SHRM-CP Exam 2024 Edition with
Accurate Solutions
What to do when employees resist change? - ANS-Emphasize the benefits that
outweigh the costs, provide support, listen to their concerns, offer additional resources
What to do when employees are neutral to change? - ANS-Sell the benefits of change,
give them new tasks to get them more involved
What to do when employees are welcoming to change? - ANS-Make them a champion
of change, some delegation, share their reasonings for being accepting with their peers
Lewin's Model of Change steps - ANS-unfreezing, moving, refreezing
Lewin's unfreezing (and Kotter) - ANS-get people ready for the change, remove
obstacles. using Kotter's sense of urgency, clear vision, and strong guiding team
Lewin's moving (and Kotter) - ANS-get people to accept the new state of things. Kotter's
over-communication, empower action, ensure short-term success
Lewin's freezing (and Kotter) - ANS-Institutionalize. Make the new change the normal
thing. Kotter: consolidate progress and institutionalize
Systems thinking - ANS-Everything in the organization is connected. Feedback
Cascade change - ANS-Top-down. Change at the top of the organization trickles down
Progressive change - ANS-Change starts at the top and is broadcast throughout the
whole organization. The change becomes uniform
Organic change - ANS-Can start anywhere, radiates unevenly, speeds up when
executives get on board
Coercive leading - ANS-The leader imposes a vision or solution on the team and
demands that the team follow this directive. This is effective during a crisis.
Authoritative leading - ANS-The leader proposes a bold vision or solution and invites the
team to join this challenge. Effective when there is no clear goal. Group members are
encouraged to contribute their ideas.
,Affiliative leading - ANS-The leader creates strong relationships with and inside the
team, encouraging feedback. The team members are motivated by loyalty. Especially
effective with dysfunctional teams.
Democratic leading - ANS-The leader invites followers to collaborate and commits to
acting by consensus. Effective when you expect resistance to change. Ineffective when
time is short.
Pacesetting leading - ANS-The leader sets a model for high performance standards and
challenges followers to meet these expectations.
Coaching leading - ANS-The leader focuses on developing team members' skills,
believing that success comes from aligning the organization's goals with employees'
personal and professional goals.
Effective leaders: - ANS-tend to be trustworthy, ethical, motivational, efficient,
collaborative, and focused on continuous improvement.
Ineffective leaders: - ANS-focused on their own needs and goals, poor at developing
and sustaining relationships, and given more to ordering and demanding.
Hersey-Blanchard situational theory - ANS-Telling when the employee is not yet
motivated or competent.
Selling when the increasingly competent employee still needs focus and motivation
("why are we doing this").
Participating when competent workers can be included in problem solving and coached
on higher skills.
Delegating when very competent team members can benefit from greater levels of
autonomy and self-direction.
McClelland Theory - ANS-Achievement (accomplishment)
Affiliation (feeling part of a group)
Power (influence or control over others)
Self-determination theory - ANS-Autonomy, or the need to feel that one has control over
one's life.
Purpose, or the sense that one's actions have effects beyond the individual or the
workplace.
To develop a global mindset you require - ANS-Appropriate knowledge, skills, and
understanding
Desire and motivation on the part of the employee to change
Support from systems and management
4 T's - ANS-Travel, Teams, Training, Transfers
, Strategic perspective - ANS-HR must be able to balance the priorities of headquarters
and subsidiaries
Tactical perspective - ANS-the group must develop programs that can deliver
measurable success and work in different cultural and sociopolitical contexts
Practical perspective - ANS-HR must consider certain day-to-day aspects of managing
a workforce across borders and continents.
Artifacts and products - ANS-a culture's obvious features, such as its food, dress,
architecture, humor, and music.
Norms and values - ANS-Less immediately obvious are a culture's shared and stated
sense of acceptable behaviors—what is right and wrong.
Basic assumptions - ANS-core beliefs about how the world is and ought to be
Cognitive cultural intelligence - ANS-use that knowledge to determine how best to
handle a cross-cultural situation
Motivational cultural intelligence - ANS-enables one to genuinely enjoy cultural
differences rather than feeling threatened or intimidated by them.
Behavioral cultural intelligence - ANS-enables one to be flexible and adapt in
multicultural contexts.
High-context culture - ANS-A statement's meaning includes the verbal message and the
nonverbals and social and historic content attached to the statement. China, Japan, and
France. Most Latin American countries
Low-context culture - ANS-A statement's meaning is encoded in its words only. No
common database of experience. United States, the United Kingdom, and Canada.
Power distance - ANS-Pattern of distribution of power to culture's members.
Individualism/collectivism - ANS-Degree to which individuals perceive themselves as
members of a group.
Uncertainty avoidance - ANS-Level of tolerance of ambiguous, new, or changed
situations.
Achieved/ascribed - ANS-Source of merit (personal accomplishment or connection).
Cultural determinism - ANS-"The culture made me do it." Culture defines behavior and
therefore excuses some actions and makes changes impossible.
Accurate Solutions
What to do when employees resist change? - ANS-Emphasize the benefits that
outweigh the costs, provide support, listen to their concerns, offer additional resources
What to do when employees are neutral to change? - ANS-Sell the benefits of change,
give them new tasks to get them more involved
What to do when employees are welcoming to change? - ANS-Make them a champion
of change, some delegation, share their reasonings for being accepting with their peers
Lewin's Model of Change steps - ANS-unfreezing, moving, refreezing
Lewin's unfreezing (and Kotter) - ANS-get people ready for the change, remove
obstacles. using Kotter's sense of urgency, clear vision, and strong guiding team
Lewin's moving (and Kotter) - ANS-get people to accept the new state of things. Kotter's
over-communication, empower action, ensure short-term success
Lewin's freezing (and Kotter) - ANS-Institutionalize. Make the new change the normal
thing. Kotter: consolidate progress and institutionalize
Systems thinking - ANS-Everything in the organization is connected. Feedback
Cascade change - ANS-Top-down. Change at the top of the organization trickles down
Progressive change - ANS-Change starts at the top and is broadcast throughout the
whole organization. The change becomes uniform
Organic change - ANS-Can start anywhere, radiates unevenly, speeds up when
executives get on board
Coercive leading - ANS-The leader imposes a vision or solution on the team and
demands that the team follow this directive. This is effective during a crisis.
Authoritative leading - ANS-The leader proposes a bold vision or solution and invites the
team to join this challenge. Effective when there is no clear goal. Group members are
encouraged to contribute their ideas.
,Affiliative leading - ANS-The leader creates strong relationships with and inside the
team, encouraging feedback. The team members are motivated by loyalty. Especially
effective with dysfunctional teams.
Democratic leading - ANS-The leader invites followers to collaborate and commits to
acting by consensus. Effective when you expect resistance to change. Ineffective when
time is short.
Pacesetting leading - ANS-The leader sets a model for high performance standards and
challenges followers to meet these expectations.
Coaching leading - ANS-The leader focuses on developing team members' skills,
believing that success comes from aligning the organization's goals with employees'
personal and professional goals.
Effective leaders: - ANS-tend to be trustworthy, ethical, motivational, efficient,
collaborative, and focused on continuous improvement.
Ineffective leaders: - ANS-focused on their own needs and goals, poor at developing
and sustaining relationships, and given more to ordering and demanding.
Hersey-Blanchard situational theory - ANS-Telling when the employee is not yet
motivated or competent.
Selling when the increasingly competent employee still needs focus and motivation
("why are we doing this").
Participating when competent workers can be included in problem solving and coached
on higher skills.
Delegating when very competent team members can benefit from greater levels of
autonomy and self-direction.
McClelland Theory - ANS-Achievement (accomplishment)
Affiliation (feeling part of a group)
Power (influence or control over others)
Self-determination theory - ANS-Autonomy, or the need to feel that one has control over
one's life.
Purpose, or the sense that one's actions have effects beyond the individual or the
workplace.
To develop a global mindset you require - ANS-Appropriate knowledge, skills, and
understanding
Desire and motivation on the part of the employee to change
Support from systems and management
4 T's - ANS-Travel, Teams, Training, Transfers
, Strategic perspective - ANS-HR must be able to balance the priorities of headquarters
and subsidiaries
Tactical perspective - ANS-the group must develop programs that can deliver
measurable success and work in different cultural and sociopolitical contexts
Practical perspective - ANS-HR must consider certain day-to-day aspects of managing
a workforce across borders and continents.
Artifacts and products - ANS-a culture's obvious features, such as its food, dress,
architecture, humor, and music.
Norms and values - ANS-Less immediately obvious are a culture's shared and stated
sense of acceptable behaviors—what is right and wrong.
Basic assumptions - ANS-core beliefs about how the world is and ought to be
Cognitive cultural intelligence - ANS-use that knowledge to determine how best to
handle a cross-cultural situation
Motivational cultural intelligence - ANS-enables one to genuinely enjoy cultural
differences rather than feeling threatened or intimidated by them.
Behavioral cultural intelligence - ANS-enables one to be flexible and adapt in
multicultural contexts.
High-context culture - ANS-A statement's meaning includes the verbal message and the
nonverbals and social and historic content attached to the statement. China, Japan, and
France. Most Latin American countries
Low-context culture - ANS-A statement's meaning is encoded in its words only. No
common database of experience. United States, the United Kingdom, and Canada.
Power distance - ANS-Pattern of distribution of power to culture's members.
Individualism/collectivism - ANS-Degree to which individuals perceive themselves as
members of a group.
Uncertainty avoidance - ANS-Level of tolerance of ambiguous, new, or changed
situations.
Achieved/ascribed - ANS-Source of merit (personal accomplishment or connection).
Cultural determinism - ANS-"The culture made me do it." Culture defines behavior and
therefore excuses some actions and makes changes impossible.
