WGU OBCI Strategy Change and Organizational Behavioral Concepts - Test Bank

Chapter 03 Test Bank 1. Organizations should use selection based on attitudes and emotions to choose which employees to hire. FALSE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-01 Describe the benefits of understanding the relative stability of individual differences. Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Feedback: Many effective managers select employees based on positive, job relevant, but relatively stable individual differences. Intelligence and mental abilities are relatively fixed. By contrast, attitudes and emotions are relatively flexible. See Figure 3.2. 2. Alana has a capacity for constructive thinking, reasoning, and problem solving. She exhibits intelligence. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Feedback: Intelligence represents an individual’s capacity for constructive thinking, reasoning, and problem solving. Naturalist intelligence is the capacity to live in harmony with one’s environment. 3. Practical intelligence is very similar to logical-mathematical intelligence. FALSE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Feedback: Practical intelligence is the ability to solve everyday problems by utilizing knowledge gained from experience in order to purposefully adapt to, shape, and select environments. It thus involves changing oneself to suit the environment (adaptation), changing the environment to suit one’s needs or desires (shaping), or finding a new environment within which to work (selection). Logical-mathematical intelligence is the potential for deductive reasoning, problem analysis, and mathematical calculation. 4. Benny has the ability to learn and use spoken and written languages. He shows linguistic intelligence. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Feedback: According to Table 3.1, Gardner’s Eight Intelligences, linguistic intelligence is the potential to learn and use spoken and written languages. 5. The combination of stable physical, behavioral, and mental characteristics that give individuals their unique identities is known as personality. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Personality is defined as the combination of stable physical, behavioral, and mental characteristics that give individuals their unique identities. 6. When hiring people, the best thing a manager can do is to find someone like himself or herself and make sure the person “fits” into his or her stereotype of a good worker. FALSE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: While “liking” and “fit” matter, these general and evaluative types of descriptions aren’t very useful from a management standpoint. 7. Many effective managers select employees based on positive, job relevant, relatively stable individual differences. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-01 Describe the benefits of understanding the relative stability of individual differences. Feedback: Many effective managers select employees based on positive, job relevant, but relatively stable individual differences. 8. Personality models are unique to the cultures in which they were developed. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: Cross-cultural research evidence shows personality models are not unique to the culture in which they were developed. The Big Five personality structure held up very well in a study of women and men from Russia, Canada, Hong Kong, Poland, Germany, and Finland. A comprehensive analysis of Big Five studies revealed: “To date, there is no compelling evidence that culture affects personality structure.” 9. Openness to experience refers to a person being trusting and good-natured. FALSE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: According to Table 3.2, someone scoring high on openness to experience would be intellectual, imaginative, curious, and broad-minded. 10. CSEs are related to reduced conflict and lower stress. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Feedback: Core self-evaluations are related to reduced conflict and lower stress. 11. Carl has a high self-efficacy belief. He is not likely to work hard in preparation for challenges because he is confident he can succeed. FALSE AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: If you have high self-efficacy you will work harder, more creatively, and longer. 12. Dawn is a manager at a big box store. One of her employees, Edward, appears to have low self-efficacy. To help him, Dawn should set a very challenging sales goal. FALSE AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: According to Table 3.5, goal difficulty needs to match the individual’s perceived self-efficacy. As self-efficacy and performance improve, goals and quality standards can be made more challenging. 13. The ability to monitor one’s own and others’ feelings, to discriminate among them, and to use this information to guide one’s thinking and actions is known as emotional stability. FALSE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: Emotional intelligence is the ability to monitor your own emotions and those of others, to discriminate among them, and to use this information to guide one’s thinking and actions. 14. Complex, relatively brief responses aimed at a particular target are known as emotions. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-06 Explain how the ability to understand emotions can make you more effective at work. Topic: Emotions Feedback: Emotions are complex, relatively brief responses aimed at a particular target, such as a person, information, experience, event, or nonevent. 15. Research in industrial-organizational psychology concluded that the typical personality test is not a valid predictor of job performance. TRUE AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Despite their widespread use, a panel of industrial-organizational psychologists concluded that the typical personality test is not a valid predictor of job performance. 16. Which of the following is the least fixed of a person’s individual differences? A. attitudes B. intelligence C. cognitive abilities D. self-esteem E. emotions AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-01 Describe the benefits of understanding the relative stability of individual differences. Feedback: Attitudes and emotions are relatively flexible. Figure 3.2 is arranged on a continuum with emotions at the bottom. 17. Francis interviews two candidates for an administrative assistant position that will require a fair amount of project management. The first candidate is enthusiastic and states that she can “do anything she sets her mind to.” She shows up for the interview without a résumé because she know she will be selected for the position. The second candidate is more reserved, but offers Francis his résumé and a portfolio. He explains that in his last position he managed several projects and kept them on track. Which of the following would be the main reason for Francis to hire the second applicant? A. applicant’s attitude B. applicant’s emotional makeup C. applicant’s cognitive abilities D. the self-esteem of the applicant E. applicant’s locus of control AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-01 Describe the benefits of understanding the relative stability of individual differences. Feedback: Many effective managers select employees based on positive, job-relevant, but relatively stable individual differences. Cognitive abilities is a relatively fixed individual difference. 18. The distinction between flexible and fixed individual differences A. has no practical value for managers. B. is that managers have little or no impact on fixed differences. C. is that managers have little or no impact on flexible differences. D. is that managers should hire people based on their attitudes and emotions. E. is that managers have little or no impact on any individual differences. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-01 Describe the benefits of understanding the relative stability of individual differences. Feedback: Managers have little or no impact on fixed individual differences. 19. Johan does well at work because he is able to think constructively, reason, and problem solve. Johan is exhibiting A. intelligence. B. emotions. C. attitude. D. self-esteem. E. self-efficacy. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Feedback: Intelligence represents an individual’s capacity for constructive thinking, reasoning, and problem solving. 20. ________ intelligence will be most closely related to a performance on tests like the Scholastic Aptitude Test and the Graduate Management Admissions Test. A. Naturalist B. Interpersonal C. Intrapersonal D. Spatial E. Logical-mathematical AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Topic: Knowledge and Skill Feedback: According to Table 3.1, Gardner’s Eight Intelligences, logical-mathematical intelligence is the potential for deductive reasoning, problem analysis, and mathematical calculation, and is likely to be related to scores on college entrance exams. 21. Katherine does especially well in her language courses, but struggles in chemistry. She has ______ intelligence. A. spatial B. naturalist C. intrapersonal D. bodily-kinesthetic E. linguistic AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Feedback: According to Table 3.1, linguistic intelligence is the potential to learn and use spoken and written languages. 22. _____ intelligence is the potential to understand and regulate oneself. A. Interpersonal B. Kinesthetic C. Intrapersonal D. Naturalist E. Linguistic AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Topic: Knowledge and Skill Feedback: According to Table 3.1, intrapersonal intelligence is the potential to understand and regulate oneself. 23. Len is the top swimmer on his school’s team. Star athletes are likely to be high in ______ intelligence. A. spatial B. linguistic C. bodily-kinesthetic D. naturalist E. musical AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Topic: Knowledge and Skill Feedback: According to Table 3.1, bodily-kinesthetic intelligence is the potential to use mind and body to coordinate physical movement. Star athletes are likely to have this characteristic. 24. Naturalist intelligence is A. the potential to live in harmony with one’s environment. B. the potential for deductive reasoning, problem analysis, and mathematical calculation. C. the same as intrapersonal intelligence. D. the potential to use mind and body to coordinate physical movement. E. the potential to recognize and use patterns. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Feedback: According to Table 3.1, naturalistic intelligence is the potential to live in harmony with one’s environment. 25. Martha worked for a marketing company with a casual atmosphere and informal culture. The company declared bankruptcy. Martha can’t wait to find a similar position. In the past, she worked for companies with a more traditional and formal structure. She now has a new job in a bank. Martha dresses differently, puts in longer hours, and studies at home to better understand the bank’s services. She is exhibiting _______ intelligence. A. multiple B. cognitive C. practical D. spatial E. bodily-kinesthetic AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Topic: Knowledge and Skill Feedback: Practical intelligence is the ability to solve everyday problems by utilizing knowledge gained from experience in order to purposefully adapt to, shape, and select environments. 26. Josephine scored very high on the Scholastic Aptitude Test (SAT) on all three parts. She is likely to possess high ________ intelligence. A. naturalist B. practical C. logical-mathematical D. musical E. bodily-kinesthetic AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Topic: Knowledge and Skill Feedback: According to Table 3.1, logical-mathematical intelligence is the potential for deductive reasoning, problem analysis, and mathematical calculation (e.g., college entrance exams). 27. Jonathan speaks four languages fluently. He is likely to have a high level of _______ intelligence. A. naturalist B. linguistic C. multiple D. emotional E. interpersonal AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Knowledge and Skill Feedback: According to Table 3.1, linguistic intelligence is the potential to learn and use spoken and written languages (e.g., multilingual people). 28. Keyshawn is a player on a professional football team. Because of this, his plays every week are scrutinized by fans and media, as well as his own coaches. Sometimes, their comments are very negative and even personal. Keyshawn will handle this better if he has a high level of _________ intelligence. A. naturalist B. bodily-kinesthetic C. spatial D. interpersonal E. intrapersonal AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Feedback: According to Table 3.1, intrapersonal intelligence is the potential to understand and regulate oneself. 29. Mike hosts a talk radio program that discusses political issues. He often receives emails and tweets that are very critical of his positions. However, these messages don’t bother him. It is likely that he is high on _______ intelligence. A. intrapersonal B. naturalist C. practical D. linguistic E. multiple AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model Feedback: According to Table 3.1, intrapersonal intelligence is the potential to understand and regulate oneself. 30. ______ is the combination of stable physical, behavioral, and mental characteristics that gives individuals their unique identity. A. Intelligence B. Personality C. A person’s value profile D. Self-efficacy E. Self-esteem AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Personality is defined as the combination of stable physical, behavioral, and mental characteristics that gives individuals their unique identities. 31. Which of the following is not one of the basic dimensions of the Big Five personality dimensions? A. emotional intelligence B. extraversion C. openness to experience D. conscientiousness E. agreeableness AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: The Big Five Personality Dimensions are extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience. 32. People who are outgoing, talkative, sociable, and assertive are likely to score high on A. emotional stability. B. agreeableness. C. extraversion. D. openness to experience. E. conscientiousness. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: See Table 3.2. Someone scoring high on extraversion is an extrovert, that is, outgoing, talkative, sociable, and assertive. 33. Nathan is dependable, responsible, and achievement-oriented, while Martin is relaxed and unworried. Nathan is likely to score high on A. openness to experience. B. introversion. C. conscientiousness. D. internal locus of control. E. agreeableness. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: According to Table 3.2, someone who scores high in conscientiousness is dependable, responsible, achievement oriented, and persistent. 34. People who are high on openness to experience are likely to demonstrate A. cooperation and softheartedness. B. a lack of worry. C. an outgoing and sociable orientation. D. curiosity and broad-mindedness. E. an achievement orientation. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: According to Table 3.2, someone who scores high on openness to experience would be intellectual, imaginative, curious, and broad-minded. 35. Owen leads a team tasked with developing a client tracking system. He is nervous and worried, afraid that if this assignment doesn’t go well, he won’t be promoted. Jack, a team member, is relaxed, unworried, and secure in the feeling that they have all the necessary resources and talents to make this work. Jack is likely to score high on A. emotional stability. B. introversion. C. conscientiousness. D. internal locus of control. E. agreeableness. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Emotional Stability Feedback: According to Table 3.2, someone who scores high on emotional stability is likely to be relaxed, secure, and unworried. 36. Klaus works in a very stressful job, but maintains his “cool” even in the worst times. This represents the ________ dimension. A. extraversion B. agreeableness C. conscientiousness D. emotional stability E. openness to experience AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Emotional Stability Feedback: According to Table 3.2, someone who is relaxed, secure, and unworried would score high on emotional stability. 37. Marisa is the office manager in a small company. Her employees find that they can often come late to work and leave early, and Marisa will cover their work for them. Marisa is likely to score A. high on extraversion. B. high on agreeableness. C. low on conscientiousness. D. low on emotional stability. E. low on openness to experience. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: According to Table 3.2, someone who is trusting, good-natured, cooperative, and softhearted would score high on agreeableness. 38. Samantha, a member of a team you are assigned to for a management class, has often been late getting her work to the team, and when it arrives it is often of poor quality. Samantha is likely to rank ________ dimension. A. low on the agreeableness B. high on the extraversion C. low on the conscientiousness D. low on the emotional stability E. low on the proactivity AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: According to Table 3.2, someone scoring low on conscientiousness would not be very dependable, responsible, achievement oriented, or persistent. 39. A(n) _______ is someone who is relatively unconstrained by situational forces and who effects environmental change. A. extrovert B. proactive person C. stable person D. introvert E. imaginative and curious AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: A proactive personality is someone who is relatively unconstrained by situational forces and who effects environmental change. 40. Proactivity has been shown to be related to all of the following except A. social networking. B. intelligence. C. performance. D. satisfaction. E. affective organizational commitment. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Proactivity is related to increased performance, satisfaction, affective organizational commitment, and social networking. 41. Pietro has his bachelor’s degree in management. He comes from a middle-class background; his father worked in lower management for his entire career. Pietro wants a different life than his father’s. He has saved his money, and he’s always been lucky. Pietro might be a(n) A. project manager. B. professor. C. entrepreneur. D. financial planner. E. investor. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: According to Table 3.3, entrepreneurs often exhibit these traits: They have bachelor’s degrees, come from middle-class backgrounds, use their own savings as a source of funding, and think luck is an important factor in success. 42. Halim, one of your employees, always seems to be “taking it easy,” often ignores problems that arise, and rarely takes action on his own. It is likely that Halim is A. low on practical intelligence. B. an introvert. C. not a proactive personality. D. emotionally unstable. E. highly agreeable. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Proactive people identify opportunities and act on them, show initiative, take action, and persevere until meaningful change occurs. 43. _______ is the personality trait with the strongest positive relationship with job performance. A. Extraversion B. Emotional stability C. Proactivity D. Agreeableness E. Conscientiousness AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Topic: Big Five Model Feedback: A study involving more than 20,000 employees from many professions showed that conscientiousness had the strongest (most positive) effects on job performance and training performance. 44. Nora wants to be a buyer for Marstons Stores. She knows that they are looking for outgoing, social people. She purposely tries to present herself as an extrovert on the personality test that she takes even though she is shy and retiring. What is the likely result of this? A. Nora might get the job, but find she is unhappy in the role. B. Nora will not get the job. It is impossible to “fake” your personality on a test. C. Nora will get the job. The test is simply pro forma and no one looks at the results. D. The test will show that Nora is unstable. E. The test will flag Nora as someone who is not truthful and should not be hired by the company. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Despite widespread use, many experts argue that the typical personality test is not a valid predictor of job performance/success. One reason might be that many test takers don’t describe themselves accurately, but instead try to guess what answers the employer is looking for. 45. ____________ is associated with entrepreneurialism. A. Introversion B. Spatial intelligence C. Openness to experience D. Proactivity E. Emotional stability AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Proactive personality is linked to intentions to be entrepreneurial. 46. Terrance applies for a job at Jos Smith & Co. He prepares for the interview and expects some form of personality testing. Instead, after the interview, he is given a computer game to play. What does this represent? A. The game will measure Terrence’s top five dimensions of personality. B. The game will assess Terrence’s cognitive abilities and thought processes. C. The game is designed to measure Terrence’s response rate. D. The game is meant to relax Terrence and will be followed by the standard multiple choice personality test. E. The game will measure Terrence’s computer skills. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. Feedback: Companies such as Pymetrics and Knack use games that help assess cognitive abilities, thought processes, and other characteristics. The intended advantage is that prospective employees will be assessed on how they play or what they actually do, rather than on their answers to multiple-choice questions or a self-report instrument. 47. People with high _________ see themselves as capable and effective. A. core self-evaluations B. emotional intelligence C. introversion D. extraversion E. openness to experience AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Feedback: People with high core self-evaluations see themselves as capable and effective. 48. Core self-evaluations represent a broad personality trait comprised of all of the following except A. emotional stability. B. generalized self-efficacy. C. locus of control. D. proactivity. E. self-esteem. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Feedback: Core self-evaluations represent a broad personality trait comprised of four narrower and positive individual traits: generalized self-efficacy, self-esteem, locus of control, and emotional stability. 49. _______ provides broad and useful ways to describe personality in terms of our individual differences in self-efficacy, self-esteem, locus of control, and emotional stability. A. Interpersonal intelligence B. Core self-evaluation C. Conscientiousness D. Personality E. Practical intelligence AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Feedback: Your core self-evaluations (CSEs) provide broad and useful ways to describe personality in terms of our individual differences in self-efficacy, self-esteem, locus of control, and emotional stability. 50. Tony has a high CSE. He is not likely to experience A. better adjustment to international assignments. B. organizational citizenship behaviors. C. life satisfaction. D. reduced conflict. E. higher levels of stress. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Feedback: Core self-evaluations have desirable effects on outcomes such as increased job performance, job and life satisfaction, motivation, organizational citizenship behaviors, and better adjustment to international assignments. 51. Sandra has a new assignment. She is confident that she can successfully complete the task. This is an example of A. core self-evaluation. B. self-efficacy. C. self-esteem. D. self-expectation. E. self-expectancy. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: Self-efficacy is a person’s belief about his or her chances of successfully accomplishing a specific task. 52. Which of the following statements about self-efficacy is true? A. Self-efficacy is the same as self-esteem. B. A person with high self-efficacy is likely to work less hard than a person with low self-efficacy because he or she is already confident of good results. C. Self-efficacy can be developed. D. The biggest predictor of a person’s self-efficacy is his or her emotional state. E. Self-efficacy is not related to prior experience. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: Self-efficacy can be developed. 53. Managers should attempt to raise subordinates’ self-efficacy by all of the following except A. guided experiences, mentoring, and role modeling. B. creating routine jobs that are boring but easy to perform. C. giving positive feedback. D. matching goal difficulty to each employee’s self-efficacy. E. providing self-management training. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: According to Table 3.5, boring, tedious jobs generally reduce perceived self-efficacy. 54. Halfway through the semester, Samuel quit doing assignments for and going to his advanced accounting class. He attributes this to his poor performance on the first two tests, as well as his lack of talent for accounting; he feels he will do much better as a management major. Samuel is likely to be experiencing A. low self-esteem. B. low emotional stability. C. an external locus of control. D. low self-efficacy for accounting. E. low emotional intelligence. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: Self-efficacy is a person’s belief about his or her chances of successfully accomplishing a specific task. 55. _________ is your general belief about your own self-worth. A. Self-esteem B. Self-efficacy C. Self-expectancy D. Core self-evaluation E. Self-expectation AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Esteem Feedback: Self-esteem is your general belief about your own self-worth. 56. Giovanni is expressing ________ when he says, “I can run a mile in under five minutes.” A. a high self-efficacy B. high self-esteem C. a high self-expectation D. his core self-evaluation E. an external locus of control AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: Self-efficacy is a person’s belief about his or her chances of successfully accomplishing a specific task. 57. _______ is reflected in this statement: “I feel I am a person of worth, as good as other people.” A. High self-efficacy B. Low core self-evaluation C. High emotional intelligence D. High self-identification E. High self-esteem AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Esteem Feedback: “I feel I am a person of worth, as good as other people,” is a positive statement reflecting high self-esteem. 58. In __________, the relationship between self-esteem and life satisfaction is significantly stronger. A. men rather than in women B. individualistic rather than collectivist cultures C. older people rather than younger D. women rather than in men E. only the United States AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Esteem Feedback: Research that studied more than 13,000 students from 31 countries found that self-esteem and life satisfaction were moderately related on a global basis. However, the relationship was stronger in individualistic cultures than in collectivist cultures. 59. Vivek and Warren are working on an assignment for their marketing class. Warren finishes his part of the assignment; Vivek doesn’t. Vivek apologizes because he took an extra shift at work and didn’t give the assignment the priority it needed. He promises Warren he will stay home tonight and finish his work. What personality characteristic does this show? A. locus of control B. emotional stability C. self-efficacy D. self-esteem E. core self-evaluation AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Internal Locus of Control Feedback: Locus of control is the relatively stable personality characteristic that describes how much personal responsibility a person takes for his or her behavior and its consequences. 60. People with __________ see themselves as masters of their own fate. A. high emotional stability B. an internal locus of control C. an external locus of control D. high introversion E. high extraversion AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Internal Locus of Control Feedback: People who believe they control the events and consequences that affect their lives are said to possess internal locus of control. They see themselves as masters of their own fate. 61. Jennifer wins an art contest. She attributes the outcome to luck. Jennifer is likely to have A. an external locus of control. B. an optimistic personality. C. high emotional stability. D. a proactive personality. E. a high level of extraversion. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: External Locus of Control Feedback: Those who believe their performance is the product of circumstances beyond their immediate control possess an external locus of control. 62. People with an internal locus of control A. have lower work motivation. B. earn lower salaries. C. tend to be more anxious. D. derive less job satisfaction from performance. E. have stronger expectations that effort leads to performance. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Internal Locus of Control Feedback: People with an internal locus of control: display greater work motivation; have stronger expectations that effort leads to performance; exhibit higher performance on tasks involving learning or problem solving, when performance leads to valued rewards; and derive more job satisfaction from performance. 63. Petra made a large mistake on a report she submitted to her boss, and it ended up costing the company a significant amount of money. When asked why this had occurred, she blamed one of her coworkers for giving her erroneous information for the report. Petra is expressing A. low agreeableness. B. an external locus of control. C. organizational citizenship behavior. D. counterproductive work behavior. E. low emotional stability. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: External Locus of Control Feedback: People who believe their performance is the product of circumstances beyond their immediate control possess an external locus of control and tend to attribute outcomes to environmental causes, such as luck or fate. 64. Bill, who has an internal locus of control, failed his last history test. Which of the following is he likely to say? A. The test was poorly constructed. B. I’m going to complain to the dean of the college. C. I’ll never pass this course. D. Professor Smith didn’t prepare us for this test. E. I didn’t study hard enough for this test. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Internal Locus of Control Feedback: People who believe they control the events and consequences that affect their lives are said to possess an internal locus of control. 65. People with moderate emotional stability __________ than people with low emotional stability. A. tend to be more pessimistic B. experience more negative emotions C. earn lower salaries D. tend to perform more OCBs E. tend to perform more CWBs AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Emotional Stability Feedback: Employees with high levels of emotional stability have been found to have higher job performance, perform more organizational citizenship behaviors, and exhibit fewer counterproductive work behaviors. However, as emotional stability continues to increase, OCBs decline. 66. James believes the best thing he can do is hire based on A. who has high self-esteem. B. who has an internal locus of control. C. who has high emotional stability. D. who has high self-efficacy. E. using CSE as one broad personality characteristic. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Feedback: As a manager, it is more efficient to select employees using CSE as one, broad personality characteristic rather than its four component traits. 67. The part of CSE that can best be enhanced because it is most flexible is A. self-esteem. B. self-efficacy. C. locus of control. D. emotional stability. E. intelligence. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy Feedback: Self-efficacy is relatively more flexible than the other three components and thus can be enhanced. 68. _______ is the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions. A. Proactivity B. Emotional stability C. Emotional intelligence D. Core self-evaluation E. Self-efficacy AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: Emotional intelligence is the ability to monitor your own emotions and those of others, to discriminate among them, and to use this information to guide one’s thinking and actions. 69. Which of the following is not an element of emotional intelligence? A. self-awareness B. social awareness C. relationship management D. emotional stability E. self-management AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: Emotional intelligence has four key components (see Table 3.6): self-awareness, self-management, social awareness, and relationship management. 70. Vanessa receives her evaluation. Her supervisor gives her high marks in __________, noting that Vanessa is especially strong in self-awareness and self management. A. personal competence B. subjective well-being C. self-efficacy D. cognitive ability E. emotional stability AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: Self-awareness and self-management constitute personal competence. 71. Together, social awareness and relationship management constitute A. emotional intelligence. B. social competence. C. personal competence. D. emotional stability. E. relationship competence. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: Social awareness and relationship management constitute social competence. 72. By ___________, a person can develop self-awareness. A. displaying honesty and integrity B. knowing his or her own strengths and limits C. being ready to seize opportunities D. keeping up with organizational politics E. wielding a range of tactics for persuasion AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Feedback: According to Table 3.6, a person can develop his or her self-awareness by reading one’s own emotions and recognizing their impact; using “gut sense” to guide decisions; knowing one’s strengths and limits; and having a sound sense of one’s self-worth and capabilities. 73. As manager of Kids Skids, Meghan wants to develop her relationship management skills. In order to do this, she learns how to A. build teams. B. recognize customer needs. C. read her own emotions. D. see the upside in events. E. sense others’ emotions. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: According to Table 3.6, a person can develop his or her relationship management skills by guiding and motivating with a compelling vision; wielding a range of tactics for persuasion; bolstering others’ abilities through feedback and guidance; initiating, managing, and leading in a new direction; resolving disagreements; cultivating and maintaining a web of relationships; and cooperation and team building. 74. At ABC Inc., each employee is required to evaluate himself or herself as part of preparation to meet with his or her manager for the annual employee performance review. As part of this, Daneesha prepared a thoughtful and comprehensive list of her strengths and weaknesses. What competence does this display? A. proactive personality B. self-awareness C. self-management D. agreeableness E. extraversion AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Feedback: According to Table 3.6, self-awareness is displayed by knowing one’s strengths and limits. 75. Roberto is a manager at XYZ Corporation. Every day, he eats lunch in the company cafeteria so he can learn the latest news and rumors. Roberto is exhibiting his A. relationship management. B. self-awareness. C. self-disclosure. D. extraversion. E. social awareness. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-05 Summarize the benefits of emotional intelligence. Topic: Emotional Intelligence Feedback: According to Table 3.6, one component of social awareness is reading the currents, decision networks, and politics at the organizational level. 76. ________ are complex, relatively brief responses aimed at a particular target. A. Moods B. Emotions C. Personalities D. Attitudes E. CSEs AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-06 Explain how the ability to understand emotions can make you more effective at work. Topic: Emotions Feedback: Emotions are complex, relatively brief responses aimed at a particular target, such as a person, information, experience, event or nonevent. They also change psychological and/or physiological states. 77. Which of the following statements about emotions is false? A. Emotions change psychological and/or physiological states. B. Felt emotions are always displayed. C. Emotions motivate behavior. D. Positive emotions result from goal achievement. E. Emotions may occur from past or possible future events. AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-06 Explain how the ability to understand emotions can make you more effective at work. Topic: Emotions Feedback: Researchers draw a distinction between felt and displayed emotions. 78. Ben and Jen are arguing over individual differences. Which of the following does a person have the most control over? A. intelligence B. behavior C. emotions D. CSEs E. emotional intelligence AACSB: Knowledge Application Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-06 Explain how the ability to understand emotions can make you more effective at work. Topic: Emotions Feedback: All of the individual differences are relatively fixed when compared to your behaviors. This means that you have far more control over the things you do than over who you are. 79. John hasn’t started working on his term paper. He wants to do well in the course, but he’s struggling with how to identify a solid topic and start an outline. Most of the other students appear to be moving ahead. John is procrastinating because he is A. lazy. B. stressed. C. unable to manage his time. D. not interested in the course. E. impulsive AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Remember Difficulty: 1 Easy Learning Objective: 03-06 Explain how the ability to understand emotions can make you more effective at work. Topic: Task Performance Feedback: In Malcolm Gladwell’s book, Outliers: The Story of Success, he concludes, “Ten thousand hours is the magic number of greatness” for practice. 80. Nancy is at a staff meeting. Her manager asks if anyone has an idea for how to pull more customers into the restaurant at lunch time. Nancy starts to make a suggestion and her manager cuts her off mid-sentence, saying: “Oh Nancy, no...anyone else?” Nancy is feeling angry because her manager was disrespectful and didn’t allow her to explain the idea. What should Nancy do to deal with these negative emotions? A. Submit the suggestion to her manager’s boss. B. Ignore it. She thinks her manager is having a bad day. C. Leave the meeting since she isn’t contributing anything of value. D. Wait until after the meeting and point out how important respect is between co-workers. E. Ask someone else to submit the idea at the next staff meeting. AACSB: Analytical Thinking Accessibility: Keyboard Navigation Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-06 Explain how the ability to understand emotions can make you more effective at work. Topic: Task Performance Feedback: Nancy needs to get some distance from the situation to avoid blowing her top in the heat of the moment. Once she calms down, she can find a way to communicate the importance of respect to her manager so it doesn’t happen again. 81. David Waynescott is a highly successful lawyer who specializes in class action suits against pharmaceutical companies. Think about Gardner’s theory of multiple intelligences. Profile the intelligences that Waynescott probably possesses and describe how each makes him excel at his job. Howard Gardner, in his theory of multiple intelligences, describes eight different intelligences—linguistic, logical, musical, kinesthetic, spatial, interpersonal, intrapersonal, and naturalist. Linguistic intelligence is the potential to learn and use spoken and written languages (e.g., someone who is multilingual). Logical-mathematical intelligence is the potential for deductive reasoning, problem analysis, and mathematical calculation (e.g., college entrance exams). Musical intelligence is the potential to appreciate, compose, and perform music (e.g., Tony MacAlpine, guitar virtuoso). Bodily-kinesthetic intelligence is the potential to use mind and body to coordinate physical movement (e.g., LeBron James). Spatial intelligence is the potential to recognize and use patterns (e.g., fighter pilots). Interpersonal intelligence is the potential to understand, connect with, and effectively work with others (e.g., Jeff Bezos). Intrapersonal intelligence is the potential to understand and regulate oneself. Naturalist intelligence is the potential to live in harmony with one’s environment. Waynescott probably has high linguistic, intrapersonal, and interpersonal intelligences. He may also possess logical-mathematical intelligence in terms of his deductive-reasoning abilities. AACSB: Knowledge Application Blooms: Apply Difficulty: 2 Medium Learning Objective: 03-02 Explain how multiple intelligences affect your performance. Topic: Big Five Model 82. More than one type of “personality” can define a successful manager. Let’s look at two managers at Control Data Inc. Alice is a hands-on manager who prefers to use a team approach to build consensus on department decisions. Carol, on the other hand, is more dictatorial. She does not like casual conversations and prefers to make decisions based on reports that she has received. Both managers are successful in terms of profitability for the company. Describe the personality traits that each manager might possess. Who would you rather work for and why? We use the Big Five Personality Dimensions to define personality. The dimensions are extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience, as shown in Table 3.2. Alice might score higher on extraversion, agreeableness, and openness to experience. Clearly, both are conscientious. Personality alone does not determine the success of a manager. AACSB: Knowledge Application Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. 83. Anita is an introvert and finds it hard to take control of a meeting. Based on her hard work and strong results, she has been promoted to team leader. What steps can Anita take to be effective her new position? Anita can benefit from the advice of Russ Fujioka, president of the Americas for cloud accounting company Xero. He is a self-proclaimed and successful introvert and suggests: • Be self-aware. Be aware that introverts can be perceived as disinterested or aloof when they seem less engaged in conversations and social interactions. They may or may not be disinterested, of course, but they are more likely to show it if they are. And in business situations, they must make the effort necessary to appear interested and force themselves to be engaged. • Calibrate your intensity. When engaging others, especially groups of people or teams at work, try to push your personal intensity level to 10 on a 10-point scale. If you feel your volume, body language, and interactions are maxed out, realize that if you were an extrovert you’d probably be playing at only 7 instead of 10. Your perception of intense and loud is lower than what others will perceive. • Play to your strengths. Because engaging others is typically quite draining for introverts, it is a good idea to talk about and stick to topics you personally know and care about. This will make you naturally more energized and comfortable. • Get team practice. Join a team. Whether you join a recreational sports team or a club of some sort, being a member will help you practice and get comfortable with interacting with others. If it is a non-work team, the pressure and stress of work won’t be part of the experience, making it easier to engage. AACSB: Analytical Thinking Blooms: Understand Difficulty: 3 Hard Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. 84. What is a “proactive personality”? Why is it important for managers to be proactive and have proactive subordinates? Now describe an example of proactivity from your student experience. A proactive personality is someone who is relatively unconstrained by situational forces and who affects environmental change. Proactive people identify opportunities and act on them, show initiative, take action, and persevere until meaningful change occurs. Research shows that those with proactive personalities positively influence many work outcomes (e.g., increased performance, satisfaction, affective organizational commitment, and social networking). The ideal scenario is for both the manager and employee to be proactive. AACSB: Knowledge Application Blooms: Remember Difficulty: 2 Medium Learning Objective: 03-03 Illustrate the ways in which personality can affect school and work performance. 85. Discuss whether organizations should use personality testing as part of the hiring process. What guidelines should managers follow? Assume you have to take a personality test. What traits would you try to minimize and why? A panel of industrial-organizational psychologists concluded that the typical personality test is not a valid predictor of job performance. One personality profile does not fit all job situations. Good management involves taking the time to get to know each employee’s unique combination of personality traits, abilities, and potential and then creating a productive and satisfying person-job fit. A contingency approach to managing people is best. AACSB: Knowledge Application Blooms: Understand Difficulty: 3 Hard Learning Objective: 03-02 Explain how multiple intelligences affect your performance. 86. Inez wants to join an international humanitarian group. The group is comprised of people from many different backgrounds and nationalities. Since it’s important to establish the group as a functional unit, all members will submit a CSE as part of the selection process. What is a core self-evaluation? Identify and explain the components of core self-evaluation. Describe how a group leader can use CSEs to create a more effective unit. Core self-evaluations (CSEs) represent a broad personality trait comprised of four narrower and positive individual traits: generalized self-efficacy, self-esteem, locus of control, and emotional stability. Self-efficacy is a person’s belief about his or her chances of successfully accomplishing a specific task. Self-esteem is a person’s general belief about his or her own self-worth. Locus of control is a relatively stable personality characteristic that describes how much personal responsibility someone will take for his or her behavior and its consequences. People tend to attribute the causes of their behavior primarily to either themselves (internal locus of control) or environmental factors (external locus of control). People with high levels of emotional stability tend to be relaxed, secure, unworried, and less likely to experience negative emotions under pressure. A leader can use CSEs in member selection and training of the components of CSE. Self-efficacy is relatively more flexible and thus can be enhanced. AACSB: Knowledge Application Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. 87. Define “self-efficacy.” Explain what influences a person’s self-efficacy, and the behavioral patterns that result from high and low self-efficacy. Discuss at least five ways that a manager can influence a subordinate’s self-efficacy at work. Self-efficacy is a person’s belief about his or her chances of successfully accomplishing a specific task. Self-efficacy is relatively flexible and can be enhanced. Of the sources of self-efficacy beliefs, prior experience takes the first position as the most potent of the four sources. Other sources of self-efficacy beliefs are behavior models, persuasion from others, and physical and emotional factors. Managers can influence a subordinate’s self-efficacy at work, as described in Table 3.5, through: • Job design • Training and development • Self-management • Goal setting and quality improvement • Creativity • Coaching • Leadership AACSB: Knowledge Application Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Efficacy 88. Meg (born and raised in Connecticut) is working with Namuto (born and raised in Tokyo) on a project for their OB class. Meg knows she can create a successful presentation, but she’s concerned that (1) Namuto seems to defer all decisions to her, and (2) Namuto immediately backs down on suggestions if Meg disagrees. Does this mean that Meg has higher self-esteem than Namuto? If so, how can Namuto develop higher self-esteem? Some have argued that self-esteem is largely a Western or even an American concept. To address this allegation, researchers surveyed more than 13,000 students from 31 countries. They found that self-esteem and life satisfaction were moderately related on a global basis. However, the relationship was stronger in individualistic cultures (United States, Canada, New Zealand, and the Netherlands) than in collectivist cultures (Korea, Kenya, and Japan). The likely reason is that individualistic cultures socialize people to focus more on themselves and value their own attributes and contributions, compared to people in collectivist cultures who “are socialized to fit into the community and to do their duty” (value the group more than oneself). Self-esteem is your general belief about your own self-worth. Self-efficacy beliefs are deep convictions supported by experience versus being simply confident (high self-esteem). If Namuto needs to build her self-esteem, she needs to analyze the desirable characteristics she possesses. AACSB: Analytical Thinking Blooms: Understand Difficulty: 2 Medium Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Self-Esteem 89. Define “locus of control,” and describe what it means to have an “internal” and “external” locus of control. Give an example of each from your own experiences in school or work. Locus of control is a relatively stable personality characteristic that describes how much personal responsibility you take for your behavior and its consequences. People who believe they control the events and consequences that affect their lives are said to possess an internal locus of control. Those who believe their performance is the product of circumstances beyond their immediate control possess an external locus of control. Students will give an example of each from their own experience. AACSB: Knowledge Application Blooms: Apply Difficulty: 3 Hard Learning Objective: 03-04 Describe the impact of self-evaluations on work performance. Topic: Locus of Control 90. What is “emotional stability”? How is emotional stability related to variables that are important for managers? Individuals with high levels of emotional stability tend to be relaxed, secure, unworried, and less likely to experience negative emotions under pressure. Employees wit