward counselingD) None of the aboveAnswer: CExplanation: A) Incorrect. This response abandons principles of descriptive communication by becoming defensive (it doesn't matter if the problem is the employee's fault).B) Incorrect. This ignores important principles of supportive communication. It is disjunctive rather than conjunctive because it fails to focus on the subordinate's concerns.C) Correct. When you are attempting to modify problematic behavior through descriptive communication and the subordinate displays defensiveness or a lack of concern, this becomes the new problem. The solution then is to refocus the conversation on the new problem. D) Incorrect. When you are attempting to modify problematic behavior through descriptive communication and the subordinate displays defensiveness or a lack of concern, this becomes the new problem. The solution then is to refocus the conversation on the new problem. Diff: 2 Page Ref: 249-250Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Application
60) If you believe people want to do better, to perform successfully, and to be contributors, what assumption do you make?A) Theory X assumptionB) Theory Y assumptionC) Theory Z assumptionD) Stress-free supportive communication assumptionAnswer: BExplanation: A) Incorrect. Theory X assumes that individuals should be mistrusted since it takes threats of punishment to motivate change. This belief is more typical of Theory Y.B) Correct. And according to the textbook authors, few individuals are completely recalcitrant about wanting to improve, and few are completely unwilling to work on problem solving when they believe the communicator has their interest at heart.C) Incorrect. McGregor posited a Theory X and a Theory Y, but Theory Z is not a known theory of motivation and employee behavior. This belief is typical of Theory Y.D) Incorrect. "Stress-free supportive communication assumption" is not a known theory of motivation and employee behavior. This belief is typical of Theory Y.Diff: 2 Page Ref: 250Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Recall
61) Your boss tells you, "If you continue to be late, you will lose your job." Did your boss practice supportive communication?A) No, this is an evaluative comment.B) Yes, even though the comment is evaluative in nature, it is linked to a probable outcome.C) Yes, this is a validating comment.D) No, the comment is person oriented.Answer: BExplanation: A) Incorrect. Supportive communication can sometimes be evaluative as long as it is made in terms of (1) some established criteria, (2) some probable outcomes, or (3) past successes of the same individual.B) Correct. Supportive communication can sometimes be evaluative as long as it is made in terms of (1) some established criteria, (2) some probable outcomes, or (3) past successes of the same individual.C) Incorrect. Though this is supportive communication, it is not necessarily validating. Validating communication focuses on showing respect and flexibility. Your boss is not invalidating you or your abilities, but neither is he validating you.D) Incorrect. This focuses on a particular behavioral problem (lateness) and its likely consequence (losing your job). It is not person-oriented. Diff: 3 Page Ref: 250Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Application/Analysis
62) What does person-oriented communication focus on?A) The problem and its solutionB) Validating the other individualC) Achieving congruent communicationD) The traits of individualsAnswer: DExplanation: A) Incorrect. This is describing problem-oriented communication. Person-oriented communication focuses on the characteristics of the individual.B) Incorrect. This is describing validating communication. Person-oriented communication focuses on the characteristics of the individual.C) Incorrect. This is describing congruent communication. Person-oriented communication focuses on the characteristics of the individual.D) Correct. Person-oriented communication focuses on the individual's characteristics rather than focusing on the problem.Diff: 1 Page Ref: 250-251Topic: Principles of Supportive CommunicationProblem Oriented, Not Person OrientedSkill: Recall
63) You overhear a conversation where one person says, "You really believe that? I think if you look at the facts again, I'm sure you would draw a different conclusion." What would this communication be an example of?A) Practicing person-oriented communicationB) Practicing problem-oriented communicationC) Practicing communication that validates the individualD) Practicing communication that is disownedAnswer: AExplanation: A) Correct. Rather than focusing on the underlying problem or issue to be changed, this communication focuses on a perceived rational weakness of the listener. B) Incorrect. Rather than focusing on the underlying problem or issue to be changed, this communication focuses on a perceived rational weakness of the listener. This communication is actually person-oriented.C) Incorrect. Validating communication communicates respect and flexibility. This statement is in fact invalidating because it questions the listener's rational thinking skills. This communication is actually person-oriented.D) Incorrect. Disowned communication occurs when the speaker distances him- or herself from the opinions of the communication. Here the speaker is "owning" his or her beliefs. This communication is actually person-oriented.Diff: 3 Page Ref: 250-251Topic: Principles of Supportive CommunicationProblem Oriented, Not Person OrientedSkill: Understanding
64) You just watched your employee handle a customer poorly. How should you respond?A) "What were you thinking? That's not how we do it here!"B) "I don't like the way you handled the situation."C) "All employees are expected to follow procedures outlined in the employee manual when dealing with a customer. I am disappointed with the way you handled that situation. Can we review that policy together?"D) "Let me show you how to do it. I can't believe you are unable to do something so simple."Answer: CExplanation: A) Incorrect. This is person-oriented and invalidating.B) Incorrect. This goes straight to your reaction to the behavior and skips the first step of descriptive communication, which is to describe the particular behavior you observed.C) Correct. This describes the behavior you observed, describes your reaction, and mentions a possible solution (descriptive). Additionally, it focuses on the problem, rather than on the employee (problem-oriented).D) Incorrect. This is invalidating and one-way listening.Diff: 3 Page Ref: 250-251Topic: Principles of Supportive CommunicationProblem Oriented, Not Person OrientedSkill: Application
65) The difference between saying "You are stubborn" and "This is the second time we are unable to reach agreement" is the difference between what two types of communication?A) Congruent and incongruent communicationB) Owned and disowned communicationC) Superior and egalitarian communicationD) Person- and problem-oriented communicationAnswer: DExplanation: A) Incorrect. Congruent versus incongruent communication refers to the extent to which the communication is an accurate representation of the speaker's thoughts and feelings. The first statement (you are stubborn) is an example of person-oriented communication because it focuses on characteristics of the individual. The second statement focuses on the problem or issue to be solved (repeated disagreement).B) Incorrect. Owned versus disowned communication refers to the extent to which the speaker takes responsibility for his or her beliefs and communications.C) Incorrect. Superior versus egalitarian communication (one aspect of validating communication) refers to the extent to which communicators treat subordinates as worthwhile, competent, and insightful. The first statement (you are stubborn) is an example of person-oriented communication because it focuses on characteristics of the individual. The second statement focuses on the problem or issue to be solved (repeated disagreement).D) Correct. The first statement (you are stubborn) is an example of person-oriented communication because it focuses on characteristics of the individual. The second statement focuses on the problem or issue to be solved (repeated disagreement).Diff: 2 Page Ref: 250-251Topic: Principles of Supportive CommunicationProblem Oriented, Not Person OrientedSkill: Understanding
66) "Not only does a fairway wood have a larger sweet spot, but it reacts better to bad hits. Thin shots don't lose as much yardage as off an iron. Toe shots don't lose ..." You are lost in the discussion of golf. What type of communication is this person using?A) RigidityB) IndifferenceC) Superiority-orientedAnswer: CExplanation: A) Incorrect. Rigidity in communication occurs when the statements are portrayed as absolute, unequivocal, or unquestionable. This discussion (and the fact that you are lost) is an example of superiority-oriented communication, which includes boasting, one-upmanship, and the use of jargon to create distance between the speaker and listener.B) Incorrect. Indifference in communication occurs when the other person's existence or importance is not acknowledged. This discussion (and the fact that you are lost) is an example of superiority-oriented communication, which includes boasting, one-upmanship, and the use of jargon to create distance between the speaker and listener.C) Correct. This discussion (and the fact that you are lost) is an example of superiority-oriented communication, which includes boasting, one-upmanship, and the use of jargon to create distance between the speaker and listener.Diff: 3 Page Ref: 251Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
67) You are channel surfing while watching TV, and you come across a rather rotund individual sitting by himself talking politics in a rather rushed manner. In the few minutes you watch, you notice that he has an answer for everything, that his answer is always right, and that he appears to reduce complex issues to very simplistic definitions. You think to yourself, "I'm glad no one listens to this person." The TV person is practicing which form of communication?A) IndifferenceB) Superiority-orientedC) RigidityD) ImperviousnessE) None of the answer choices are correct.Answer: CExplanation: A) Incorrect. Indifference occurs when the speaker does not acknowledge the other person's existence or importance. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something.B) Incorrect. Superiority-oriented communication is characterized by put-downs, the use of jargon, or boastfulness. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something.C) Correct. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something.D) Incorrect. Imperviousness occurs when the speaker does not acknowledge the feelings or opinions of the other person. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something.E) Incorrect. This is an example of rigidity, which occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something.Diff: 3 Page Ref: 251-252Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
68) You notice that your manager frequently interrupts you; when you ask him a question, you have to repeat it two or three times before he acknowledges you. Your manager is practicing which form of communication?A) Superiority-orientedB) RigidityC) IndifferenceD) None of the answer choices are correct.Answer: CExplanation: A) Incorrect. Superiority-oriented communication is characterized by put-downs, the use of jargon, or boastfulness. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. B) Incorrect. Rigidity occurs when the communication is portrayed as absolute or unequivocal or when the speaker refuses to admit that he or she doesn't know something. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. C) Correct. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. D) Incorrect. Your manager's frequent interruptions and failure to acknowledge you are examples of indifference, which occurs when the speaker does not acknowledge the other person's existence or importance. Diff: 2 Page Ref: 252Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
69) A manager maintains little eye contact, interrupts subordinates, and criticizes them for feeling a certain way. He or she is displaying which type of communication?A) Rigid and evaluative communicationB) Indifferent and impervious communicationC) Indifferent and superior communicationsD) Indifferent communicationAnswer: BExplanation: A) Incorrect. Rigid communication occurs when the speaker portrays the message as absolute or unequivocal and evaluative communication. This communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. It is also indifferent, that is, the manager does not acknowledge the existence or importance of subordinates.B) Correct. This communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. It is also indifferent, that is, the manager does not acknowledge the existence or importance of subordinates.C) Incorrect. In addition to being indifferent, this communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates. Superior communication occurs when the communicator tries to elevate him- or herself in the eyes of others through the use of put-downs or jargon.D) Incorrect. In addition to being indifferent, this communication is impervious, that is, the manager does not acknowledge the feelings or opinions of subordinates.Diff: 3 Page Ref: 252Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
70) You have a tendency to finish your brother's sentences. This annoys him but it makes you happy. You are practicing what type of communication?A) RespectfulB) Problem-orientedC) InvalidatingD) EvaluativeE) ValidatingAnswer: CExplanation: A) Incorrect. Finishing your brother's sentences is invalidating or disrespectful.B) Incorrect. Problem-oriented communication focuses on problems and issues that can be changed. Finishing your brother's sentences is invalidating or disrespectful.C) Correct. Finishing your brother's sentences is invalidating because it is disrespectful.D) Incorrect. Evaluative communication makes a judgment about the propriety of another's actions instead of describing the events from an objective standpoint. This communication is problematic because it is disrespectful and invalidating.E) Incorrect. Validating communication expresses respect. Finishing your brother's sentences is invalidating or disrespectful.Diff: 1 Page Ref: 252Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
71) If, in a counseling situation, you are willing to accept that other alternatives besides yours exist, what type of communication are you practicing?A) Indifferent communicationB) Superior communicationC) Person-oriented communicationD) Flexible communicationAnswer: DExplanation: A) Incorrect. Indifference is expressed when the other person's existence or importance is not acknowledged. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others.B) Incorrect. Superiority is expressed when the speaker resorts to put-downs or jargon in an attempt to make others look bad. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others.C) Incorrect. Person-oriented communication focuses on the characteristics of an individual rather than on identifying and solving the problem. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others.D) Correct. Willingness to accept other alternatives is indicative of flexible communication, which focuses on being receptive to the opinions, perspectives, and knowledge of others. Diff: 2 Page Ref: 252-253Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
72) Your boss always asks you questions and gives you "air time" to offer your ideas. She is practicing what type of communication?A) Problem-orientedB) CongruentC) DescriptiveD) ValidatingE) SpecificAnswer: DExplanation: A) Incorrect. Problem-oriented communication occurs when the speaker focuses on identifying and solving a specific problem. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration.B) Incorrect. Congruent communication refers to communication in which the speaker's words accurately represent his or her thoughts and feelings. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration.C) Incorrect. Descriptive communication occurs when the speaker uses objective facts rather than subjective opinions to describe a behavior. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration.D) Correct. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration.E) Incorrect. Specific communication occurs when the speaker describes specific instances rather than using inaccurate generalizations. Asking you questions and giving you an opportunity to contribute is validating communication, or communication focused on communicating respect and collaboration.Diff: 2 Page Ref: 252-253Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
73) You want to utilize supportive communication. You plan to employ validation in your communication with your subordinate. In particular, you want to practice areas of mutual agreement. What will you do?A) List the subordinate's disadvantages before his/her advantages to finish on a strong positive note.B) List the subordinate's past mistakes to establish a foundation so that new positive steps can be utilized.C) List areas of disagreements first followed by areas of agreement.D) List compliments before criticisms.Answer: DExplanation: A) Incorrect. Discussing negative aspects of your subordinate's behavior will make him or her feel invalidated and it will be unlikely that he or she will respond positively to your suggestions. You should instead list compliments before criticisms, because it provides positive energy and a willingness to invest in the conversation. B) Incorrect. Discussing negative aspects of your subordinate's behavior will make him or her feel invalidated and it will be unlikely that he or she will respond positively to your suggestions. You should instead list compliments before criticisms, because it provides positive energy and a willingness to invest in the conversation. C) Incorrect. Discussing areas of disagreement will make him or her feel invalidated and it will be unlikely that he or she will respond positively to your suggestions. You should instead list compliments before criticisms, because it provides positive energy and a willingness to invest in the conversation. D) Correct. Listing compliments before criticisms provides positive energy and a willingness to invest in the conversation. Diff: 1 Page Ref: 253Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Application
74) In her student evaluations, Morgan notes the following comments: (1) "The course is boring," (2) "The room is always cold," (3) You are a great teacher," and (4) "You are easy to understand; you provide real-life examples to clarify your point."A) All the comments are global communication.B) All the comments are specific communication and are useful.C) Comments 3 and 4 are specific communication and are useful.D) Only comment 4 is specific communication that is useful.Answer: DExplanation: A) Incorrect. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand).B) Incorrect. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand).C) Incorrect. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand).D) Correct. Global statements are generalizations unsupported by specific evidence or occurrences. The first three comments are global, while the last comment provides specific evidence (you provide real-life examples) to support the student evaluation (you are easy to understand).Diff: 3 Page Ref: 253Topic: Principles of Supportive CommunicationSpecific, Not GlobalSkill: Understanding/Analysis
75) Your co-worker remarks to you, "You are always late to meetings, how come?" Your co-worker is practicing what type of communication?A) SpecificB) InvalidationC) DescriptiveD) GlobalE) IncongruentAnswer: DExplanation: A) Incorrect. Specific communication would entail a description of concrete instances in which you have been late to meetings. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences.B) Incorrect. Invalidating communication is disrespectful and communicates inflexibility. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences.C) Incorrect. Descriptive communication focuses on an objective occurrence and the speaker's reaction to it. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences.D) Correct. This comment makes a general observation without specific evidence or description of the occurrences.E) Incorrect. Incongruent communication consists of statements that do not accurately represent the speaker's thoughts and feelings. There is no evidence here that this has occurred. This comment is more accurately described as global because it makes a general observation without specific evidence or description of the occurrences.Diff: 2 Page Ref: 253Topic: Principles of Supportive CommunicationSpecific, Not GlobalSkill: Understanding/Analysis
76) "Either you do it now or never." Why is this statement useless?A) It is an inaccurate representation of reality.B) It denies any alternatives.C) It has potential for hidden agendas.D) It invalidates the other person's identity.Answer: BExplanation: A) Incorrect. Though this may be an inaccurate representation of reality, this is not the reason the statement is useless. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. B) Correct. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. C) Incorrect. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. D) Incorrect. Though this statement may disparage the other person's opinions, it does not disparage his or her identity. The problem with this communication (global communication) is that it is not useful because it cuts off dialogue by denying alternativesthe possible responses of the listener are either defensiveness or unproductive argument. Diff: 1 Page Ref: 253Topic: Principles of Supportive CommunicationSpecific, Not GlobalSkill: Recall
77) Examples of conjunctive communication include (1) "Relating to what you just said, I'd like to discuss this." (2) "... so, that's how I see it. So what is your opinion?" (3) "Let's talk about horned frogs ... No, I don't want to talk about birds ... I want to talk about horned frogs in particular and lizards in general."A) Only statement 1 is an example.B) Only statement 2 is an example.C) Only statement 3 is an example.D) Statements 1 and 2 are both examples.E) Statements 2 and 3 are both examples.Answer: DExplanation: A) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication.
B) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication.
C) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication.D) Correct. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication.E) Incorrect. Statement 1 is an example of conjunctive communication. It relates the other person's previous message (relating to what you just said). Statement 2 is an example of conjunctive communication. It asks for the other person's opinion in the context of the previous discussion (so what is your opinion). Statement 3 is an example of disjunctive communication. The speaker is attempting to exert control over the topic of communication.Diff: 3 Page Ref: 254Topic: Principles of Supportive CommunicationConjunctive, Not DisjunctiveSkill: Understanding
78) You tell your boss that disjunctive communication can occur in three ways. They are (1) controlling airtime, (2) extended pauses, and (3) topic control. Is what you said to your boss true or false?A) All three statements are true.B) Statements 1 and 3 are true, but statement 2 is false.C) Statements 2 and 3 are true, but statement 1 is false.D) Statements 1 and 2 are true, but statement 3 is false.E) All three statements are false.Answer: AExplanation: A) Correct. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three.
B) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. C) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. D) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. E) Incorrect. Disjunctive communication occurs when there is a disconnect between a statement and what was stated in the conversation previously. The text mentions three ways in which this can occur: (1) lack of equal opportunity to speak, (2) extended pauses in conversation, and (3) disjointed topic control. You correctly told your boss about all three. Diff: 2 Page Ref: 254Topic: Principles of Supportive CommunicationConjunctive, Not DisjunctiveSkill: Recall
79) You have just given a report to your boss. He says, "You have a good idea, but I'm afraid headquarters will think it is a little radical." What type of communication is this an example of?A) SupportiveB) OwnedC) DisownedD) DisjunctiveAnswer: CExplanation: A) Incorrect. The communication is not supportive because your boss attributes his statement to "headquarters" rather than expressing his own opinion. This type of communication is called "disowned."B) Incorrect. Owned communication occurs when the speaker takes responsibility for his or her own opinions and thoughts rather than attributing them to someone else. This type of communication is called "disowned" because your boss attributes his statement to "headquarters" rather than expressing his own opinion.C) Correct. This communication is "disowned" because your boss attributes his statement to "headquarters" rather than expressing his own opinion.D) Incorrect. Disjunctive communication occurs when there is a disconnect between the statement and prior conversation. Here, your boss'sstatement is directly related to your report, therefore his communication is not disjunctive. Your boss attributes his statement to "headquarters" rather than expressing his own opinion. This type of communication is called "disowned."Diff: 2 Page Ref: 255Topic: Principles of Supportive CommunicationOwned, Not DisownedSkill: Understanding
80) Some research suggests that one's communication style may indicate a person's mental health. What did this research find?A) Individuals are mentally healthy if they avoid taking responsibility for their statements and behavior.B) Individuals are not mentally healthy if they take responsibility for their statements and behavior.C) Individuals are mentally healthy if they take responsibility for their statements and behavior.Answer: CExplanation: A) Incorrect. The research cited in the text actually found that people's mental health depends on their accepting responsibility for their statements and behaviors. The hypothesis is that taking responsibility for your own communication builds self-confidence and a sense of self-worth.B) Incorrect. The research cited in the text actually found that people's mental health depends on their accepting responsibility for their statements and behaviors. The hypothesis is that taking responsibility for your own communication builds self-confidence and a sense of self-worth.C) Correct. The research cited in the text found that people's mental health depends on their accepting responsibility for their statements and behaviors. The hypothesis is that taking responsibility for your own communication builds self-confidence and a sense of self-worth.Diff: 1 Page Ref: 255Topic: Principles of Supportive CommunicationOwned, Not DisownedSkill: Recall
81) If I own my communication, what does that mean?A) I can sell it to the highest bidder.B) I can imply to receivers of my message that I am superior to them.C) I can imply to receivers of my message that I want to keep my distance between them and me.D) I can imply to receivers of my message that I am willing to invest in this relationship.Answer: DExplanation: A) Incorrect. Ownership does not imply that the communication is a good to be bought and sold. It implies to listeners that you are willing to take responsibility for your statements and invest in the relationship.B) Incorrect. Ownership does not imply that you are superior (a message of superiority is called, unsurprisingly, superior communication). Ownership implies to listeners that you are willing to take responsibility for your statements and invest in the relationship.C) Incorrect. Ownership does not imply that you are distancing yourself from them. It actually implies to listeners that you are willing to take responsibility for your statements and invest in the relationship.D) Correct. Ownership implies to listeners both that you are willing to take responsibility for your statements and to invest in the relationship.Diff: 1 Page Ref: 255Topic: Principles of Supportive CommunicationOwned, Not DisownedSkill: Recall
82) Research has found managers are least likely to listen to which of the following?A) Another managerB) Family membersC) Subordinates that report to managersD) People in other companiesAnswer: BExplanation: A) Incorrect. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others.B) Correct. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others.C) Incorrect. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others.D) Incorrect. The text suggests that listening skills are poorest when people interact with those closest to them, such as family members and co-workers. They interrupt and jump to conclusions more frequently with people close to them than with others.Diff: 1 Page Ref: 256Topic: Principles of Supportive CommunicationSupportive Listening, Not One-Way ListeningSkill: Recall
83) You need to turn in your expense account. This is your first one. Mary, your co-worker, has turned in over 50 in the last two years. As you explain a problem related to turning in your expense account to her, which response type would be most appropriate for Mary to use?A) Advising responseB) Deflecting responseC) Probing responseD) Reflecting responseAnswer: AExplanation: A) Correct. Here, you are looking for specific advice about your expense report. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. B) Incorrect. A deflecting response is most appropriate when a comparison or reassurance is needed. Here, you are not looking for sympathy or reassurance but for specific advice about your expense report. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. C) Incorrect. A probing response is appropriate when the listener needs to acquire additional information or to help the communicator say more about the topic. Here, it is relatively clear what the problem is. Mary would not need additional information, and you do not have anything left to share. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. D) Incorrect. A reflecting response is most appropriate when the listener want to communicate that he or she understands and accepts the person. Here, you are not experiencing any particular emotional needs but are seeking assistance filling out an expense report. An advising response is most appropriate when the listener has expertise that the communicator does not possess or when the communicator is in need of direction. Diff: 3 Page Ref: 257-258Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Application
84) When Calvin explained his problem to Melissa, her facial expressions and comments encouraged him to say more. She occasionally restated to make sure she understood what he was saying. Which stage of listening was Melissa exemplifying?A) ReflectingB) ProbingC) DeflectingD) AdvisingAnswer: AExplanation: A) Correct. Melissa restated his problem in an attempt to make sure she understands it, which is called reflective listening.B) Incorrect. Probing responses seek additional information by asking a question about what has been said. Melissa has not asked additional clarifying questions but has restated his problem in an attempt to make sure she understands it. This is called reflecting. C) Incorrect. A deflecting response switches the focus from the problem selected by the communicator to one selected by the listener. Here, Melissa has allowed Calvin to remain in control of the conversation but has restated his problem in an attempt to make sure she understands it. This is called reflecting. D) Incorrect. An advising response provides direction, opinion, or instructions. Here, Melissa has not provides specific advice to Calvin but has restated his problem in an attempt to make sure she understands it. This is called reflecting. Diff: 1 Page Ref: 256-260Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Application/Analysis
85) Your presentation didn't go as well as you had hoped. Sam stopped by and remarked, "Everything will be fine. My first presentation didn't go half as well as yours." Sam offered which type of response?A) Advising responseB) Deflecting responseC) Probing responseD) Reflecting responseAnswer: BExplanation: A) Incorrect. Advising occurs when the listener provides specific guidance, opinions, or instructions. Here, Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. B) Correct. Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. C) Incorrect. Probing occurs when the listener asks additional questions to obtain more detail or to allow the communicator to share additional information. Here, Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. D) Incorrect. Reflecting occurs when the listener restates the communication in an attempt to communicate understanding and respect. Here, Sam changed the focus from your problem (a disappointing presentation) to his experience (an even worse presentation). This is called deflecting. Diff: 3 Page Ref: 258Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Application
86) For a deflecting response to work, which principle of communication should one follow?A) Owned communicationB) Conjunctive communicationC) Descriptive communicationD) Global communicationAnswer: BExplanation: A) Incorrect. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Owned communication does not address this danger.B) Correct. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Conjunctive communication addresses this danger because it closely ties the listener's response to the communicator's message.C) Incorrect. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Descriptive communication does not address this danger.D) Incorrect. One of the most common dangers with deflecting responses is that they can imply that the communicator's message is not important or that the experience of the listener is more significant than that of the communicator. Global communication does not address this danger and is, in fact, not recommended under any circumstances.Diff: 2 Page Ref: 258Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Recall
87) When using a probing response, which type of questions work best?A) How questionsB) Why questionsC) What questionsD) When questionsAnswer: CExplanation: A) Incorrect. This type of question is prone to topic changes, speculation, and escapes. What questions are much more effective at soliciting information.B) Incorrect. This type of question is prone to topic changes, speculation, and escapes. What questions are much more effective at soliciting information.C) Correct. This type of question solicits a deeper response and avoids the topic changes and speculations that may arise with some other question types. D) Incorrect. This type of question can be used to solicit specific information about the timing of of an event, but does not invite the communicator to share any additional meaningful information. What questions are much more effective at soliciting information.Diff: 1 Page Ref: 259Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Recall
88) You asked your boss when you might receive a raise. He responded by telling you how interesting the travel channel is after 10:00 P.M. What should your response probably be?A) An elaboration probeB) A clarification probeC) A repetition probeD) A reflective probeE) An advising responseAnswer: CExplanation: A) Incorrect. An elaboration probe is used when the communicator's statement does not contain enough information or part of the message is misunderstood. Here, your boss's response may be off the wall, but it is clear enough for you to know that it is completely unrelated to your question about the raise.B) Incorrect. A clarification probe is used when the message is unclear or ambiguous. Here, your boss's response may be off the wall, but it is clear enough for you to know that it is completely unrelated to your question about the raise.C) Correct. A repetition probe is appropriate when the communicator has avoided a topic or hasn't answered a previous question. It refocuses the conversation.D) Incorrect. A reflective probe is most effective when the communicator is being encouraged to pursue the topic in greater depth. Here, you do not want to hear more about the travel channel, and a reflective probe would be inappropriate.E) Incorrect. Advising responses are appropriate when the listener has information that the communicator does not. Here, there is no indication that your boss is seeking advice or counsel from you, and an advising response would be inappropriate.Diff: 3 Page Ref: 259Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Application
89) When part of the message is not understood (it's clear, just part is not understood), which probe is best?A) Elaboration probeB) Clarification probeC) Repetition probeD) Reflective probeE) A probe is not best. Use a deflective response.Answer: AExplanation: A) Correct. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. B) Incorrect. A clarification probe is most appropriate when the message is unclear or ambiguous. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. C) Incorrect. A repetition probe is most appropriate when the conversation has drifted and the listener wants to refocus the topic of conversation. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. D) Incorrect. A reflection probe is most appropriate when the listener wants to encourage the communicator to explore the same topic more in-depth. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. E) Incorrect. A probe is appropriate when the listener wants additional information. Deflective responses are appropriate when comparisons or reassurance are needed. Here, you did not understand part of the message, but it was not due to a lack of clarity but a lack of information. Hence, an elaboration probe is most appropriate. Diff: 1 Page Ref: 259Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Recall
90) What is the outcome of each meeting that is held under the personal management interview program?A) Problems have been discussed.B) Information has been shared.C) Action items have been formulated.D) Feedback has been given.Answer: CExplanation: A) Incorrect. Though this is one agenda item of the personal management interview, it is not the outcome or goal of each meeting. The outcome is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished.B) Incorrect. Though this is one agenda item of the personal management interview, it is not the outcome or goal of each meeting. The outcome is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished.C) Correct. The outcome of each meeting is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished.D) Incorrect. Though this is one agenda item of the personal management interview, it is not the outcome or goal of each meeting. The outcome is to formulate action items, which should be accomplished by the end of the next meeting. This accountability ensures that both parties leave the meeting with clear expectations of what is to take place so that progress can be accomplished.Diff: 2 Page Ref: 260-261Topic: The Personal Management InterviewSkill: Recall
91) Attributes of the PMI program are that (1) the interview is regular and private, (2) each meeting should last no longer than 15 minutes, and (3) both the manager and subordinate prepare an agenda for the meeting. Which of these attributes are correct?A) All three attributes are correct.B) Only attributes 1 and 2 are correct.C) Only attributes 1 and 3 are correct.D) Only attributes 2 and 3 are correct.Answer: CExplanation: A) Incorrect. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. B) Incorrect. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. C) Correct. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. D) Incorrect. Attribute 1 is correct. Attribute 2 is incorrect. Each meeting should last 45 to 60 minutes. Attribute 3 is correct. Diff: 2 Page Ref: 262Topic: The Personal Management InterviewSkill: Recall
92) What does research on interpersonal communication among various cultures and nationalities confirm about the eight attributes of supportive communication?A) The attributes have varying degrees of applicability in solving interpersonal problems.B) The attributes have almost universal applicability in solving interpersonal problems.C) The attributes have varying degrees of applicability in solving interpersonal problems in affective and particularistic oriented cultures.D) The attributes have varying degrees of applicability in solving interpersonal problems in neutral and achievement-oriented cultures.Answer: BExplanation: A) Incorrect. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style.B) Correct. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style.C) Incorrect. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style.D) Incorrect. The eight attributes of effective communication have universal applicabilitythey are effective in all cultures and nationalities despite certain differences in culture or communication style.Diff: 2 Page Ref: 264Topic: International CaveatsSkill: Recall
93) Sharing personal data and engaging quickly in sensitive topics is more likely to occur in which culture?A) A culture with affectivity orientationB) A culture with particularistic orientationC) A culture with achievement orientationD) A culture with neutral orientationAnswer: AExplanation: A) Correct. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture.B) Incorrect. Particularistic cultures are more likely to allow individuals to work out problems in their own way, but sharing personal data and discussing sensitive topics is more likely to occur in a culture with an affective orientation. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture.C) Incorrect. An achievement culture is one that values personal accomplishments and success over characteristics such as age, social class, gender, etc. Sharing personal data and discussing sensitive topics is more likely to occur in a culture with an affective orientation. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture.D) Incorrect. A culture with a neutral orientation is less inclined to be expressive and personal in their communication responses, and therefore it is less likely that communicators will share personal data and engage quickly in sensitive topics. Sharing personal data and discussing sensitive topics is more likely to occur in a culture with an affective orientation. This occurs because affective cultures are more inclined to be expressive and personal, which breaks down interpersonal barriers more quickly than a neutral culture.Diff: 2 Page Ref: 264Topic: International CaveatsSkill: Recall
94) Compare and contrast coaching and counseling. Give examples of both coaching and counseling.Answer: CoachingManagers pass along advice and information or set standards to help subordinates improve their work skills. Subordinates must be advised on how to do their jobs better and be coached to better performance. Coaching problems are usually caused by lack of ability, insufficient information or understanding, or incompetence on the part of subordinates. In these cases, the accuracy of the information passed along by managers is important, as the subordinate must clearly understand what the problem is and how to overcome it. Coaching applies to ability problems, and the manager's approach is, "I can help you do this better."CounselingManagers help subordinates recognize and address problems stemming from their states of mind, emotions, or personalities. An important goal of counseling is to help a subordinate recognize a problem exists and to identify ways in which that problem might be addressed. Counseling applies to attitude problems, and the manager's approach is "I can help you recognize that a problem exists." The skills of both coaching and counseling apply to a broad array of activitiesmotivating others, handling customer complaints, passing critical or negative information upward, handling conflicts between other parties, and negotiating for a certain position.Diff: 1 Page Ref: 245-246Topic: Coaching and CounselingSkill: Understanding
95) Explain and give an example for each of two major obstacles to effective interpersonal communication.Answer: DefensivenessAn emotional and physical state in which one is agitated, estranged, confused, and inclined to strike out. It arises when one of the parties feels threatened or punished by the communication. For that person, self-protection becomes more important than listening, so defensiveness blocks both the message and interpersonal relationship. Overcoming defensiveness calls for awareness by managers of their own defensiveness and vigorous efforts to apply the principles of supportive communication. An example of defensiveness would be a response such as "Well, you're the one that should've said something about it." DisconfirmationOccurs when one of the communicating parties feels put down, ineffectual, or insignificant because of the communication. Recipients of the communication feel that their self-worth is being questioned, so they focus more on building themselves up rather than listening. Reactions are often self-aggrandizing or show-off behaviors, loss of motivation, withdrawal, and loss of respect for the offending communicator. An example of disconfirming communication would be someone who says "Although others have completed this type of work before, my co-workers feel that I have done the most outstanding job of anyone." See Table 3 for additional information.Diff: 2 Page Ref: 246Topic: Defensiveness and DisconfirmationSkill: Understanding
96) Briefly explain the eight principles of supportive communication.Answer: Students should list the following eight principles of supportive communication and give a one- or two-sentence description for each. (1) Problem-oriented, not person-oriented; (2) Congruent, not incongruent; (3) Descriptive, not evaluative; (4) Validating, not invalidating; (5) Specific, not global; (6) Conjunctive, not disjunctive; (7) Owned, not disowned; (8) Supportive listening, not one-way listening. See Table 4.2 for additional information.Diff: 1 Page Ref: 243, 246-256Topic: Principles of Supportive CommunicationSkill: Recall
97) Describe the steps involved in descriptive communication. Provide an example of each step.Answer: Step 1Describe as objectively as possible the event that occurred or the behavior that needs to be modified; Step 2Focus on the behavior and your reaction, not on the other person's attributes; Step 3Suggest a more acceptable alternative. See Table 4 for additional information. Also, students should provide an appropriate example of each step.Diff: 1 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Understanding
98) Explain the types of communication that invalidate people. Describe the attributes of validating communication. Provide specific examples.Answer: Communication that is invalidating arouses negative feelings about self-worth, identity, and relatedness to others. It denies the presence, uniqueness, or importance of other individuals. Communication is invalidating when it denies the other person an opportunity to establish a mutually satisfying relationship or when contributions cannot be made by both parties. Communications that invalidate people include conveying superiority, rigidity, indifference, and imperviousness. Superiority-oriented communication can take the form of put-downs, in which the others are made to look bad so the communicator looks good, or it can take the form of one-upmanship, in which the communicator tries to elevate him- or herself in the esteem of others. Another form of this type of communication is the use of jargon, acronyms, or words used in such a way as to exclude others or to create barriers in a relationship. Rigidity relates to communication that is portrayed as absolute, unequivocal, or unquestionable. No other opinion or point of view could possibly be considered. People who communicate in dogmatic, know-it-all ways often do so in order to minimize others' contributions. Rigidity can also be conveyed in the following ways: reinterpreting all other viewpoints to conform to one's own; having an answer for everything; appearing unwilling to tolerate criticisms or alternative points of view; reducing complex issues to simplistic definitions. Indifference occurs when the other person's existence or importance is not acknowledged. A person may do this by using silence, by making no verbal response to the other's statements, by avoiding eye contact or any facial expression, by interrupting the other person frequently, by using impersonal words, or by engaging in unrelated activities during a conversation. Imperviousness means the communicator does not acknowledge the feelings or opinions of the other person. They are either labeled illegitimate or they are labeled as ignorant. Being impervious means to ignore or make unimportant the personal feelings or thoughts of another. It serves to exclude the other person's contribution to the conversation or the relationship.
Validating communication helps people feel recognized, understood, accepted, and valued. Attributes of validating communication are egalitarian, flexible, two-way, and based on agreement. Respectful, egalitarian communication is especially important when a person in a higher status interacts with a person in a lower status. Communicators using an egalitarian approach treat subordinates as worthwhile, competent, and insightful and emphasize joint problem solving rather than projecting a superior position. Flexibility involves the willingness of the communicator to indicate to another person that he/she may possess additional data, and that other alternatives exist that may make significant contributions to the problem solution or relationship. It means indicating genuine humility and a willingness to learn; it also involves being open to new experiences and new insights. Two-way communication is an implied result of respectfulness and flexibility. Individuals feel validated when they are asked questions, given airtime to express their opinions, and encouraged to participate actively in the conversation. Two-way interchange communicates the message that subordinates are valued by managers and that an atmosphere of collaboration and teamwork exists. Identifying areas of agreement and joint commitment is the final attribute. One way to express validation based on agreement is to identify positive behaviors and attitudes as well as negative ones during a coaching and counseling session. A manager should point out important points made by a subordinate before pointing out trivial ones, areas of agreement before areas of disagreement, advantages of the subordinate's statements before disadvantages, and compliments before criticism.
Diff: 2 Page Ref: 251-252Topic: Principles of Supportive CommunicationValidating, Not InvalidatingSkill: Understanding
99) Explain the major response types used in supportive listening. Provide the key advantages and disadvantages for each response type.Answer: (1) AdvisingProvides direction, evaluation, personal opinion, or instructions. This response imposes on the communicator the point of view of the listener, and it creates listener control over the topic of conversation. AdvantagesHelps communicator understand something that may have been unclear before, helps identify a problem solution, and can provide clarity about how the communicator should interpret the problem. DisadvantagesCan produce dependence; creates impression the communicator is not being understood by the listener; shifts focus from communicator's issue to the listener's advice; can imply that communicators don't have the necessary understanding, expertise, insight, or maturity; i.e., implies incompetence. (2) DeflectingSwitches the focus from the communicator's problem to one selected by the listener; the listener turns the attention away from the original problem. AdvantagesMost appropriate when a comparison or some reassurance is needed, can provide empathy and support, can convey assurance that things will be fine. DisadvantagesCan imply communicator's message is not important or that the experience of the listener is more significant than that of the communicator, may produce competitiveness or feelings of being one-upped by the listener; may change the subject from an important topic to a topic not as important. (3) ProbingInvolves asking a question about what the communicator just said or about a topic selected by the listener. AdvantagesAcquires additional information; helps communicator say more about the topic, helps listener foster more appropriate responses; helps listener adopt communicator's frame of reference so that in coaching situations suggestions can be specific and in counseling situations statements can be descriptive. DisadvantagesCan have the unwelcome effect of switching focus of attention from the communicator's statement to the reasons behind it; can serve as a mechanism for escaping discussion of a topic or for maneuvering the topic to one the listener wants to discuss; can allow communicator to lose control of the conversation, especially when difficult topics need to be addressed. (4) ReflectingPurpose is to mirror back to the communicator the message that was heard and to communicate understanding and acceptance of the person. AdvantagesAllows speaker to feel listened to, understood, and free to explore the topic in more depth; allows supportive listeners to contribute meaning, understanding, and acceptance to the conversation while still allowing communicators to pursue topics of their choosing; can provide the clearest communication, the most two-way exchanges, and the most supportive relationships of all the response types. DisadvantagesCommunicators can get an impression opposite from the one intended; can be perceived as an artificial technique or as a superficial response to a message.
Diff: 2 Page Ref: 256-260
Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, Reflecting
Skill: Recall
Mini-Case: Investing in the 90s. Your inheritance from your Uncle Bruce has just arrived. You have decided to invest the $5,000. The following conversation took place with John, Morgan, and Ivan. Talking to John, "I can't believe Uncle Bruce left me $5,000. Geez ... that's a good chunk of change. So John, what would you do?" John smiles and says, "Plastics!" Now laughing, he says, "No, not really. I think I would place my money in a mutual fund." Morgan, who has just walked up, remarks, "Well, when I won $1,000 last year from playing blackjack, I placed my money into T-bills. The market is overpriced. I'm waiting for the correction." Ivan nods his head in agreement and then asks you, "What is it that you want to accomplish with the money?" You respond, "I want to be rich!!!" Ivan closes his eyes and asks, "Do you want to be rich now or in five years? Are you looking long term or short term?" Frustrated, you say, "This is hard, maybe I should hit the track and have a very good time." All chime in and say, "Once again, what is it that you want your money to do?"
100) Several response types are illustrated in this story of what to do with your $5,000 inheritance. For each of the following situations, indicate the response type that most likely occurred. Provide support for your answer. Situation #1: John's response to your question is an example of which response type?Situation #2: Which response type characterizes Morgan's comment?Situation #3: Ivan's comment, "What is it that you want to accomplish with your money?" represents which response type?Situation #4: Ivan's second comment concerning whether you want to be rich now or lateris the investment long term or short termis an example of which response type?Situation #5: When all the characters respond in unison to your frustration, this is an example of which response type?Answer: Situation #1: Advising; Situation #2: Deflecting; Situation #3: Clarification probe; Situation #4: Elaboration probe; Situation #5: Repetition probeDiff: 3 Page Ref: 256-260Topic: Principles of Supportive CommunicationAdvising, Deflecting, Probing, ReflectingSkill: Understanding/Analysis
Find Somebody Else Ron Davis, the relatively new general manager of the machine tooling group at Parker Manufacturing, was visiting one of the plants. He scheduled a meeting with Mike Leonard, a plant manager who reported to him.
RON: Mike, I've scheduled this meeting with you because I've been reviewing performance data and I wanted to give you some feedback. I know we haven't talked face-to-face before, but I think it's time we review how you're doing. I'm afraid that some of things I have to say are not very favorable. MIKE: Well, since you're the new boss, I guess I'll have to listen. I've had meetings like this before with new people who come in my plant and think they know what's going on. RON: Look, Mike, I want this to be a two-way interchange. I'm not here to read a verdict to you, and I'm not here to tell you how to do your job. There are just some areas for improvement I want to review. MIKE: Okay, sure, I've heard that before. But you called the meeting. Go ahead and lower the boom. RON: Well, Mike, I don't think this is lowering the boom. But there are several things you need to hear. One is what I noticed during the plant tour. I think you're too chummy with some of your female personnel. You know, one of them might take offense and level a sexual harassment suit against you. MIKE: Oh, come on. You haven't been around this plant before, and you don't know the informal, friendly relationships we have. The office staff and the women on the floor are flattered by a little attention now and then.
RON: That may be so, but you need to be more careful. You may not be sensitive to what's really going on with them. But that raises another thing I noticedthe appearance of your shop. You know how important it is in Parker to have a neat and clean shop. As I walked through this morning, I noticed that it wasn't as orderly and neat as I would like to see it. Having things in disarray reflects poorly on you, Mike. MIKE: I'll stack my plant up against any in Parker for neatness. You may have seen a few tools out of place because someone was just using them, but we take a lot of pride in our neatness. I don't see how you can say that things are in disarray. You've got no experience around here, so who are you to judge? RON: Well, I'm glad you're sensitive to the neatness issue. I just think you need to pay attention to it, that's all. But regarding neatness, I notice that you don't dress like a plant manager. I think you're creating a substandard impression by not wearing a tie, for example. Casualness in dress can be used as an excuse for workers to come to work in really grubby attire. That may not be safe. MIKE: Look, I don't agree with making a big separation between the managers and the employees. By dressing like people out on the shop floor, I think we eliminate a lot of barriers. Besides, I don't have the money to buy clothes that might get oil on them every day. That seems pretty picky to me. RON: I don't want to seem picky, Mike. But I do feel strongly about the issues I've mentioned. There are some other things, though, that need to get corrected. One is the appearance of the reports you send into division headquarters. There are often mistakes, misspellings, and, I suspect, some wrong numbers. I wonder if you are paying attention to these reports. You seem to be reviewing them superficially.
MIKE: If there is one thing we have too much of, it's reports. I could spend three-quarters of my time filling out report forms and generating data for some bean counter in headquarters. We have reports coming out our ears. Why don't you give us a chance to get our work done and eliminate all this paperwork? RON: You know as well as I do, Mike, that we need to carefully monitor our productivity, quality, and costs. You just need to get more serious about taking care of that part of your responsibility. MIKE: Okay. I'm not going to fight about that. It's a losing battle for me. No one at headquarters will ever decrease their demand for reports. But, listen, Ron, I also have one question for you. RON: Okay. What's that? MIKE: Why don't you go find somebody else to pick on?
101) What principles of supportive communication and supportive listening are violated in this case?Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 2 Page Ref: Entire chapter
Topic: Principles of Supportive Communication
Skill: Understanding/Analysis
102) If you were to change this interaction to make it more productive, what would you change?Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 3 Page Ref: Entire Chapter
Topic: Principles of Supportive Communication
Skill: Understanding/Application
103) Categorize each of the statements by naming the rule of supportive communication that is either illustrated or violated.Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 2 Page Ref: Entire Chapter
Topic: Principles of Supportive Communication
104) If you were Ron, what would you do in your follow-up meeting with Mike?Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 2 Page Ref: Entire Chapter
Topic: Principles of Supportive Communication
Skill: Understanding/Application
105) Which one of the eight attributes of supportive communication is most violated? Why?Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 1 Page Ref: Entire Chapter
Topic: Principles of Supportive Communication
Skill: Analysis
106) Does Mike need coaching or counseling? What evidence do you have to support your conclusion?Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 1 Page Ref: 245-246
Topic: Coaching and Counseling
Skill: Analysis
107) How were principles of descriptive communication violated? What would you do differently to make the communication more descriptive?Answer: This case illustrates poor communication between a superior and a subordinate. The following statements violated the following principles of supportive communication:
First statement, by Ron: Tends to be evaluative, will cause defensiveness from the outset. Owns rather than disowns feedback.
Second statement, by Mike: Indicates defensiveness; person oriented; confrontativeapproach will produce mutual defensiveness.
Third statement, by Ron: Attempts being problem oriented, validating, and descriptive.
Fourth statement, by Mike: Still person oriented, not problem oriented; global, not specific; nonsupportive listening.
Fifth statement, by Ron: Evaluative rather than descriptive; advising rather than asking for alternatives; implied accusations; nonspecific.
Sixth statement, by Mike: Still defensive; still nonspecific; avoids discussing problem definition or problem solutions.
This case violated nearly every principle of supportive communication. Instead of beginning the conversation with an attitude of joint problem solving, Ron was immediately evaluative and put Mike on the defensive. Mike in turn, never did accept the legitimacy of the meeting and refused to collaborate with Ron in solving the problems.
The interaction could have been more productive if Ron had begun with some validating statements (e.g., compliments, description of successes) to reduce Mike's defensiveness and had relied primarily on descriptive statements rather than evaluative statements. All the burden for change should not necessarily rest with Mike. Ron may need to alter some expectations as well.
Interpersonal hostility almost always takes precedence over task-related issues. Because Mike feels so defensive around Ron, it is unlikely that the task-related problems will be resolved satisfactorily. Therefore, the priority problem is getting Ron and Mike to agree to work to solve the other problems together. This requires attention to the interpersonal relationship first. That is, subsequent discussions should focus on improving the communication process before resuming communication about content issues.
Diff: 2 Page Ref: 248-249
Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Application/Analysis
Rejected Plans CaseThe following dialogue occurred between two employees in a large firm. The conversation illustrates several characteristics of supportive communication.
SUSETTE: How did your meeting go with Mr. Schmidt yesterday?LEONARDO: Well, uh, it went ... aaah ... it was no big deal.SUSETTE: It looks as if you're pretty upset about it.LEONARDO: Yeah, I am. It was a totally frustrating experience. I, uh, well, let's just say
I would like to forget the whole thing.SUSETTE: Things must not have gone as well as you had hoped they would.LEONARDO: I'll say! That guy was impossible. I thought the plans I submitted were
very clear and well thought out. Then he rejected the entire package.SUSETTE: You mean he didn't accept any of them?LEONARDO: You got it.SUSETTE: I've seen your work before, Leonardo. You've always done a first-rate job. It's
hard for me to figure out why your plans were rejected by Schmidt. What did he say about them?LEONARDO: He said they were unrealistic and too difficult to implement, and ... SUSETTE: Really?LEONARDO: Yeah, and when he said that I felt he was attacking me personally. But, on
the other hand, I was also angry because I thought my plans were very good, and, you know, I paid close attention to every detail in those plans.
SUSETTE: I'm certain that you did.LEONARDO: It just really ticks me off.SUSETTE: I'll bet it does. I would be upset, too.LEONARDO: Schmidt has something against me.SUSETTE: After all the effort you put into those plans, you still couldn't figure out
whether Schmidt was rejecting you or your plans, right?LEONARDO: Yeah. Right. How could you tell?SUSETTE: I can really understand your confusion and uncertainty when you felt
Schmidt's actions were unreasonable.LEONARDO: I just don't understand why he did what he did.SUSETTE: Sure. If he said your plans were unrealistic, what does that mean? I mean,
how can you deal with a rationale like that? It's just too generalmeaningless, even. Did he mention anything specific? Did you ask him to point out some problems or explain the reasons for his rejection more clearly?
LEONARDO: Good point, but, uh, you know ... I was so disappointed at the rejection that I was kinda like in outer space. You know what I mean?
SUSETTE: Yeah. It's an incapacitating experience. You have so much invested personally that you try to divest as fast as you can to save what little self-respect is left.
LEONARDO: That's it all right. I just wanted to get out of there before I said something I would be sorry for.
SUSETTE: Yet, in the back of your mind, you probably figured that Schmidt wouldn't risk the company's future just because he didn't like you personally. But then, well ... the plans
were good! It's hard to deal with that contradiction on the spot, isn't it?LEONARDO: Exactly. I knew I should have pushed him for more information, but, uh, I
just stood there like a dummy. But what can you do about it now? It's spilled milk.SUSETTE: I don't think it's a total loss, Leonardo. I mean, from what you have told
mewhat he said and what you saidI don't think that a conclusion can be reached. Maybe he doesn't understand the plans, or maybe it was just his off day. Who knows? It could be a lot of things. What would you think about pinning Schmidt down by asking for his objections, point by point? Do you think it would help to talk to him again?
LEONARDO: Well, I would sure know a lot more than I know now. As it is, I wouldn't know where to begin revising or modifying the plans. And you're right, I really don't know what Schmidt thinks about me or my work. Sometimes I just react and interpret with little or no evidence.
SUSETTE: Maybe, uh ... maybe another meeting would be a good thing, then.LEONARDO: Well, I guess I should get off my duff and schedule an appointment with
him for next week. I am curious to find out what the problem is, with the plans, or me. (Pause) Thanks, Susette, for helping me work through this thing.
108) Categorize each statement in the case according to the supportive communication characteristic or type of response it represents. For example, the first statement by Leonardo obviously is not very congruent, but the second one is much more so.Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution.
The following statements and principles were illustrated in this case:
StatementBy Principles Illustrated
1st Ellen Probing2nd Bob Incongruence, avoidance3rd Ellen Reflective4th Bob Global (not specific), more congruence5th Ellen Understanding/reflective6th Bob Some evaluation of Peterson, description of event7th Ellen Probing, conjunctive8th Bob Probing9th Ellen Pacifying, validating, probing10th Bob Descriptive11th Ellen Probing12th Bob Descriptive13th Ellen Validating, understanding/reflective14th Bob Congruence, owning15th Ellen Agreement, diverting, focus on feelings16th Bob Evaluative, disowning17th Ellen Reinterpretive18th Bob Validating, probing19th Ellen Understanding20th Bob Congruence, owning21st Ellen Validating, somewhat confrontive, probing22nd Bob Congruence, owning, descriptive23rd Ellen Reinterpretive, conjunctive24th Bob Conjunctive, validating, owning25th Ellen Validating, reinterpretive26th Bob Congruence, probing27th Ellen Probing, evaluation (advice), confrontive28th Bob Validating, descriptive, owning
29th Ellen Understanding, reflective30th Bob Specific, owning
Diff: 4 Page Ref: Entire ChapterTopic: Principles of Supportive CommunicationSkill: Analysis
109) Which statements in the conversation were most helpful? Which were least helpful or could have produced defensiveness or closed off the conversation?Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution.
The following statements and principles were illustrated in this case:
StatementBy Principles Illustrated
1st Ellen Probing2nd Bob Incongruence, avoidance3rd Ellen Reflective4th Bob Global (not specific), more congruence5th Ellen Understanding/reflective6th Bob Some evaluation of Peterson, description of event7th Ellen Probing, conjunctive8th Bob Probing9th Ellen Pacifying, validating, probing10th Bob Descriptive11th Ellen Probing12th Bob Descriptive13th Ellen Validating, understanding/reflective14th Bob Congruence, owning15th Ellen Agreement, diverting, focus on feelings16th Bob Evaluative, disowning17th Ellen Reinterpretive18th Bob Validating, probing19th Ellen Understanding20th Bob Congruence, owning21st Ellen Validating, somewhat confrontive, probing22nd Bob Congruence, owning, descriptive
23rd Ellen Reinterpretive, conjunctive24th Bob Conjunctive, validating, owning25th Ellen Validating, reinterpretive26th Bob Congruence, probing27th Ellen Probing, evaluation (advice), confrontive28th Bob Validating, descriptive, owning29th Ellen Understanding, reflective30th Bob Specific, owning
Diff: 2 Page Ref: Entire ChapterTopic: Principles of Supportive CommunicationSkill: Understanding/Analysis
110) If you were Susette's coach, how would you assist her in being more competent as a supportive communicator? How would you coach Leonardo to be more supportive even though it is he who faces the problem?Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution.
The following statements and principles were illustrated in this case:
StatementBy Principles Illustrated
1st Ellen Probing2nd Bob Incongruence, avoidance3rd Ellen Reflective4th Bob Global (not specific), more congruence5th Ellen Understanding/reflective6th Bob Some evaluation of Peterson, description of event7th Ellen Probing, conjunctive8th Bob Probing9th Ellen Pacifying, validating, probing10th Bob Descriptive11th Ellen Probing12th Bob Descriptive13th Ellen Validating, understanding/reflective14th Bob Congruence, owning15th Ellen Agreement, diverting, focus on feelings
16th Bob Evaluative, disowning17th Ellen Reinterpretive18th Bob Validating, probing19th Ellen Understanding20th Bob Congruence, owning21st Ellen Validating, somewhat confrontive, probing22nd Bob Congruence, owning, descriptive23rd Ellen Reinterpretive, conjunctive24th Bob Conjunctive, validating, owning25th Ellen Validating, reinterpretive26th Bob Congruence, probing27th Ellen Probing, evaluation (advice), confrontive28th Bob Validating, descriptive, owning29th Ellen Understanding, reflective30th Bob Specific, owning
Diff: 3 Page Ref: Entire ChapterTopic: Principles of Supportive CommunicationSkill: Understanding/Application
111) Which one of the eight attributes of supportive communication was most helpful? Why?Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution.
The following statements and principles were illustrated in this case:
StatementBy Principles Illustrated
1st Ellen Probing2nd Bob Incongruence, avoidance3rd Ellen Reflective4th Bob Global (not specific), more congruence5th Ellen Understanding/reflective6th Bob Some evaluation of Peterson, description of event7th Ellen Probing, conjunctive8th Bob Probing9th Ellen Pacifying, validating, probing10th Bob Descriptive
11th Ellen Probing12th Bob Descriptive13th Ellen Validating, understanding/reflective14th Bob Congruence, owning15th Ellen Agreement, diverting, focus on feelings16th Bob Evaluative, disowning17th Ellen Reinterpretive18th Bob Validating, probing19th Ellen Understanding20th Bob Congruence, owning21st Ellen Validating, somewhat confrontive, probing22nd Bob Congruence, owning, descriptive23rd Ellen Reinterpretive, conjunctive24th Bob Conjunctive, validating, owning25th Ellen Validating, reinterpretive26th Bob Congruence, probing27th Ellen Probing, evaluation (advice), confrontive28th Bob Validating, descriptive, owning29th Ellen Understanding, reflective30th Bob Specific, owning
Diff: 2 Page Ref: Entire ChapterTopic: Principles of Supportive CommunicationSkill: Understanding/Analysis
112) Does Leonardo need coaching or counseling? What evidence do you have to support your conclusion?Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution.
The following statements and principles were illustrated in this case:
StatementBy Principles Illustrated
1st Ellen Probing2nd Bob Incongruence, avoidance3rd Ellen Reflective4th Bob Global (not specific), more congruence
5th Ellen Understanding/reflective6th Bob Some evaluation of Peterson, description of event7th Ellen Probing, conjunctive8th Bob Probing9th Ellen Pacifying, validating, probing10th Bob Descriptive11th Ellen Probing12th Bob Descriptive13th Ellen Validating, understanding/reflective14th Bob Congruence, owning15th Ellen Agreement, diverting, focus on feelings16th Bob Evaluative, disowning17th Ellen Reinterpretive18th Bob Validating, probing19th Ellen Understanding20th Bob Congruence, owning21st Ellen Validating, somewhat confrontive, probing22nd Bob Congruence, owning, descriptive23rd Ellen Reinterpretive, conjunctive24th Bob Conjunctive, validating, owning25th Ellen Validating, reinterpretive26th Bob Congruence, probing27th Ellen Probing, evaluation (advice), confrontive28th Bob Validating, descriptive, owning29th Ellen Understanding, reflective30th Bob Specific, owning
Diff: 1 Page Ref: 245-246Topic: Coaching and CounselingSkill: Understanding/Application
113) How would the principles of descriptive communication help Leonardo when he talks to Mr. Schmidt again?Answer: This case illustrates a variety of response types that produce a helpful result. One lesson to be learned from this case is that outright advice is frequently not helpful because it may produce defensiveness through invalidation or superiority/inferiority feelings and because it does not produce the same level of commitment to changing or improving. In this case, Bob was allowed to clarify his feelings and formulate a plan of action that would lead to problem resolution.
The following statements and principles were illustrated in this case:
StatementBy Principles Illustrated
1st Ellen Probing2nd Bob Incongruence, avoidance3rd Ellen Reflective4th Bob Global (not specific), more congruence5th Ellen Understanding/reflective6th Bob Some evaluation of Peterson, description of event7th Ellen Probing, conjunctive8th Bob Probing9th Ellen Pacifying, validating, probing10th Bob Descriptive11th Ellen Probing12th Bob Descriptive13th Ellen Validating, understanding/reflective14th Bob Congruence, owning15th Ellen Agreement, diverting, focus on feelings16th Bob Evaluative, disowning17th Ellen Reinterpretive18th Bob Validating, probing19th Ellen Understanding20th Bob Congruence, owning21st Ellen Validating, somewhat confrontive, probing22nd Bob Congruence, owning, descriptive23rd Ellen Reinterpretive, conjunctive24th Bob Conjunctive, validating, owning25th Ellen Validating, reinterpretive26th Bob Congruence, probing27th Ellen Probing, evaluation (advice), confrontive28th Bob Validating, descriptive, owning
29th Ellen Understanding, reflective30th Bob Specific, owning
Diff: 1 Page Ref: 248-249Topic: Principles of Supportive CommunicationDescriptive, Not EvaluativeSkill: Understanding/Application
Developing Management Skills, 8e (Whetten/Cameron) Chapter 5 Gaining Power and Influence
1) A negative view of "personal power" is held by cultures that place a high value on ascription and on individualism. Answer: FALSEExplanation: A negative view of "personal power" is held by cultures that place a high value on ascription, but not on individualism. These cultures place a high value on collectivism rather than individualism.Diff: 2 Page Ref: 284Topic: A Balanced View of PowerLack of PowerSkill: Recall
2) Power can be viewed as a sign of personal efficacythe ability to mobilize resources to accomplish productive work.Answer: TRUEExplanation: This is in contrast to the "negative" view of power that is common in ascription cultures.Diff: 1 Page Ref: 284Topic: A Balanced View of PowerLack of PowerSkill: Recall
3) If your manager encourages and supports you to accomplish organizational goals, he/she is more likely to hold an institutional view of power.Answer: TRUEExplanation: Those with an institutional view of power focus on using power to achieve the goals of the organization.Diff: 2 Page Ref: 286Topic: A Balanced View of PowerAbuse of PowerSkill: Recall
4) Using power for personal reasons means that a manager will definitely achieve his or her career aspirations.Answer: FALSEExplanation: In fact, use of power for personal reasons can sometime inhibit a manager from reaching his or her career aspirations. Diff: 1 Page Ref: 286Topic: A Balanced View of PowerAbuse of PowerSkill: Recall
5) Empowerment uses sufficient amount of personal power to achieve high levels of effectiveness.Answer: TRUEExplanation: This is in contrast to a lack of power or an abuse of power (too little or too much).Diff: 2 Page Ref: 286Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Recall
6) The percentage of the workforce working in companies with fewer than 100 employees is increasing. This trend has contributed to a shift in the definition of power from "having authority over others" to "being able to get things done."Answer: TRUEExplanation: The other three factors influencing this definitional shift are (1) that organizations are becoming hierarchically "flatter," (2) technology is helping to decentralize the flow of information, and (3) organizational boundaries are shifting.Diff: 2 Page Ref: 287Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Recall
7) The trend in American firms is toward position-based views of power.Answer: FALSEExplanation: The trend in American firms is toward person-based views of power.Diff: 2 Page Ref: 287Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Recall
8) If you make the comment, "He was promoted because he got to know lots of people while working at headquarters," you are most likely to have been raised in an Eastern culture.Answer: TRUEExplanation: This is true because Eastern cultures encourage situational, or contextual, logic, whereas western cultures foster personal explanations. (achievement versus ascription)Diff: 3 Page Ref: 287Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Recall
9) The ability to influence another person's behavior through the possession of knowledge, experience, or judgment is based upon the power base of legitimacy.Answer: FALSEExplanation: The ability to influence another person's behavior through the possession of knowledge, experience, or judgment is based upon the power base of expertise.Diff: 1 Page Ref: 288-289Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
10) As a staff person in the organization, you determine you have very little power. However, you could compensate for weak position power by developing knowledge about a particular aspect of the organization.Answer: TRUEExplanation: Developing knowledge will help you develop "expertise" personal power, which can help you compensate for low position power.Diff: 3 Page Ref: 288-289Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding/Application
11) You must be friends with your boss, co-workers, and subordinates to improve your personal attraction, thus improving your power.Answer: FALSEExplanation: Your personal attraction improves your ability to be friends with your boss, co-workers, and subordinates.Diff: 2 Page Ref: 289-290Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
12) Interpersonal attraction, as a source of personal power, involves charisma, agreeable behaviors, and physical characteristics.Answer: TRUEExplanation: This is, by definition, the three ways in which interpersonal attraction can be a source of personal power.Diff: 1 Page Ref: 289Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
13) If you go beyond what is expected and this results in more influence for you, you have probably utilized the power base of flexibility.Answer: FALSEExplanation: If you go beyond what is expected and this results in more influence for you, you have probably utilized the power base of effort.Diff: 2 Page Ref: 290-291Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
14) If your actions are congruent with the prevailing value system in an organization, your power base is legitimacy.Answer: TRUEExplanation: This is true because actions congruent with the prevailing value system are deemed credible by other organizational members. This credibility increases acceptance, and acceptance is a key to personal influence. Diff: 2 Page Ref: 292Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
15) Recently your boss remarked to you, "I don't know where you are coming from." Other people have expressed frustration with you over your lack of team play. You should conclude that you may be losing your expert power.Answer: FALSEExplanation: You should conclude that you may be losing your personal attraction power or legitimacy power.Diff: 3 Page Ref: 292-293Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
16) The quickest way to increase your power in an organization is to enhance the image of your manager.Answer: FALSEExplanation: Enhancing the image of your manager will not necessarily give you power. Plus, that is a hierarchical strategy. A horizontal strategy would probably provide quicker results.Diff: 2 Page Ref: 294Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
17) Going to lunch with other departments can increase your centrality power.Answer: TRUEExplanation: The more central a position is to the flow of information throughout a network, the more centrality power you have. This matters not just within a single department, but throughout the organization. This is critical because except for routine jobs, no one has all the necessary information and resources to accomplish what is expected of him or her.Diff: 2 Page Ref: 293-294Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
18) American business relationships are characterized by the norms of the marketplace (must be profitable) whereas German relationships are characterized by a legal-bureaucratic orientation (play by the rules).Answer: TRUEExplanation: This differences are results of the cultural orientation. Other typical variations in business differences include that Chinese business relationships are characterized by familial orientation, and Spanish relationships are characterized by the affiliative orientation.Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
19) If you are able to make at least part of your responsibilities unique to the position, you have increased the personal power of your position.Answer: FALSEExplanation: Having responsibilities that are unique does not increase the personal power of your position. The personal power of your position is based on centrality, flexibility, visibility, and relevance. Organizations look for uniqueness to improve their image in the marketplace, but individual uniqueness is not a guarantee of power.Diff: 2 Page Ref: 293-298Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
20) If you want to decrease the power in a position, you should design a job that is routine and has fewer tasks assigned to it.Answer: TRUEExplanation: This decreases flexibility as a source of personal power. The more routine the work and the fewer tasks assigned to a person, the easier it is to preprogram the job to eliminate the need for discretion.Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
21) You have participated in a task force whose assignment was to decrease the customer return rate. The task force's written report was well received by top management. You have most likely increased your image power.Answer: FALSEExplanation: Excellent performance alone is not enough to increase your image power. It is also important to increase your visibility across the organization.Diff: 3 Page Ref: 295-296Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
22) Getting rid of routine activities, expanding task variety, and initiating new ideas may allow one to gain position power in an organization because flexibility has been increased.Answer: TRUEExplanation: Flexibility increases with discretion and task variety. Also, initiating new (and successful) ideas increases the likelihood that the manager will rely more heavily on the employee. Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
23) The ability to transform power into influence hinges on securing the consent of others in ways that engender support and commitment instead of resistance and resentment.Answer: TRUEExplanation: Power is not an end in itself, but is a means to an end, i.e., a precondition for influence. Just because someone has power (e.g. the President) does not mean that he effectively uses that power to influence others' decisions (e.g., foreign ministers or congress). Effective and long-lasting influence is certainly not best achieved through creating resistance and resentment. Diff: 1 Page Ref: 298Topic: Transforming Power into InfluenceSkill: Recall
24) Influence strategies used by managers to obtain compliance fall into three categories: retaliation, reciprocity, and reason.Answer: FALSEExplanation: Influence strategies used by managers to obtain compliance fall into three categories: retribution, reciprocity, and reason.Diff: 1 Page Ref: 298Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
25) Your supervisor remarks, "If you do not complete the project by 5:00 P.M. on Friday, you will not be able to go on vacation next week." This is an example of the retribution influence strategy.Answer: TRUEExplanation: Retribution is based on a personal threat, such as imposing sanctions if the manager's will is not obeyed. Indirect retribution occurs when a manager uses intimidation or pressure to change someone's opinion or actions. Diff: 3 Page Ref: 298-299Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding
26) If you ask your employees to work overtime in exchange for an extended weekend, you are utilizing the retribution influence strategy.Answer: FALSEExplanation: If you ask your employees to work overtime in exchange for an extended weekend, you are utilizing the reciprocity influence strategy.Diff: 2 Page Ref: 299-300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding
27) A potential disadvantage associated with the use of the reason influence strategy is that considerable time is required to build trust.Answer: TRUEExplanation: With reason, the focus is on helping others see that your ideas make sense. This cannot effectively happen if the person or persons you are attempting to influence do not know or trust you. Diff: 2 Page Ref: 301-302Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
28) Gerry has developed a new purchasing policy that not only focuses on expediting purchase orders but will also save the company money. To pitch this new policy to his boss, Gerry should use the influence strategy of reciprocity.Answer: FALSEExplanation: Gerry should use the influence strategy of reason. He can appeal to common organizational goals and values.Diff: 3 Page Ref: 301Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Application
29) The most appropriate strategy to neutralize a retribution strategy used by your boss would be to focus your boss's attention on your independence.Answer: FALSEExplanation: You should focus your boss's attention on your mutual dependence. You can point out the negative consequences that may accrue to him if he attempts to exploit you. Diff: 3 Page Ref: 305-306Topic: Transforming Power into InfluenceActing Assertively: Neutralizing Influence AttemptsSkill: Recall
30) In order to neutralize reciprocity strategies, one should first examine the content of any favor-giving activity.Answer: TRUEExplanation: You should be careful not to accept a favor or gift if unaware of its consequences. You should consider the motives of the person, the appropriateness of the behavior, and the probable consequences. When in doubt, ask about the benefactor's motives or decline the gift. Diff: 2 Page Ref: 306Topic: Transforming Power into InfluenceActing Assertively: Neutralizing Influence AttemptsSkill: Recall
31) What should subordinates perceive about their boss in order to feel a higher status in the organization and to feel higher morale?A) He is on their side.B) He has considerable downward influence.C) He has considerable "clout."D) He is equal to them.Answer: CExplanation: A) Incorrect. If subordinates feel the boss is on their side, but that he is ineffective, their morale will decrease. In order to feel higher morale, the boss should have considerable clout. Powerful managers not only can accomplish more personally, but can pass on more information and make more resources available to subordinates. B) Incorrect. Downward influence refers to the manager's influence on subordinates and says nothing about a boss's upward influence. Without upward influence, managers will tend to be bossy, ineffective, and dictatorial. In order to feel higher morale, the boss should have considerable clout. Powerful managers not only can accomplish more personally, but can pass on more information and make more resources available to subordinates. C) Correct. In order to feel higher morale, the boss should have considerable clout. Powerful managers not only can accomplish more personally, but can pass on more information and make more resources available to subordinates. D) Incorrect. Subordinates should feel that their manager provides services and influence that are outside their own expertise or ability. In order to feel higher morale, the boss should have considerable clout. Powerful managers not only can accomplish more personally, but can pass on more information and make more resources available to subordinates. Diff: 1 Page Ref: 284-285Topic: A Balanced View of PowerLack of PowerSkill: Recall
32) Which is a characteristic of a powerful manager?A) Is rule-mindedB) Accomplishes more personallyC) Does more with less resources availableD) Limits information that others getAnswer: BExplanation: A) Incorrect. A manager who is rule-minded actually tends to be less powerful. B) Correct. This is because power (by definition) leads to getting things done. C) Incorrect. This is a characteristic of an efficient manager, but says nothing about his or her power level.D) Incorrect. Powerful managers actually pass more information on to their subordinates. Diff: 2 Page Ref: 284-285Topic: A Balanced View of PowerLack of PowerSkill: Recall
33) What should you do to increase your influence within the organization?A) Be insensitive to othersB) Trust no one and betray others before they betray youC) Continuously play the game of politicsD) Never delegate assignments to othersE) Advance the goals of the organizationAnswer: EExplanation: A) Incorrect. This is actually listed in the text as one of the characteristics that can derail managers' careers. In order to increase influence, you should advance the goals of the organization (institutional power).B) Incorrect. This is actually listed in the text as one of the characteristics that can derail managers' careers. In order to increase influence, you should advance the goals of the organization (institutional power).C) Incorrect. This is actually listed in the text as one of the characteristics that can derail managers' careers. In order to increase influence, you should advance the goals of the organization (institutional power).D) Incorrect. This is actually listed in the text as one of the characteristics that can derail managers' careers. In order to increase influence, you should advance the goals of the organization (institutional power).E) Correct. This is an institutional power view of influence. The opposite is a personal power view, in which the individual seeks to use his or her influence to advance personal goals (sometimes at the expense of the organization).Diff: 1 Page Ref: 285-286Topic: A Balanced View of PowerAbuse of PowerSkill: Recall
34) You have been told that in order to advance your career you must be overly ambitious and be indifferent to problems others face. Is this good or bad advice?A) This is good advice.B) This is bad advice.C) There is not enough information to decide.Answer: BExplanation: A) Incorrect. This is clearly bad advice. Research has shown that as between managers with similar educational and expertise, those who failed tended to be overly ambitious and their careers were derailed. They ultimately failed to reach their career aspirations. B) Correct. This is clearly bad advice. Research has shown that as between managers with similar educational and expertise, those who failed tended to be overly ambitious and their careers were derailed. They ultimately failed to reach their career aspirations. C) Incorrect. This is clearly bad advice. Research has shown that as between managers with similar educational and expertise, those who failed tended to be overly ambitious and their careers were derailed. They ultimately failed to reach their career aspirations. Diff: 2 Page Ref: 285Topic: A Balanced View of PowerAbuse of PowerSkill: Understanding
35) Members of a work team are in a meeting where the director of the department is present. At the end of the meeting, the presenter asks, "What are your reactions to my presentation?" The members of the work team look at the director and wait for his response. Which factors most likely determine a person's power in this organization?A) Personal attributesB) Being intimidatingC) Position characteristicsAnswer: CExplanation: A) Incorrect. Personal characteristics are those sources of power that arise from a person's ability to perform, rather than from his/her formal position within the organization. Here, the members of a work team defer to the director, who occupies a formal position of authority. There is no evidence that he is more competent or insightful than anyone else, so it is most likely that his power arises as a result of his position.B) Incorrect. There is no evidence that the director has used intimidation as an influence strategy. Here, the members of a work team defer to the director, who occupies a formal position of authority. There is no evidence that he is more competent or insightful than anyone else, so it is most likely that his power arises as a result of his position.C) Correct. Position characteristics are those that arise from a person's formal position in the organization. Here, the members of a work team defer to the director, who occupies a formal position of authority. There is no evidence that he is more competent or insightful than anyone else, so it is most likely that his power arises as a result of his position.Diff: 3 Page Ref: 287Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Understanding/Analysis
36) What are the two basic factors that influence a person's power in an organization?A) Personal goals and position characteristicsB) Position characteristics and personal aspirationsC) Personal attributes and position manipulationD) Personal attributes and position characteristicsAnswer: DExplanation: A) Incorrect. Though personal goals may contribute to a person's effectiveness, the two basic factors that influence power are personal attributes and position characteristics. B) Incorrect. Though personal aspirations may affect someone's desire for power and influence, the two basic factors that influence power are personal attributes and position characteristics. C) Incorrect. Position manipulation is not a recognized managerial technique or term. The two basic factors that influence power are personal attributes and position characteristics. D) Correct. Though both are sources of power, their relative importance can vary depending on the organizational context.Diff: 1 Page Ref: 287Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Recall
37) Which of the following is not an organizational trend that has caused a shift in the definition of power from "having authority over others" to "being able to get things done"?A) Information technology is contributing to the decentralization of the flow of information to lower levels of the organizational hierarchy.B) The percentage of the workforce working in companies with fewer than 500 employees is increasing.C) Traditional boundaries within and between organizations are becoming blurred, leading to a shift in the nature of authority relationships.D) Organizations are becoming less hierarchical, or flatter, due to downsizing and outsourcing.Answer: BExplanation: A) Incorrect. This is one of the relevant organizational trends referenced by the text. This increased flow of information not only gives lower-level employees more influence, but it increases their flexibility. B) Correct. This is not one of the relevant organizational trends referenced by the text. The relevant organizational trend is the percentage of workforce working in companies with fewer than 100 employees. C) Incorrect. This is one of the relevant organizational trends referenced by the text. This shorter lifespan of organizations is more task-focused and project-oriented.D) Incorrect. This is one of the relevant organizational trends referenced by the text. It has shifted the definition of power because leaner organizations are staffed by fewer managers who must then learn to yield influence to lower-level employees in order to get the work done. Diff: 1 Page Ref: 286-287Topic: Strategies for Gaining Organizational PowerThe Necessity of Power and EmpowermentSkill: Recall
38) Which of the following characteristics are important sources of personal power?A) FlexibilityB) CriticalityC) RelevanceD) KnowledgeAnswer: DExplanation: A) Incorrect. Flexibility is a source of position power, not personal power. The correct answer is that knowledge increases expertise as a source of personal power. B) Incorrect. Criticality is not a concept discussed in the book. Centrality is a source of position power, not personal power. The correct answer is that knowledge increases expertise as a source of personal power. C) Incorrect. Relevance is a source of position power, not personal power. The correct answer is that knowledge increases expertise as a source of personal power. D) Correct. Knowledge increases expertise as a source of personal power. Diff: 2 Page Ref: 288Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
39) Which of the following characteristics is not an important source of personal power?A) FlexibilityB) EffortC) Personal attractionD) ExpertiseE) LegitimacyAnswer: AExplanation: A) Correct. Flexibility is a source of position power, rather than personal power. B) Incorrect. The text lists four sources of personal power. They are expertise, personal attraction, effort, and legitimacy.C) Incorrect. The text lists four sources of personal power. They are expertise, personal attraction, effort, and legitimacy.D) Incorrect. The text lists four sources of personal power. They are expertise, personal attraction, effort, and legitimacy.E) Incorrect. The text lists four sources of personal power. They are expertise, personal attraction, effort, and legitimacy.Diff: 1 Page Ref: 288Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
40) If you are the only one in the office who understands how to do a PowerPoint presentation, which base of power do you most likely have?A) Expertise powerB) Personal attraction powerC) Effort powerD) Legitimacy powerE) Relevance powerAnswer: AExplanation: A) Correct. Expertise power is based on work-related knowledge such as software experience or presentation skills. B) Incorrect. Personal attraction power comes from desirable personal characteristics associated with friendship. Here, there is no evidence of your charisma, agreeable behaviors, or physical characteristics. On the other hand, your skills with PowerPoint are indicative of expertise power, which is based on work-related knowledge such as software experience or presentation skills. C) Incorrect. Effort power is based on a higher-than-expected commitment of time. Here, there is no evidence that you have put in extra hours on the job. On the other hand, your skills with PowerPoint are indicative of expertise power, which is based on work-related knowledge such as software experience or presentation skills. D) Incorrect. Legitimacy power is based on behavior consistent with organizational values. In this case, it may be argued that learning presentation skills is congruent with the organization's mission and goals. However, that link is tenuous. On the other hand, your skills with PowerPoint are indicative of expertise power, which is based on work-related knowledge such as software experience or presentation skills.
E) Incorrect. Relevance as a source of power is based on whether your assigned tasks are aligned with organizational priorities. In this case, it may be argued that presentation skills are congruent with the organization's mission and goals. However, that link is tenuous. On the other hand, your skills with PowerPoint are indicative of expertise power, which is based on work-related knowledge such as software experience or presentation skills.
Diff: 2 Page Ref: 288-289Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
41) If a person desires to move up in the general management hierarchy, what should he/she do?A) Become a specialistB) Develop a nicheC) Become a specialist while developing a nicheD) Build a broad knowledge baseAnswer: DExplanation: A) Incorrect. Organizations change so often that overspecialization can be a recipe for obsolescence. Though pursuing a specialty or niche area often appears to be the quickest route to power, there is strong value in building a broad base of knowledge to enhance the person's long-term attractiveness for promotion. B) Incorrect. Organizations change so often that overspecialization can be a recipe for obsolescence. Though pursuing a specialty or niche area often appears to be the quickest route to power, there is strong value in building a broad base of knowledge to enhance the person's long-term attractiveness for promotion. C) Incorrect. Organizations change so often that overspecialization can be a recipe for obsolescence. Though pursuing a specialty or niche area often appears to be the quickest route to power, there is strong value in building a broad base of knowledge to enhance the person's long-term attractiveness for promotion. D) Correct. Organizations change so often that overspecialization can be a recipe for obsolescence. Though pursuing a specialty or niche area often appears to be the quickest route to power, there is strong value in building a broad base of knowledge to enhance the person's long-term attractiveness for promotion. Diff: 2 Page Ref: 288-289Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
42) If your behavior (the kind of behavior one would normally associate with friendship) improves your influence with your employees, you are most likely practicing which type of power?A) Power that reflects cognitive abilitiesB) Power that suggests personal commitmentC) Power that conveys credibilityD) Power that involves affective appealAnswer: DExplanation: A) Incorrect. Power that reflects cognitive abilities is expertise power, which is associated with task-relevant knowledge or experience (not friendship).B) Incorrect. Power that suggest personal commitment is effort power, which is associated with higher-than-expected commitment of time (not friendship).C) Incorrect. Power that conveys credibility is legitimacy power, which is associated with being consistent with key organizational values (not friendship).D) Correct. Power than involves affective appeal is personal attraction power, which is characterized by desirable characteristics associated with friendship.Diff: 2 Page Ref: 288Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
43) Which best describes a manager with personal attraction as a power base?
A) Possesses personality characteristics that are remarkable to co-workersB) Is friends with specific co-workersC) Is knowledgeable so that people try to be his or her friendD) Acts congruently with the organizational value systemAnswer: AExplanation: A) Correct. A manager with personal attraction as a power base has charisma, agreeable behavior, and physical characteristics that give him or her an uncommon ability to engender devotion and enthusiasm.B) Incorrect. This does not describe anyone in particulareveryone has friendships with specific co-workers. A manager with personal attraction as a power base has charisma, agreeable behavior, and physical characteristics that give him or her an uncommon ability to engender devotion and enthusiasm.C) Incorrect. This describes someone who has expertise as a power base. A manager with personal attraction as a power base has charisma, agreeable behavior, and physical characteristics that give him or her an uncommon ability to engender devotion and enthusiasm.D) Incorrect. This describes someone who has legitimacy as a power base. A manager with personal attraction as a power base has charisma, agreeable behavior, and physical characteristics that give him or her an uncommon ability to engender devotion and enthusiasm.Diff: 2 Page Ref: 289Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
44) Morgan has become indispensable to her boss. Her boss believes that Morgan is a diligent worker who can be trusted with sensitive projects. What is Morgan's power most likely due to?A) LegitimacyB) EffortC) ExpertiseD) Personal attractionAnswer: BExplanation: A) Incorrect. The key word here is diligence. Though legitimacy power comes from behavior that is consistent with organizational goals, the word diligence suggests extraordinary effort.B) Correct. The word diligence suggests extraordinary effort.C) Incorrect. Morgan's boss does not mention any specialized knowledge or experience, but focuses on her diligence, which suggests extraordinary effort.D) Incorrect. Morgan's boss does not mention any personality characteristics, but focuses on her diligence, which suggests extraordinary effort. Diff: 3 Page Ref: 290-291Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
45) Which behaviors might a manager have due to cognitive dissonance reduction?A) A high level of effort resulting in increased responsibility and opportunityB) A low level of effort resulting in increased responsibility and opportunityC) No effort resulting in dissatisfied employeesD) A high level of effort resulting in pressure from peers to cut back on the effortAnswer: AExplanation: A) Correct. This is because individuals strive to reduce inconsistencies between their own personal beliefs and personal behavior and the behavior of others. When individuals exert more effort to perform their jobs than is expected, an inconsistency exists. Because the person’s rewards are based on completion of the amount of work normally expected, the inconsistency can be eliminated only by reduced effort or increased responsibility.B) Incorrect. Cognitive dissonance would say that a low level of effort would actually result in decreased responsibility and opportunity. C) Incorrect. Though a complete lack of effort would likely result in dissatisfied employees, it is unrelated to the concept of cognitive dissonance. D) Incorrect. Though this is a cognitive dissonance approach that is common in blue collar jobs, it is much less common in managerial ranks. Diff: 2 Page Ref: 291Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
46) You were recently promoted because of your hard work. In fact, you had a hard time in the "blue-collar" job you had because many co-workers thought you were a "rate-buster." Will your belief in extra effort pay off for you in your new management job?A) Yes. Management sees extra effort as something that should be rewarded.B) Yes. Management is management. They always agree with one another.C) Yes. This is flexibility.D) No. Management doesn't like "rate-busters" either.Answer: AExplanation: A) Correct. This is because extra effort is seen as a sign of commitment and dedication.B) Incorrect. Though this belief will pay off, it is untrue that management always agrees.C) Incorrect. Though this belief will pay off, it is not because your extra effort is flexible. Your extra effort is a source of personal power for you.D) Incorrect. Management does not view hardworking people as rate-busters but as assets to be valued and respected.Diff: 2 Page Ref: 291Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
47) A fast-food company does not promote anyone to manager unless he or she started at the beginning, flipping burgers. This is an example of a company promoting which type of power?A) Relevance powerB) Visibility powerC) Legitimacy powerD) Effort powerE) Attraction powerAnswer: CExplanation: A) Incorrect. Relevance is a type of position power that results when assigned tasks are aligned with organizational priorities. In this case, the fast-food company shows symbolically that managers should (and will) understand what it means to be working on the front lines. This is an example of the legitimacy approach to personal power.B) Incorrect. Visibility is a type of position power that results when the task performance is seen as influential by people in the organization. In this case, the fast-food company shows symbolically that managers should (and will) understand what it means to be working on the front lines. This is an example of the legitimacy approach to personal power.C) Correct. Legitimacy power arises from actions that are deemed congruent with the prevailing value system. These organizational values are taught through stories, rites, and symbols. In this case, the fast-food company shows symbolically that managers should (and will) understand what it means to be working on the front lines.D) Incorrect. Effort power results from an unusual level of dedication or commitment. In this case, the fast-food company shows symbolically that managers should (and will) understand what it means to be working on the front lines. This is an example of the legitimacy approach to personal power.E) Incorrect. Attraction is a type of personal power that results when an individual is perceived to have characteristics related to friendliness. In this case, the fast-food company shows symbolically that managers should (and will) understand what it means to be working on the front lines. This is an example of the legitimacy approach to personal power.Diff: 2 Page Ref: 292Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
48) In proposing a new course of action, upper management remarks to you, "That's the way Jane, our founder, would have done it!" After that statement, the decision is made to accept and implement your idea. Which power source did you use?A) ExperienceB) Desirable characteristicsC) Higher than expected commitment of timeD) Behavior consistent with the values of the organizationE) FlexibilityAnswer: DExplanation: A) Incorrect. Power based on experience is gained or used when an individual relies on his or her unique experience to cultivate or use power over others. You have merely chosen an idea that is (or is perceived to be) congruent with the organizational valueslegitimacy power.B) Incorrect. You do not use any personal characteristics (charisma, physical attractiveness, etc.) to gain power. You have merely chosen an idea that is (or is perceived to be) congruent with the organizational valueslegitimacy power. C) Incorrect. This refers to effort power, and in this case, you do not commit extra time to implementing your idea. You have merely chosen an idea that is (or is perceived to be) congruent with the organizational values legitimacy power.D) Correct. Behavior consistent with organizational values is called legitimacy power. E) Incorrect. Flexibility is actually a type of positional power that refers to the amount of discretion one has in a particular position. You have merely chosen an idea that is (or is perceived to be) congruent with the organizational valueslegitimacy power.Diff: 3 Page Ref: 292-293Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
49) What is the notion of legitimacy within an organization related to?A) Corporate cultural valuesB) Policies, procedures, and rulesC) The position within the hierarchyD) The credibility of the education level of a personAnswer: AExplanation: A) Correct. Every organization has a set of values that has developed during its life cycle. When an action or behavior is consistent with these values, it is deemed credible by other organizational members. This credibility gives rise to acceptance of the individual and, in turn, personal influence. B) Incorrect. Though policies, procedures, and rules can sometimes reflect organizational values, legitimacy is not directly linked to policies and procedures. Every organization has a set of values that has developed during its life cycle. When an action or behavior is consistent with these values, it is deemed credible by other organizational members. This credibility gives rise to acceptance of the individual and, in turn, personal influence. C) Incorrect. Legitimacy is a source of personal, rather than positional, power. Every organization has a set of values that has developed during its life cycle. When an action or behavior is consistent with these values, it is deemed credible by other organizational members. This credibility gives rise to acceptance of the individual and, in turn, personal influence. D) Incorrect. Educational credibility would be related to expertise, rather than legitimacy. Every organization has a set of values that has developed during its life cycle. When an action or behavior is consistent with these values, it is deemed credible by other organizational members. This credibility gives rise to acceptance of the individual and, in turn, personal influence. Diff: 1 Page Ref: 292Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Recall
50) Which of the following is not a determinant associated with position power?A) ExpertiseB) RelevanceC) VisibilityD) FlexibilityE) CentralityAnswer: AExplanation: A) Correct. Expertise is associated with personal (rather than position) power. B) Incorrect. The four determinants of position power are centrality, visibility, relevance, and flexibility. C) Incorrect. The four determinants of position power are centrality, visibility, relevance, and flexibility. D) Incorrect. The four determinants of position power are centrality, visibility, relevance, and flexibility. E) Incorrect. The four determinants of position power are centrality, visibility, relevance, and flexibility. Diff: 1 Page Ref: 293Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall51) What do position characteristics that foster power include?
A) EffortB) CredibilityC) LegitimacyD) CentralityE) CharismaAnswer: DExplanation: A) Incorrect. This is an element of personal power. The position characteristics that foster power include centrality, flexibility, visibility, and relevance. B) Incorrect. This is an element of personal power. The position characteristics that foster power include centrality, flexibility, visibility, and relevance. C) Incorrect. This is an element of personal power. The position characteristics that foster power include centrality, flexibility, visibility, and relevance. D) Correct. The position characteristics that foster power include centrality, flexibility, visibility, and relevance. E) Incorrect. This is an element of personal power. The position characteristics that foster power include centrality, flexibility, visibility, and relevance. Diff: 1 Page Ref: 293Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
52) If you would like to expand your power base horizontally, what could you do?A) Have lunch with co-workers in your department every dayB) Have lunch with workers from other departmentsC) Focus on increasing your power through the formal organizational powersD) Do an excellent job on all your assignmentsAnswer: BExplanation: A) Incorrect. The key factor distinguishing high performers from low performers is the ability to establish informal relationships through networks. Co-workers in your department are already part of your network and eating lunch with them would not expand your power base. B) Correct. The key factor distinguishing high performers from low performers is the ability to establish informal relationships through networks. Networks are critical to effective performance for one compelling reason: except for routine jobs, no one has all the necessary information and resources to accomplish what’s expected of him or her.C) Incorrect. Formal organizational powers may have some influence, but the key factor distinguishing high performers from low performers is the ability to establish informal relationships through networks. D) Incorrect. This would be an attempt at expanding your power base vertically (with regard to your managers). Diff: 2 Page Ref: 293-294Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
53) If you took on functions essential for the performance of other activities, how have you expanded your power?A) CentralityB) FlexibilityC) VisibilityD) RelevanceAnswer: DExplanation: A) Incorrect. Centrality refers to the strength and breadth of your relationships. Relevance refers to the alignment between your task assignments and organizational priorities. B) Incorrect. Flexibility refers to the degree of autonomy you have in the workplace. Relevance refers to the alignment between your task assignments and organizational priorities. C) Incorrect. Visibility refers to the degree to which your task performance is seen by influential people in the organization. Here, your job functions are essential but we do not know if they are visible. Relevance refers to the alignment between your task assignments and organizational priorities. D) Correct. Relevance refers to the alignment between your task assignments and organizational priorities. Diff: 2 Page Ref: 297Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
54) You just convinced your boss that you need to increase cooperation across departments for the Web project that you were assigned to lead to be successful. How have you increased your power?A) Visibility of your positionB) Relevance of your positionC) Legitimacy of your positionD) Personal attraction of your positionE) Centrality of your positionAnswer: EExplanation: A) Incorrect. Increased cooperation between departments might increase your visibility, (in terms of the number of employees you interact with) but visibility power refers specifically to influential people in the organization, rather than rank and file employees. B) Incorrect. Relevance means that your task or assignment is critical to the functioning of the organization. In this case, we know that you have been assigned a project, but do not know whether it is critical to the organization.C) Incorrect. Legitimacy refers to an alignment of your tasks and assignments to the organizational goals.D) Incorrect. Personal attraction refers to your individual characteristics, rather than those of your position. E) Correct. You have set yourself up to foster relationships with individuals throughout other areas of the organization. Diff: 2 Page Ref: 295-296Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
55) How is power accrued via horizontal and vertical network relationships?
A) By manipulating people in the networkB) By one's location and function in the networkC) By the flexibility of one's personality in the networkD) By exercising judgment in decision makingAnswer: BExplanation: A) Incorrect. Though manipulation is associated with the traditional view of power, it is not an effective technique for gaining and exerting long-lasting influence. B) Correct. The more central and visible you are, the greater effect your outstanding performance will have on your network (both vertical and horizontal).C) Incorrect. Flexibility of personality is not a concept that is related to network relationships.D) Incorrect. Exercising judgment or discretion refers to an element of position power called flexibility. However, flexibility alone is not determinative of one's network power. Also important is your location in the network. Diff: 1 Page Ref: 294Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
56) If you want to increase your power by having information routed through your position and by increasing the technical sophistication of your work, what have you increased?A) Centrality of your positionB) Latitude and flexibility of your jobC) The visibility of your jobD) The decision-making opportunities of your jobAnswer: AExplanation: A) Correct. Centrality refers to your level of access to information in a communication network. B) Incorrect. Latitude and flexibility refer to the amount of discretion vested in a particular position. The correct answer is that you have increased the centrality of your position. Centrality refers to your level of access to information in a communication network. C) Incorrect. Visibility refers to the number of influential people in the organization who see your work. The correct answer is that you have increased the centrality of your position. Centrality refers to your level of access to information in a communication network. D) Incorrect. Decision making is one aspect of flexibility. The correct answer is that you have increased the centrality of your position. Centrality refers to your level of access to information in a communication network. Diff: 2 Page Ref: 294Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
57) If you are looking to improve your flexibility, what should you do?A) Look for a position that has existed for a long time. All the problems associated with the position have been worked through.B) Look to be a participant at the formation of a group.C) Look to be a participant in a group later in its life cycle; in that way you can avoid all the conflict.D) Look to work in a company that values reliable performance.Answer: BExplanation: A) Incorrect. A flexible position has few rules or established routines governing how work should be done. The number of rules governing a position seems to be positively correlated with the number of individuals who have previously occupied it. For this reason, you should choose a position where you can get in at the beginning of its life cycle. B) Correct. A flexible position has few rules or established routines governing how work should be done. The number of rules governing a position seems to be positively correlated with the number of individuals who have previously occupied it. For this reason, you should choose a position where you can get in at the beginning of its life cycle. C) Incorrect. A flexible position has few rules or established routines governing how work should be done. The number of rules governing a position seems to be positively correlated with the number of individuals who have previously occupied it. For this reason, you should choose a position where you can get in at the beginning of its life cycle. D) Incorrect. A company that rewards reliability and predictability will discourage discretion and innovation. Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
58) During the interview process, the interviewer told you that the position you have applied for has been in this organization for over 50 years. You having been looking for a job that affords you discretion. Which statement describes your reaction to the news from the interviewer?A) Good news, all the problems have been worked out.B) Not so good newsC) Interesting, but what does it have to do with the amount of discretion you might have?Answer: BExplanation: A) Incorrect. A flexible position (one providing opportunity for discretion) has few rules or established routines governing how work should be done. The number of rules governing a position seems to be positively correlated with the number of individuals who have previously occupied it. For this reason, you should choose a position where you can get in at the beginning of its life cycle. B) Correct. A flexible position (one providing opportunity for discretion) has few rules or established routines governing how work should be done. The number of rules governing a position seems to be positively correlated with the number of individuals who have previously occupied it. For this reason, you should choose a position where you can get in at the beginning of its life cycle. C) Incorrect. A flexible position (one providing opportunity for discretion) has few rules or established routines governing how work should be done. The number of rules governing a position seems to be positively correlated with the number of individuals who have previously occupied it. For this reason, you should choose a position where you can get in at the beginning of its life cycle. Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
59) The task force has been meeting for several weeks on distributing bonuses for employees but has become hopelessly stalemated. You were added to the committee to influence the group's decision. What will this do to your influence?A) This will help your influence, and you should have some significant influence over the group's deliberations.B) This will make it difficult to have influence.C) It will only increase your influence if others are added to the committee at the same time as you.D) It will only increase your influence if others are removed from the committee when you are added.Answer: BExplanation: A) Incorrect. The longer a group has been meeting to discuss an issue, the more difficult it is to have any significant amount of influence over its deliberation. B) Correct. The longer a group has been meeting to discuss an issue, the more difficult it is to have any significant amount of influence over its deliberation. C) Incorrect. The longer a group has been meeting to discuss an issue, the more difficult it is to have any significant amount of influence over its deliberation. Even if others are added the committee, you will still face the problem of lack of flexibility because of committee longevity. D) Incorrect. The longer a group has been meeting to discuss an issue, the more difficult it is to have any significant amount of influence over its deliberation. Even if others are removed from the committee, you will still face the problem of lack of flexibility because of committee longevity. Diff: 3 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Application
60) What will a performance appraisal system that rewards initiative and innovation do?A) Decrease one's flexibility and therefore his/her power baseB) May be too erratic to allow one to develop a strong power baseC) Increase one's discretion and thus the potential for more powerD) Promote more people to higher positionsAnswer: CExplanation: A) Incorrect. Rewarding initiative and innovation will increase discretion, which increases flexibility and power. This is because the company implementing the performance appraisal system fosters an environment where people are not afraid to take risks or make a decision. B) Incorrect. Rewarding initiative and innovation will increase discretion, which increases flexibility and power. This is because the company implementing the performance appraisal system fosters an environment where people are not afraid to take risks or make a decision. C) Correct. Rewarding initiative and innovation will increase discretion, which increases flexibility and power. This is because the company implementing the performance appraisal system fosters an environment where people are not afraid to take risks or make a decision. D) Incorrect. Rewarding initiative and innovation will increase discretion, which increases flexibility and power. This is because the company implementing the performance appraisal system fosters an environment where people are not afraid to take risks or make a decision. Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
61) What does it suggest about an organization if people are rewarded for being reliable and predictable?A) This suggests the organization will penalize people who use discretion.B) This suggests the organization will reward those who use discretion.C) This suggests a person who has high personal attraction will be successful in a job in this organization.D) This suggests a person with a high need for power would be happy in a job in this organization.Answer: AExplanation: A) Correct. A reliable performance system uses as its criterion conformity to a set of prescribed means for performing a task. This means that those who deviate from the prescribed means (by exercising discretion) will likely be penalized. B) Incorrect. A reliable performance system uses as its criterion conformity to a set of prescribed means for performing a task. This means that those who deviate from the prescribed means (by exercising discretion) will likely be penalized, rather than rewarded. C) Incorrect. Level of personal attraction is not a significant predictor of success in a job where being "reliable" is sought after. The better predictor is whether an individual's need for power is high or low.D) Incorrect. Individuals with a high need for power should avoid a job that is governed by reliable performance criteria, no matter how attractive it might appear in other respects, because it will strip them of power.Diff: 2 Page Ref: 295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
62) What is the best way to gain visibility?A) Write an excellent report to be read by the executive committeeB) Give a good presentation of the report to an executive committeeC) Become central in a communication network so that one may tap into a rich flow of information and satisfy the information needs of othersD) Take an important task-oriented positionAnswer: BExplanation: A) Incorrect. Though both a report and a presentation expose the executive committee to your work, a presentation is preferred because busy executives tend to be more impressed by what they see in a meeting than by what they read in their offices. B) Correct. Though both a report and a presentation expose the executive committee to your work, a presentation is preferred because busy executives tend to be more impressed by what they see in a meeting than by what they read in their offices. C) Incorrect. This is the best strategy for increasing centrality power. Visibility is defined as the extent to which influential people see and are exposed to your work.D) Incorrect. People-oriented positions are more visible than task-oriented positions. Diff: 2 Page Ref: 295-296Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
63) What is included in ways to gain visibility?A) Face-to-face communicationB) Sending a note to a co-worker threatening her because of her recent accomplishmentC) Participating in monotonous and routine tasks for popular causesD) Improving your technical expertiseAnswer: AExplanation: A) Correct. The best way to gain visibility is through direct contact, and face-to-face communication is the best way to accomplish this B) Incorrect. Though sending notes is mentioned as a way to increase visibility, the text referred to memos and congratulatory notes, not threats. C) Incorrect. Though getting involved in popular causes is one way to increase visibility, visibility is directly proportional to the significance of the tasks performed and the popularity of the causes championed.D) Incorrect. This is a technique for improving expertise power, not visibility power.Diff: 1 Page Ref: 296Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
64) You have a desire to move up in the company. You have been offered two positions. One position is more people oriented and the other position is more task oriented. Which position should you take?A) You should take the people-oriented position.B) You should take the task-oriented position.C) It doesn't matter. Either position will work equally well assuming you do a good job.Answer: AExplanation: A) Correct. One measure of visibility is the number of influential people with whom you normally interact in your organization. For this reason, people-oriented positions are more visible than task-oriented positions. B) Incorrect. One measure of visibility is the number of influential people with whom you normally interact in your organization. For this reason, people-oriented positions are more visible than task-oriented positions. C) Incorrect. One measure of visibility is the number of influential people with whom you normally interact in your organization. For this reason, people-oriented positions are more visible than task-oriented positions.Diff: 2 Page Ref: 296Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
65) In a company that sells golf clubs, a job in which department has more relevance power?A) AccountingB) Research and developmentC) SalesD) Human resource managementAnswer: CExplanation: A) Incorrect. Relevance is defined as association with activities that are directly related to the central objectives and issues in an organization. In a consumer products-oriented economy, sales and marketing are the central concerns of most businesses. The accounting department is only indirectly related to the company's central business concerns. B) Incorrect. Relevance is defined as association with activities that are directly related to the central objectives and issues in an organization. In a consumer products-oriented economy, sales and marketing are the central concerns of most businesses. The research and development department is only indirectly related to the company's central business concerns. C) Correct. Relevance is defined as association with activities that are directly related to the central objectives and issues in an organization. In a consumer products-oriented economy, sales and marketing are the central concerns of most businesses. D) Incorrect. Relevance is defined as association with activities that are directly related to the central objectives and issues in an organization. In a consumer products-oriented economy, sales and marketing are the central concerns of most businesses. The HR department is only indirectly related to the company's central business concerns. Diff: 2 Page Ref: 297Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
66) You are graduating this summer and are seeking an influential position. Your major is finance. Which job should you choose to maximize your relevant power?A) Working for an electronics firm making $32,000B) Working for a stockbroker firm making $25,000C) Working for a small software firm making $20,000D) Working for a large oil company making $35,000Answer: BExplanation: A) Incorrect. Relevance is not determined by your salary or the size of the company. It is determined by the level at which you are associated with the central objectives and issues in an organization as opposed to performing a support function. As a finance major at an electronics firm, you would be performing a support function.B) Correct. Relevance is determined by the level at which you are associated with the central objectives and issues in an organization as opposed to performing a support function. As a finance major at a brokerage firm, you would be performing a central function.C) Incorrect. Relevance is not determined by your salary or the size of the company. It is determined by the level at which you are associated with the central objectives and issues in an organization as opposed to performing a support function. As a finance major at a software firm, you would be performing a support function.D) Incorrect. Relevance is not determined by your salary or the size of the company. It is determined by the level at which you are associated with the central objectives and issues in an organization as opposed to performing a support function. As a finance major at an oil company, you would be performing a support function.Diff: 3 Page Ref: 297Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Application
67) What does relevance as a power base refer to?A) How many other people recognize an individualB) Being associated with activities that are directly related to the organization's central objectivesC) The amount of discretion one might haveD) The relevant position the individual has within the organization's communication networkAnswer: BExplanation: A) Incorrect. This answer choice alludes to visibility, not to relevance.B) Correct. This is, by definition, relevance as a source of position power.C) Incorrect. This answer choice describes flexibility, not relevance.D) Incorrect. This answer choice describes centrality, not relevance.Diff: 1 Page Ref: 297Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
68) If you want to increase the relevance of your job to the organization, what should you do?A) Make at least part of your job uniqueB) Reduce the percentage of routine activities in your jobC) Expand the number of contacts you have with senior peopleD) Become a trainer or mentor for new employeesAnswer: DExplanation: A) Incorrect. This is one way to exercise discretion/flexibility. B) Incorrect. This is one way to exercise discretion/flexibility. C) Incorrect. This is one way to increase your centrality and visibility.D) Correct. This is because it places you in a critical position to reduce uncertainty for newcomers and enhance their performance. Also, successful performance in this developmental role earns you the respect and admiration of those colleagues who stand to benefit from your effective training. Diff: 1 Page Ref: 296-297Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Recall
69) Your boss is discussing power and influence and states, "Power is a necessary precondition for influence." Should you agree or disagree?A) You should agree.B) You should disagree.C) There is not enough information to decide.Answer: AExplanation: A) Correct. Influential people have power, but not all powerful people have influence. Influence entails actually securing the consent of others to work with you in accomplishing an objective. B) Incorrect. Influential people have power, but not all powerful people have influence. Influence entails actually securing the consent of others to work with you in accomplishing an objective. C) Incorrect. Influential people have power, but not all powerful people have influence. Influence entails actually securing the consent of others to work with you in accomplishing an objective. Diff: 1 Page Ref: 299Topic: Transforming Power into InfluenceSkill: Recall
70) If you use an influence strategy that makes others want to do what you say, which influence strategy are you using?A) Retribution approachB) Reciprocity approachC) Reason approachD) Relevance approachAnswer: BExplanation: A) Incorrect. Retribution is based on the use of threats or coercion.B) Correct. Reciprocity uses bargaining or obligation to obtain compliance through exerting influence.C) Incorrect. Reason is based on logical arguments or appeal to personal values.D) Incorrect. Relevance is not an influence strategy, but a strategy for gaining position power.Diff: 1 Page Ref: 300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
71) If you use the influence strategy that helps others to see why they should do what you say, which influence strategy are you using?A) Retribution approachB) Reciprocity approachC) Reason approachD) Positional approachAnswer: CExplanation: A) Incorrect. Retribution is based on the use of threats or coercion.B) Incorrect. Reciprocity uses bargaining or obligation to obtain compliance.C) Correct. Reason is based on logical arguments or appeal to personal values to help others see why they should do what you say.D) Incorrect. Positional refers to a type of power, not to an influence strategy.Diff: 1 Page Ref: 300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
72) You have received a letter from North American Family Publishers sweepstakes with pictures of Dick McMahon and Ed Clark that states, "You are our newest $10 million winner!* However, you must act in 24 hours by buying numerous magazine subscriptions to secure your prize." You read further to find the fine print that says, "*Only if you have the winning number." What influence strategy is being utilized?A) RetributionB) ReciprocityC) ReasonD) ExpertAnswer: AExplanation: A) Correct. One retribution technique involves the use of time pressure and perceived scarcity to intimidate you into purchasing magazines.B) Incorrect. Reciprocity uses bargaining or obligation to obtain compliance. Though you must purchase the magazines to win the prize, that language is in fine print, rather than being the primary source of influence.C) Incorrect. Reason is based on logical arguments or appeal to personal values to help others see why they should do what you say. Here, there is no logic. It is just pressure and excitement.D) Incorrect. Expert does not refer to an influence strategy, but to a source of personal power.Diff: 3 Page Ref: 298-300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding/Application
73) You are buying a house. The seller recently lowered the asking price, but the price is still higher than your initial offer. The broker states, "The seller lowered his price, and I think you should raise your offer." What type of influence strategy is being utilized?A) RetributionB) ReciprocityC) ReasonD) CoercionAnswer: BExplanation: A) Incorrect. Retribution refers to the use of coercion or intimidation to gain compliance. Here, there is no actual or implied threat if you do not raise your initial offer.B) Correct. Here, the broker and seller are using ingratiation to create a sense of obligation to raise your initial offer.C) Incorrect. Reason refers to the use of logic or an appeal to shared values to gain compliance. Here, the broker has not told you why it makes sense to do what he says.D) Incorrect. Coercion is one type of retribution. There is no actual or implied threat if you do not raise your initial offer.Diff: 3 Page Ref: 300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding/Application
74) Management is looking for someone to work the holidays. You believe that management would think better of you if you worked the holidays. If you work the holidays, which influence strategy was utilized?A) RetributionB) ReciprocityC) ReasonD) ExpertAnswer: BExplanation: A) Incorrect. Retribution refers to the use of coercion or intimidation to gain compliance. Here, you are not using any actual or implied threats to gain influence over management.B) Correct. Here, you are using a reciprocity strategy called ingratiationyou are complying with management's wishes now in the hopes that it will cultivate sufficient social favor that they will reciprocate in the future.C) Incorrect. Reason refers to the use of logic or an appeal to shared values to gain compliance. Here, you are not telling management why it makes sense to give you increased responsibility.D) Incorrect. Expert is a source of personal power, not a strategy for influencing others.Diff: 3 Page Ref: 300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding/Application
75) Which influence strategy respects the rights of others, honors the concept of fairness, and attempts to strengthen the ongoing relationships between parties?A) RetributionB) ReciprocityC) ReasonD) PositionalE) CentralityAnswer: BExplanation: A) Incorrect. Retribution fails to respect the rights of others, does not honor the concept of fairness, and damages relationships.B) Correct. All three statements are correct. Additionally, other advantages of reciprocity include a low incidence of resentment (especially when compared to retribution) and that it can be used without justifying the request. People obey based on the soundness of the relationship or exchange, not based on the reasonableness of the requested behavior.C) Incorrect. Reason is only effective if there is a strong existing relationship of trust between the parties. It is not generally good for relationships that need to be strengthened.D) Incorrect. Positional is one source of power, not an influence strategy.E) Incorrect. Centrality is one type of positional power, not an influence strategy.Diff: 1 Page Ref: 301-302Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
76) A friend came to you and stated, "I am flunking my management class. I need to pass or I won't graduate. Will you please help me?" Your friend is using which influence strategy?A) RetributionB) ReciprocityC) ReasonD) LegitimacyE) CentralityAnswer: CExplanation: A) Incorrect. Retribution involves threats or intimidation, and your friend is using neither.B) Incorrect. Your friend is not proposing a direct exchange or implying that you "owe him one."C) Correct. Your friend is appealing to the fact that you value education and care about his graduation.D) Incorrect. Legitimacy is a form of personal power, not an influence strategy.E) Incorrect. Centrality is a form of position power, not an influence strategy.Diff: 3 Page Ref: 300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding/Application
77) The strength of one's personal powers would impact which influence strategy the most?A) RetributionB) ReciprocityC) ReasonAnswer: CExplanation: A) Incorrect. Retribution ignores the quality of ongoing relationships with others, so personal power is not necessarily helpful. On the other hand, reason as an influence strategy is focused on helping others see why your ideas make sense. This is most likely to occur if the manager is perceived as knowledgeable on the subject or if his personal characteristics are attractive to the target person.B) Incorrect. Reciprocity depends largely on the relationship or quid pro quo exchange, so personal power is not necessarily helpful. On the other hand, reason as an influence strategy is focused on helping others see why your ideas make sense. This is most likely to occur if the manager is perceived as knowledgeable on the subject or if his personal characteristics are attractive to the target person.C) Correct. This is because reason as an influence strategy is focused on helping others see why your ideas make sense. This is most likely to occur if the manager is perceived as knowledgeable on the subject or if his personal characteristics are attractive to the target person.Diff: 2 Page Ref: 300Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding
78) One should use reciprocity when (1) there is sufficient time to reach satisfactory agreements, (2) no other alternatives exist, and (3) quality and innovation are not important. Which statements are correct?A) All three statements are correct.B) Statements 2 and 3 are correct.C) Only statement 2 is correct.D) Only statement 1 is correct.E) Statements 1 and 3 are correct.Answer: DExplanation: A) Incorrect. Statement 1 is correct. Convincing others that an explicit or implicit exchange is in their best interest can sometimes take time. If there are serious time constraints, retribution is the best strategy. Statement 2 is incorrect. Even if other alternatives exist, such as reason or retribution, reciprocity may sometimes still be the best influence strategy. (Retribution should be used only as a last resort.) Statement 3 is incorrect. Reciprocity can result in quality and highly innovative solutions and agreements.B) Incorrect. Statement 1 is correct. Convincing others that an explicit or implicit exchange is in their best interest can sometimes take time. If there are serious time constraints, retribution is the best strategy. Statement 2 is incorrect. Even if other alternatives exist, such as reason or retribution, reciprocity may sometimes still be the best influence strategy. (Retribution should be used only as a last resort.) Statement 3 is incorrect. Reciprocity can result in quality and highly innovative solutions and agreements.C) Incorrect. Statement 1 is correct. Convincing others that an explicit or implicit exchange is in their best interest can sometimes take time. If there are serious time constraints, retribution is the best strategy. Statement 2 is incorrect. Even if other alternatives exist, such as reason or retribution, reciprocity may sometimes still be the best influence strategy. (Retribution should be used only as a last resort.) Statement 3 is incorrect. Reciprocity can result in quality and highly innovative solutions and agreements.D) Correct. Statement 1 is correct. Convincing others that an explicit or implicit exchange is in their best interest can sometimes take time. If there are serious time constraints, retribution is the best strategy. Statement 2 is incorrect. Even if other alternatives exist, such as reason or retribution, reciprocity may sometimes still be the best influence strategy. (Retribution should be used only as a last resort.) Statement 3 is incorrect. Reciprocity can result in quality and highly innovative solutions and agreements.E) Incorrect. Statement 1 is correct. Convincing others that an explicit or implicit exchange is in their best interest can sometimes take time. If there are serious time constraints, retribution is the best strategy. Statement 2 is incorrect. Even if other alternatives exist, such as reason or retribution, reciprocity may sometimes still be the best influence strategy. (Retribution should be used only as a last resort.) Statement 3 is incorrect. Reciprocity can result in quality and highly innovative solutions and agreements.
Diff: 2 Page Ref: 301-302
Topic: Transforming Power into Influence Influence Strategies: The Three Rs
Skill: Recall
79) One should use reason when (1) adequate time for extensive discussion exists, (2) parties share mutual respect and credibility, and (3) needs are specific and short term. Which statements are correct?A) All three statements are correct.B) Statements 1 and 2 are correct.C) Only statement 2 is correct.D) Only statement 1 is correct.E) Statements 1 and 3 are correct.Answer: BExplanation: A) Incorrect. Statement 1 is correct. This is true because logical arguments are not always immediately accepted. It takes time to resolve differences of opinion or conflicts in priorities. Statement 2 is correct. This is true because without mutual respect or credibility, logical or values-based arguments are unlikely to be successful. Statement 3 is incorrect. Specific and short-term needs are well-suited to a reciprocity strategy.B) Correct. Statement 1 is correct. This is true because logical arguments are not always immediately accepted. It takes time to resolve differences of opinion or conflicts in priorities. Statement 2 is correct. This is true because without mutual respect or credibility, logical or values-based arguments are unlikely to be successful. Statement 3 is incorrect. Specific and short-term needs are well-suited to a reciprocity strategy.C) Incorrect. Statement 1 is correct. This is true because logical arguments are not always immediately accepted. It takes time to resolve differences of opinion or conflicts in priorities. Statement 2 is correct. This is true because without mutual respect or credibility, logical or values-based arguments are unlikely to be successful. Statement 3 is incorrect. Specific and short-term needs are well-suited to a reciprocity strategy.D) Incorrect. Statement 1 is correct. This is true because logical arguments are not always immediately accepted. It takes time to resolve differences of opinion or conflicts in priorities. Statement 2 is correct. This is true because without mutual respect or credibility, logical or values-based arguments are unlikely to be successful. Statement 3 is incorrect. Specific and short-term needs are well-suited to a reciprocity strategy.E) Incorrect. Statement 1 is correct. This is true because logical arguments are not always immediately accepted. It takes time to resolve differences of opinion or conflicts in priorities. Statement 2 is correct. This is true because without mutual respect or credibility, logical or values-based arguments are unlikely to be successful. Statement 3 is incorrect. Specific and short-term needs are well-suited to a reciprocity strategy.Diff: 2 Page Ref: 300-303Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
80) Disadvantage(s) to using reciprocity are (1) considerable time required to build trust, (2) engenders resentment, and (3) encourages people to feel the terms of assignments are open for negotiation. Which statements are correct?A) All three statements are correct.B) Only statement 3 is correct.C) Statements 2 and 3 are correct.D) Statements 1 and 3 are correct.E) Only statement 1 is correct.Answer: BExplanation: A) Incorrect. Statement 1 is incorrect. Though reciprocity needs a minimal trust level to work, it is reason that requires considerable time to build trust. Statement 2 is incorrect. Retribution (not reciprocity) engenders resentment. Statement 3 is correct. This instrumental view of work arises because people become accustomed to working on a quid pro quo basis rather than out of a sense of duty, reason, or fairness.B) Correct. Statement 1 is incorrect. Though reciprocity needs a minimal trust level to work, it is reason that requires considerable time to build trust. Statement 2 is incorrect. Retribution (not reciprocity) engenders resentment. Statement 3 is correct. This instrumental view of work arises because people become accustomed to working on a quid pro quo basis rather than out of a sense of duty, reason, or fairness.C) Incorrect. Statement 1 is incorrect. Though reciprocity needs a minimal trust level to work, it is reason that requires considerable time to build trust. Statement 2 is incorrect. Retribution (not reciprocity) engenders resentment. Statement 3 is correct. This instrumental view of work arises because people become accustomed to working on a quid pro quo basis rather than out of a sense of duty, reason, or fairness.D) Incorrect. Statement 1 is incorrect. Though reciprocity needs a minimal trust level to work, it is reason that requires considerable time to build trust. Statement 2 is incorrect. Retribution (not reciprocity) engenders resentment. Statement 3 is correct. This instrumental view of work arises because people become accustomed to working on a quid pro quo basis rather than out of a sense of duty, reason, or fairness.E) Incorrect. Statement 1 is incorrect. Though reciprocity needs a minimal trust level to work, it is reason that requires considerable time to build trust. Statement 2 is incorrect. Retribution (not reciprocity) engenders resentment. Statement 3 is correct. This instrumental view of work arises because people become accustomed to working on a quid pro quo basis rather than out of a sense of duty, reason, or fairness.Diff: 2 Page Ref: 302Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
81) If you increased your influence with your boss by drawing her attention to problems that concern you, what have you done?A) Utilized the concept of "benefiting the boss"B) Utilized the concept of "issue selling"C) Utilized the concept of "relevance"D) Utilized the concept of "visibility"Answer: BExplanation: A) Incorrect. Benefiting the boss refers to working for senior management's success.B) Correct. Issue selling refers to helping to set the agenda of senior managers (i.e., by bringing certain problems to light).C) Incorrect. Relevance refers to the extent to which your task or assignment is central to the mission of the organization.D) Incorrect. Visibility refers to the extent to which you are exposed to influential people in your daily tasks.Diff: 1 Page Ref: 308Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding
82) A co-worker tells you that an effective strategy for capturing managers' attention is to make it clear the issue can be resolved. Is this good advice?A) YesB) NoC) Who knows? Not enough information is provided.Answer: AExplanation: A) Correct. This refers to solvability (one of the ways to sell issues upward). If issues are unsolvable, they won't capture the attention of management.B) Incorrect. This refers to solvability (one of the ways to sell issues upward). If issues are unsolvable, they won't capture the attention of management.C) Incorrect. This refers to solvability (one of the ways to sell issues upward). If issues are unsolvable, they won't capture the attention of management.Diff: 1 Page Ref: 304Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Recall
83) If you are trying to influence the agenda of your boss, which influence strategy is most appropriate?A) RetributionB) ReciprocityC) ReasonD) Positional powerAnswer: CExplanation: A) Incorrect. Influencing the agenda of your boss is not likely to be accomplished if you threaten or intimidate with regard to a particular issue. Effectively influencing upward means that you need to convince your boss that a particular issue is so important that it requires his or her attention. The best way to convince him or her is through the use of reason.B) Incorrect. Influencing the agenda of your boss is not likely to be accomplished if you offer a bargain with regard to a particular issue. (He/She probably has greater position power than you.) Effectively influencing upward means that you need to convince your boss that a particular issue is so important that it requires his/her attention. The best way to convince him or her is through the use of reason.C) Correct. Effectively influencing upward means that you need to convince your boss that a particular issue is so important that it requires his or her attention. The best way to convince him or her is through the use of reason.D) Incorrect. Positional power does not refer to an influence strategy.Diff: 2 Page Ref: 303Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding
84) What is included in strategies that neutralize retribution?A) Confronting the person who is trying to intimidate youB) Refusing to bargain with the personC) Confronting the logic of the person's requestAnswer: AExplanation: A) Correct. The neutralizing strategies for retribution are (1) Use countervailing power to shift dependence to interdependence. This lessens the perceived inequality in power. (2) Confront the exploiting individual directly. (3) Actively resist.B) Incorrect. Retribution is not an attempt to bargain, it is an attempt to coerce or intimidate. The neutralizing strategies for retribution are (1) Use countervailing power to shift dependence to interdependence. This lessens the perceived inequality in power. (2) Confront the exploiting individual directly. (3) Actively resist.C) Incorrect. Retribution is not a logical request, it is an attempt to coerce or intimidate. The neutralizing strategies for retribution are (1) Use countervailing power to shift dependence to interdependence. This lessens the perceived inequality in power. (2) Confront the exploiting individual directly. (3) Actively resist.Diff: 2 Page Ref: 305-306Topic: Transforming Power into InfluenceActing Assertively: Neutralizing Influence AttemptsSkill: Recall
85) Strategy(ies) that neutralize reciprocity strategies include (1) confront the exploiting individual directly, (2) examine the intent of any favor-giving activity, and (3) confront the individual who is using manipulative bargaining tactics. Which statements are correct?A) All three statements are correct.B) Only statement 3 is correct.C) Statements 2 and 3 are correct.D) Statements 1 and 3 are correct.E) Only statement 1 is correct.Answer: CExplanation: A) Incorrect. Statement 1 is false. This is a strategy for neutralizing retribution, not reciprocity. Statement 2 is true. By examining the intent of favor-giving activity, you will be wary of gifts that come with too many strings attached. Statement 3 is true. Tell them that these manipulative bargaining tactics must stop or you will break off negotiations.B) Incorrect. Statement 1 is false. This is a strategy for neutralizing retribution, not reciprocity. Statement 2 is true. By examining the intent of favor-giving activity, you will be wary of gifts that come with too many strings attached. Statement 3 is true. Tell them that these manipulative bargaining tactics must stop or you will break off negotiations.C) Correct. Statement 1 is false. This is a strategy for neutralizing retribution, not reciprocity. Statement 2 is true. By examining the intent of favor-giving activity, you will be wary of gifts that come with too many strings attached. Statement 3 is true. Tell them that these manipulative bargaining tactics must stop or you will break off negotiations.D) Incorrect. Statement 1 is false. This is a strategy for neutralizing retribution, not reciprocity. Statement 2 is true. By examining the intent of favor-giving activity, you will be wary of gifts that come with too many strings attached. Statement 3 is true. Tell them that these manipulative bargaining tactics must stop or you will break off negotiations.E) Incorrect. Statement 1 is false. This is a strategy for neutralizing retribution, not reciprocity. Statement 2 is true. By examining the intent of favor-giving activity, you will be wary of gifts that come with too many strings attached. Statement 3 is true. Tell them that these manipulative bargaining tactics must stop or you will break off negotiations.Diff: 2 Page Ref: 306Topic: Transforming Power into InfluenceActing Assertively: Neutralizing Influence AttemptsSkill: Recall
86) Your boss asks, "I've talked to others in your group and they have agreed to work this weekend. Can I count on you?" To offset this influence, what should you say?A) "Normally, I could, but I have a meeting with our client this weekend to assess the problems we have with shipping. If you give me more warning next time, maybe I can help out. Maybe you should hire a temp this time."B) "Why can't you do it?"C) "I understand the problem. However, I also have a meeting scheduled with our major client to discuss some problems they had with our last shipment. Do you suppose we could employ a temp or should I cancel my meeting?"D) "I can't do it. Get someone else."Answer: CExplanation: A) Incorrect. Your boss is using a retribution approach based on intimidation and peer pressure. This response does not use one of the three strategies for neutralizing retribution, which are (1) use countervailing power to shift dependence to interdependence. This lessens the perceived inequality in power. (2) Confront the exploiting individual directly. (3) Actively resist.B) Incorrect. Your boss is using a retribution approach based on intimidation and peer pressure. This response does not use one of the three strategies for neutralizing retribution, which are (1) use countervailing power to shift dependence to interdependence. This lessens the perceived inequality in power. (2) Confront the exploiting individual directly. (3) Actively resist.C) Correct. This approach effectively shows the boss that there would be negative effects to him if you complied (interdependence).D) Incorrect. Your boss is using a retribution approach based on intimidation and peer pressure. This response does not use one of the three strategies for neutralizing retribution, which are (1) use countervailing power to shift dependence to interdependence. This lessens the perceived inequality in power. (2) Confront the exploiting individual directly. (3) Actively resist.Diff: 3 Page Ref: 305-306Topic: Transforming Power into InfluenceActing Assertively: Neutralizing Influence AttemptsSkill: Application
87) Robert is a manager at a car sales dealership. He was concerned about a new line of cars that were not selling well. He wanted to discuss the issue with other managers and asked the secretary for the senior executive of the dealership to put the issue on the agenda for the next all managers meeting. She responded, "Sorry, the agenda is already full for the next three months of meetings. Would you like me to put the issue on the agenda four months from now?" At that moment, the senior executive came out of his office and stopped to say hello to Robert. After greeting the executive, Robert explained his concern over the low sales with the line of cars and asked if it could be discussed at the next meeting. The senior executive turned to the secretary and asked her to put it on the agenda for the next meeting. Then, he said to Robert, "Just so you know, we are considering elimination of that line of cars at our dealership. No one knows that yet, but think about that before our next meeting."Which key indicators of Robert's upward and outward power in an organization are apparent in the above example? Which key indicators are not apparent in the above example?Answer: Robert did get items on and off the agenda for a key meeting; get fast access to top decision makers; seemed to maintain regular, frequent contact with top decision makers; and acquired early information about decisions and policy shifts. Robert did not intercede favorably on behalf of someone in trouble; get a desirable placement for a talented subordinate; or get approval for expenditures beyond the budget. See Table 5.1.Diff: 2 Page Ref: 283-285Topic: A Balanced View of PowerLack of PowerSkill: Understanding/Analysis
88) Explain the determinants of personal power. Provide examples for each determinant.Answer: (1) ExpertiseTask relevant knowledge or experience. (2) Personal attractionDesirable characteristics associated with friendship. (3) EffortHigher-than-expected commitment of time. (4) LegitimacyBehavior consistent with key organizational values. See Table 3. Also, the student should provide appropriate examples for each determinant.Diff: 1 Page Ref: 288-293Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Understanding
Mini-Case: Channel Surfing. You know you should be studying for that management test tomorrow, but you have decided to take a break. With the remote control firmly in your hand, you hit the TV waves. On channel 53 some sports athletes are discussing the importance of being a team player. Striving for individual honors will hurt the team and eventually you, they say. On channel 13 beautiful people are at the beach playing volleyball, water skiing, and dancing. They are also drinking beer (well, there is beer in their hands even if you didn't see anyone take a drink). You wonder why your friends don't look like that ... maybe it's the beer you drink, you think. On channel 44 an entrepreneur is discussing how she took this idea of hers to a multimillion dollar company in less than two years. She says the key is to be diligent and know your product. You wonder if she is hiring. On channel 23 some ex-PGA golf pro is explaining the usefulness of a golf club that falls apart in your back swing if you swing the club incorrectly. He says it did wonders for his game. You wonder, if it did wonders for his game why isn't he back on the tour? Finally, you decide you have had enough and go to bed wishing now that you had studied. Well ... you think ... if I get up at 5:00 a.m., I can ...
89) Several determinants of personal power are illustrated in the story of channel surfing. For each of the following situations, indicate the type of personal power that was illustrated. Provide support for your answer. Situation #1: On channel 53 which source of power was being utilized? Situation #2: Which type of power is being utilized on channel 13?Situation #3: Which type of power is being utilized on channel 44?Situation #4: Which type of power is being utilized on channel 23?Answer: Situation #1: Legitimacy; Situation #2: Personal attraction; Situation #3: Effort; Situation #4: ExpertiseDiff: 3 Page Ref: 288-292Topic: Strategies for Gaining Organizational PowerSources of Personal PowerSkill: Application/Analysis
90) Explain the determinants of position power. Provide an example of each determinant.Answer: CentralityAccess to information in a communication network. FlexibilityAmount of discretion available in a position. VisibilityDegree to which task performance is seen by influential people in the organization. RelevanceAssigned tasks are directly tied to the organization's goals and purpose. See Table 7. Also, students should provide appropriate examples of each determinant.Diff: 1 Page Ref: 293-297Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding
91) Explain the three influence strategies and provide an example of each strategy. Identify how one might neutralize each influence strategy.Answer: (1) RetributionBased on personal threat, which typically stems from formal authority; involves intimidation and coercion. Ways to neutralize include use countervailing power to shift dependence to interdependence, confront the exploiting individual directly, and actively resist. (2) ReciprocityExtracts compliance from others; operates on the principle of satisfying the self-interests of both parties. Ways to neutralize include examine intent of any gift or favor-giving activity, confront individuals who are using manipulative bargaining tactics, and refuse to bargain with individuals who use high-pressure tactics. (3) ReasonBased on the party’s persuasive ability to use facts and logic, i.e., compliance is warranted because of the inherent merits of the request; focus is on helping others to see why one’s ideas make sense. Ways to neutralize include explain the adverse effects of compliance on performance, defend your personal rights, and firmly refuse to comply with the request. See Tables 8 and 9 for additional information. Also, students should supply appropriate examples of each influence strategy.Diff: 2 Page Ref: 298-303, 305-306Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Understanding
Mini-Case: A Day at the Office. Your boss has called you into his office. It's 9:00 a.m. Friday morning. He asks, "I've talked to others in your group, and they have agreed to work this weekend to get the project out the door by next Monday. Can I count on you?" You respond, "Can I give you a decision later today, say by 11:00 a.m.? I need to check my calendar to see if I am available." Your boss agrees. In checking your schedule, you see that you have a meeting at 2:00 p.m. with one of your company's major clients to review the latest shipment. If you work this weekend, you will have to cancel the meeting because you will have some preparation work to do prior to working on the project this weekend. The client will not be pleased if you cancel the meeting. You immediately find Max and say, "Max, good friend, remember that time I pulled your shift last May when your wife had the baby? Well, I need for you to cover for me this weekend. Can you?" Max agrees. You go to your boss's office and before you have an opportunity to speak, he says, "I really need for you to see this project through for me. You are the only one in the group that fully comprehends what this project means to the company. I need your expertise and judgment on this."
92) Various types of influence strategies are illustrated in the story of a day at the office. For each of the following situations, indicate the type of influence strategy that was illustrated. Provide support for your answer.Situation #1: In your first meeting with your boss, at 9:00 A.M., which influence strategy did he employ?Situation #2: Which influence strategy did you employ with Max?Situation #3: Which influence strategy did your boss try a second time? Situation #4: Your spouse has reminded you on several occasions during the past week how he wants to visit his family this weekend. You have come to the conclusion that unless you agree to go, you will hear about this until the day you die. Which influence strategy is your spouse using?Answer: Situation #1: Retribution; Situation #2: Reciprocity; Situation #3: Reason; Situation #4: RetributionDiff: 3 Page Ref: 298-302Topic: Transforming Power into InfluenceInfluence Strategies: The Three RsSkill: Application/Analysis
River Woods Plant ManagerHeritage Appliance Company recently announced plans to construct the River Woods
manufacturing plant, replacing the company's original, flagship facility adjacent to the company headquarters in Edgemont. In announcing the new plant, the company stated that to the extent possible it would be staffed by Edgemont plant personnel and that the excess personnel would be transferred to other Heritage plants in neighboring states. Heritage management views the River Woods facility as the plant of the future, featuring new methods of production and lower processing costs and manpower requirements.
In a recent press release, the Heritage CEO noted that they were replacing one of the least automated plants in the industry with a plant using new forms of production not previously seen in appliance manufacturing. Heritage Appliance is also using the River Woods plant to pilot a new decentralized management structure. In the past, the firm's marketing activities were directed from the home office by a vice president. Manufacturing operations and certain other departments were under the control of the company's senior vice president. In this centralized, functional arrangement, none of the company's four plants had a general manager. Instead, each department in a plant reported on a line basis to its functional counterpart at the home office (e.g., director of production, director of engineering). In contrast, the new River Woods plant manager will be responsible for the management of all functions and personnel except marketing and sales.
There is general consensus among the top management team that the long-term viability of the firm depends on the success of this initiative. However, some have expressed concerns about the difficulty of the task facing the River Woods general manager. They point to the shift from functional lines of communication and accountability to a plant-level focus, as well as the challenges of upgrading the skills of the Edgemont plant personnel, working out the bugs in new applications of advanced manufacturing processes to appliance design and production, and dealing with the inevitable complaints from employees in a small company town who are not satisfied with their new assignments and who might serve as the catalyst for unionizing the only nonunion U.S. appliance manufacturing firm.
93) If you were part of the selection committee for the River Woods plant manager position, based on what you've learned about the sources of personal power in this chapter, describe what you would consider to be the ideal candidate's qualifications.Answer: This case focuses on all of the major power and influence concepts in the chapter. To select a suitable general manager for the plant, students should realize that they should select a candidate who views power in a positive way (e.g., to gain cooperation, to accomplish tasks, to build relationships). Students should understand that they need a candidate with exceptional expertise, someone likable and attractive, someone with high performance and effort, someone who is trustworthy, and someone whose behavior is aligned with the values of the organization.
To build power, the new manager would likely be more successful using reciprocity and reason. Students should recognize how these strategies will help a new manager at the River Woods plant to build power and influence. Also, students should consider position power and realize that the new plant manager must work to make his or her position central to the functions of the whole organization. In addition, he/she must work to gain freedom to use his or her own judgment to make decisions while remaining visible to leadership in improving plant performance. The more the plant manager's work becomes vital to the organization, the more power and influence the plant manager will have the opportunity to use.
Students need to consider the new form of decentralized management and how that will sway the performance of the plant. Further, the plant is a "start-up" facility that will require training, problem solving, and evaluation of work. There may be those who try to use power and influence in ways that will lead to negative results for the plant. The new manager will need to be proficient at using neutralization strategies to keep the momentum of power and influence headed in a positive direction.Diff: 3 Page Ref: entire chapterTopic: Transforming Power into InfluenceSkill: Understanding/Application
94) If you were offered the new River Woods plant manager position, based on what you've learned about the sources of position power, what actions would you take to insure that as the company's first general manager you had the necessary clout to accomplish your assigned duties?Answer: This case focuses on all of the major power and influence concepts in the chapter. To select a suitable general manager for the plant, students should realize that they should select a candidate who views power in a positive way (e.g., to gain cooperation, to accomplish tasks, to build relationships). Students should understand that they need a candidate with exceptional expertise, someone likable and attractive, someone with high performance and effort, someone who is trustworthy, and someone whose behavior is aligned with the values of the organization.
To build power, the new manager would likely be more successful using reciprocity and reason. Students should recognize how these strategies will help a new manager at the River Woods plant to build power and influence. Also, students should consider position power and realize that the new plant manager must work to make his or her position central to the functions of the whole organization. In addition, he/she must work to gain freedom to use his or her own judgment to make decisions while remaining visible to leadership in improving plant performance. The more the plant manager's work becomes vital to the organization, the more power and influence the plant manager will have the opportunity to use.
Students need to consider the new form of decentralized management and how that will sway the performance of the plant. Further, the plant is a "start-up" facility that will require training, problem solving, and evaluation of work. There may be those who try to use power and influence in ways that will lead to negative results for the plant. The new manager will need to be proficient at using neutralization strategies to keep the momentum of power and influence headed in a positive direction.Diff: 2 Page Ref: 293-295Topic: Strategies for Gaining Organizational PowerSources of Position PowerSkill: Understanding/Application
95) Using the information on influence strategies in the second half of this chapter as your guide, strategize how you would address the challenges you are likely to encounter if you accepted the position of River Woods plant manager.Answer: This case focuses on all of the major power and influence concepts in the chapter. To select a suitable general manager for the plant, students should realize that they should select a candidate who views power in a positive way (e.g., to gain cooperation, to accomplish tasks, to build relationships). Students should understand that they need a candidate with exceptional expertise, someone likable and attractive, someone with high performance and effort, someone who is trustworthy, and someone whose behavior is aligned with the values of the organization.
To build power, the new manager would likely be more successful using reciprocity and reason. Students should recognize how these strategies will help a new manager at the River Woods plant to build power and influence. Also, students should consider position power and realize that the new plant manager must work to make his or her position central to the functions of the whole organization. In addition, he/she must work to gain freedom to use his or her own judgment to make decisions while remaining visible to leadership in improving plant performance. The more the plant manager's work becomes vital to the organization, the more power and influence the plant manager will have the opportunity to use.
Students need to consider the new form of decentralized management and how that will sway the performance of the plant. Further, the plant is a "start-up" facility that will require training, problem solving, and evaluation of work. There may be those who try to use power and influence in ways that will lead to negative results for the plant. The new manager will need to be proficient at using neutralization strategies to keep the momentum of power and influence headed in a positive direction.Diff: 2 Page Ref: 298-304Topic: Transforming Power into InfluenceSkill: Understanding/Analysis
96) What could you do to maintain position power if you were the plant manager?Answer: This case focuses on all of the major power and influence concepts in the chapter. To select a suitable general manager for the plant, students should realize that they should select a candidate who views power in a positive way (e.g., to gain cooperation, to accomplish tasks, to build relationships). Students should understand that they need a candidate with exceptional expertise, someone likable and attractive, someone with high performance and effort, someone who is trustworthy, and someone whose behavior is aligned with the values of the organization.
To build power, the new manager would likely be more successful using reciprocity and reason. Students should recognize how these strategies will help a new manager at the River Woods plant to build power and influence. Also, students should consider position power and realize that the new plant manager must work to make his or her position central to the functions of the whole organization. In addition, he/she must work to gain freedom to use his or her own judgment to make decisions while remaining visible to leadership in improving plant performance. The more the plant manager's work becomes vital to the organization, the more power and influence the plant manager will have the opportunity to use.
Students need to consider the new form of decentralized management and how that will sway the performance of the plant. Further, the plant is a "start-up" facility that will require training, problem solving, and evaluation of work. There may be those who try to use power and influence in ways that will lead to negative results for the plant. The new manager will need to be proficient at using neutralization strategies to keep the momentum of power and influence headed in a positive direction.Diff: 2 Page Ref: 293-296Topic: A Balanced View of PowerLack of PowerSkill: Application/Analysis
97) What organizational issues (River Woods Plant issues) will require strategies to help the plant manager maintain power and influence? Why will the issues affect the plant manager's influence?Answer: This case focuses on all of the major power and influence concepts in the chapter. To select a suitable general manager for the plant, students should realize that they should select a candidate who views power in a positive way (e.g., to gain cooperation, to accomplish tasks, to build relationships). Students should understand that they need a candidate with exceptional expertise, someone likable and attractive, someone with high performance and effort, someone who is trustworthy, and someone whose behavior is aligned with the values of the organization.
To build power, the new manager would likely be more successful using reciprocity and reason. Students should recognize how these strategies will help a new manager at the River Woods plant to build power and influence. Also, students should consider position power and realize that the new plant manager must work to make his or her position central to the functions of the whole organization. In addition, he/she must work to gain freedom to use his or her own judgment to make decisions while remaining visible to leadership in improving plant performance. The more the plant manager's work becomes vital to the organization, the more power and influence the plant manager will have the opportunity to use.
Students need to consider the new form of decentralized management and how that will sway the performance of the plant. Further, the plant is a "start-up" facility that will require training, problem solving, and evaluation of work. There may be those who try to use power and influence in ways that will lead to negative results for the plant. The new manager will need to be proficient at using neutralization strategies to keep the momentum of power and influence headed in a positive direction.Diff: 1 Page Ref: entire chapter
Topic: Transforming Power into Influence-Influence Strategies: The Three Rs
Skill: Application/Analysis
Chapter 1:
1) Emotional intelligence has been identified as a moderately important factor in accounting for success
in leaders and managers.
True False
2) Emotional intelligence can be developed and improved.
True False
3) To become a better manager, what is one of the first things one should do?
A) Improve one's communication skills
B) Seek knowledge of oneself
C) Manage one's time better
D) Empower one's employees
4) How should managers know and accept others?
A) Be an enigma to themselves
B) Work toward self-denial and unselfishness
C) Work toward self-awareness and self-acceptance
D) Work toward self-reverence and reflection
5) To know one's self, what is most prescribed?
A) Self-examination and meditation
B) Do not cross the sensitive line
C) Involve others
D) Be highly selective about who to get information from
6) In the workplace, people are most likely to interact with which co-workers?
A) Creative co-workers
B) Co-workers with diverse social values
C) Co-workers with different self-awareness traits
D) Co-workers similar to them
7) The concept of sensitive line refers to the point at which individuals welcome information about
themselves from their co-workers.
True False
8. Core self-evaluation is the fundamental evaluation each person has developed about him- or herself.
True False
9. How can the enigma of self-awareness be managed?
A) Avoid information contradictory to one's self-image
B) Seek information from others about one's self
C) Make sure to cross the sensitive lines of others
D) Challenge information inconsistent with one's self-image
Chapter 2
1) According to research cited in the text, when a manager experiences stress, he/she will tend to have
less ability to generate creative thoughts and unique solutions to problems.
True False
Relationship
2) In reducing encounter stress, it is better to have larger deposits than withdrawals in the emotional bank
account.
True False
3) The authors of the text suggest that encounter stress can be reduced by improving and developing
social and cognitive intelligence.
True emotional False
4) Research suggests that the single most important contributor to stress is a lack of freedom and
participation in decision making regarding one's job.
True False
5) If you feel anxiety or fear, or perhaps sorrow or confusion, you are likely in which stage of stress
reaction?
A) Alarm stage thời gian đầu
B) Resistance stage
C) Exhaustion stage
D) You are not feeling stress.
6) If you are utilizing the effectiveness approach to time management, you do what?
A) Focus on urgent matters first
B) Focus on minimizing wasted time
C) Focus on important matters first; ignore urgent tasks unless they produce the desired results
D) Focus on urgent matters first but don't feel guilty when you must say "no"
7) You read an email from a local politician asking for donations. What would be best for you to make
efficient use of your time?
A) File it now so that later you can decide
B) Decide to give money and write a check
C) Decide not to give money and toss it away
D) Have someone else scan your email before you see it
8) Which is the best summary of the efficiency in time management approach?
A) You accomplish what you want to accomplish with your time.
B) You accomplish more by reducing wasted time.
C) You accomplish more at the most productive times of the day.
9) Mary is suffering work stress as a result of her interactions with her new boss, who recently transferred
from Finland. He has reorganized the work based on teams. In Mary's team, there is no agreement on who
should do what or on the purpose of the team. Her stress is from which stressor?
A) Time stress
B) Encounter stress
C) Situational stress
D) Anticipatory stress
10) George works full time in a warehouse and works hard. Although he likes his boss, who is from
Japan, he finds they have different views on the work to be accomplished by the end of the shift. The
work comes in spurts, and George feels he must finish all of it before the end of his shift. Lately, George
has not been able to finish the work by the end of his shift. He is experiencing which type of stress?
A) Time stress
B) Encounter stress
C) Situational stress
D) Anticipatory stress
Chapter 3:
1. Involving others in implementing the solution to a problem will increase support of and decrease
resistance to the solution.
True False
2. Implementation of a solution to a problem should include opportunities for feedback.
True False
3. One major difference between effective, creative problem solvers and other people is that creative
problem solvers are less constrained in both defining the problem and developing solutions.
True False
4. What is the natural tendency of people in resolving problems?
A) Select the first reasonable solution that comes to mind
B) Select the first reasonable problem that comes to mind
C) Select the best solution after evaluating all the alternatives
D) None of the answer choices are correct.
5. Which is best when generating alternatives?
A) Evaluate the alternatives as they are proposed; this saves time.
B) Focus on the short term; bad decisions in the short term means there is no long term to worry about.
C) Evaluate the alternatives after all alternatives have been proposed.
D) Separate alternatives from one another.
6. Which should you do when evaluating alternatives?
A) Evaluate alternatives relative to a satisfactory standard
B) Evaluate alternatives in an unstructured and creative manner
C) Evaluate alternatives based on what will work
D) Evaluate alternatives in terms of individual preferences and organizational goals
7. You have a problem that is both complex and very ambiguous. In looking for a creative solution, what
would be best for you to do?
A) Think simply about generating alternatives.
B) Clearly define the problem.
C) Consider multiple approaches to creativity.
D) Assign one person to work alone and solve the problem.
8. You are a manager who would like to enhance the creative problem-solving abilities of your
employees. What should you do?
A) Increase their formal education
B) Improve their thinking skills
C) Improve their interpersonal skills
D) Improve their exposure to information
9. Your boss states, "Conceptual blocks are easy to overcome. Also, everyone develops some conceptual
blocks over time and we need some to cope with everyday life." Should you agree or disagree?
A) Agree
B) Disagree
10. Which is true about creative problem solving?
A) It is a skill that can be taught.
B) It is quick and easy to learn to become a creative problem solver.
C) It is always better than analytical problem solving.
D) It is something that only certain people can learn.
Chapter 4
1. Studies have found that people make fewer mental errors when experiencing positive relationships. T
2. Congruence in communication means that what is communicated verbally and nonverbally matches what the person is thinking and feeling.T
3. When utilizing descriptive communication, evaluative comments should never be made.F
4. You comment to a co-worker, "My supervisor, Maxine, is dictatorial." This is an example of person-oriented communication.T5. Your boss usually only likes to discuss his point of view. When you offer another point of view, he ignores you. He is practicing rigidity in his communication.T6. In response to your co-worker's behavior, you remark, "What would people think if they knew what you did!" This is example of disowned communication.T7. In cultures where individuals are assumed to have a great deal of individual autonomy, coaching responses are less common than counseling responses in interpersonal problem solving.T THAI DO
8. According to the textbook authors, what is the most important skill for building and strengthening positive relationships?A) CreativityB) InnovationC) CommunicationD) Intellectual capacity
9. What factor dominates all other factors in determining promotability?A) Technical knowledgeB) Effective writing skillsC) Being able to say "no"D) Face-to-face communication skills
10. What is the statement "You interrupted me three times during the meeting!" an example of?A) Conjunctive, not disjunctive communicationB) Owned, not disowned communicationC) Problem oriented, not person oriented communicationD) Specific, not global communication
11. What is the statement "I have decided to turn down your request" an example of?A) Conjunctive, not disjunctive communicationB) Owned, not disowned communicationC) Problem oriented, not person oriented communicationD) Specific, not global communication
12. Managers pass along advice and information and help employees improve their skills by setting standards. When managers do this, what is it called?A) CoachingB) CounselingC) ValidatingD) Delegation
13. Managers help employees by addressing problems involving employee attitudes. When managers do this, what is it called?A) CoachingB) CounselingC) EmpowermentD) Discipline
14. You notice that since hiring Barbara, she is always working early and stays late; she appears to be working very hard. Co-workers have commented on how much they enjoy working with Barbara. Yesterday, in a conversation with her, she remarked how she was unhappy with her performance but was determined to try harder. This surprised you since you find her very capable, competent, and hard working. What kind of problem is Barbara most likely facing?A) A problem that needs counselingB) A problem that needs coaching
C) A problem that needs person-oriented communicationD) A problem that needs global communication
15. What is the outcome of supportive communication?A) Other people like you even if they don't understand you.B) You are judged to be a nice person and others listen to you.C) The message is delivered accurately and relationships are enhanced.D) You are socially accepted but not viewed as an excellent manager.
Chapter 5: POWER
1. Using power for personal reasons means that a manager will definitely achieve his or her career aspirations.F2. The quickest way to increase your power in an organization is to enhance the image of your manager.F
3. Which is a characteristic of a powerful manager?A) Is rule-mindedB) Accomplishes more personallyC) Does more with less resources availableD) Limits information that others get
4. Which of the following characteristics are important sources of personal power?A) FlexibilityB) CriticalityC) RelevanceD) Knowledge
5. Which of the following characteristics is not an important source of personal power?A) FlexibilityB) EffortC) Personal attractionD) ExpertiseE) Legitimacy
6. If you are the only one in the office who understands how to do a PowerPoint presentation, which base of power do you most likely have?A) Expertise powerB) Personal attraction power
C) Effort powerD) Legitimacy powerE) Relevance power
7. Which of the following is not a determinant associated with position power?A) ExpertiseB) RelevanceC) VisibilityD) FlexibilityE) Centrality
8. You just convinced your boss that you need to increase cooperation across departments for the Web project that you were assigned to lead to be successful. How have you increased your power?A) Visibility of your positionB) Relevance of your positionC) Legitimacy of your positionD) Personal attraction of your positionE) Centrality of your position
9. If you are looking to improve your flexibility, what should you do?A) Look for a position that has existed for a long time. All the problems associated with the position have been worked through.B) Look to be a participant at the formation of a group.C) Look to be a participant in a group later in its life cycle; in that way you can avoid all the conflict.D) Look to work in a company that values reliable performance.
10. What is the best way to gain visibility?A) Write an excellent report to be read by the executive committeeB) Give a good presentation of the report to an executive committeeC) Become central in a communication network so that one may tap into a rich flow of information and satisfy the information needs of othersD) Take an important task-oriented position
11. What is included in ways to gain visibility?A) Face-to-face communicationB) Sending a note to a co-worker threatening her because of her recent accomplishmentC) Participating in monotonous and routine tasks for popular causes
D) Improving your technical expertise
12. If you want to increase the relevance of your job to the organization, what should you do?A) Make at least part of your job uniqueB) Reduce the percentage of routine activities in your jobC) Expand the number of contacts you have with senior peopleD) Become a trainer or mentor for new employees
13. Your boss is discussing power and influence and states, "Power is a necessary precondition for influence." Should you agree or disagree?A) You should agree.B) You should disagree.C) There is not enough information to decide.
14. In a company that sells golf clubs, a job in which department has more relevance power?A) AccountingB) Research and developmentC) SalesD) Human resource management
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