Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Instructor Resource
Burke, Organization Change, 5th edition
SAGE Publishing, 2018
Chapter 6: Levels of Organization Change: Individual, Group, and Larger
System
Test Bank
Multiple Choice
1. “Training and development” is an example of organization change at which level?
A. individual
B. group
C. larger system
D. it spans all levels of the organization
2. The most important subsystem within an organization is ______.
A. the individual
B. the primary work group
C. the reward system
D. none of these
3. Change at the individual level ______.
A. works only if changes are made concurrently at the larger system level
B. can occur without necessarily triggering changes at other levels of the organization
C. is the primary focus of all organization change
D. none of these
4. An insufficient sense of urgency is a resistance response to change at which level of
organization?
A. individual level
B. group level
C. larger-system level
D. executive level
5. According to research, which of the following is the most effective in making a
positive change in executive performance?
A. executive coaching
B. multirater feedback
C. multirater feedback combined with executive coaching
D. coaching for skills
6. Feedback from executive coaches requires which of the following in order to be
effective in the context of an organization change initiative?
A. to be congruent with the organization change goals
B. to be congruent with the leader’s attitudes
C. to be congruent with the organization’s mission and values
D. to be congruent with the demands of the external environment
7. Resistance as a response to organization change is, in many cases, is due to
______.
A. losing the known and tried and true
B. having to move into the unknown and untried
C. a lack of choice, because change was imposed on the employee
D. all of these
8. An effective response to counter blind resistance to change is to ______.
A. provide as much reassurance as possible and allow time to pass
B. use coercive tactics
C. strong persuasion backed with as much data, facts, and substance as possible
D. negotiate and trade something of value for the perceived loss
5
9. An effective response to counter political resistance to change is to ______.
A. provide as much reassurance as possible and allow time to pass
B. use coercive tactics
C. strong persuasion backed with as much data, facts, and substance as possible
D. negotiate and trade something of value for the perceived loss
10. An effective response to counter ideological resistance is ______.
A. provide as much reassurance as possible and allow time to pass
B. use coercive tactics
C. strong persuasion backed with as much data, facts, and substance as possible
D. negotiate and trade something of value for the perceived loss
11. Highly cohesive teams are ______.
A. important to an overall change effort
B. potentially detrimental to an overall change effort
Instructor Resource
Burke, Organization Change, 5th edition
SAGE Publishing, 2018
6
C. both A and B
D. neither A nor B
12. Self-directed groups (a.k.a. self-managed groups) are found in ______.
A. hierarchically structured organizations
B. flat-structured organizations
C. evolutionary systems
D. revolutionary systems
13. According to Burke, an effective strategy for helping work units embrace change is
______.
A. to tie making the change to a group-level monetary reward
B. to tie not making the change to some form of group-level punishment
C. to model the desired new behaviors at the top leadership level
D. to involve the group in planning and implementing the change effort
Instructor Resource
Burke, Organization Change, 5th edition
SAGE Publishing, 2018
14. Which of the following is an example of group-level responses to organization
change?
A. turf protection and competition
B. closing ranks
C. changing allegiances
D. all of these
15. Using closure and participation to help facilitate change applies to the ______.
A. individual level
B. group level
C. individual and group level
D. larger-system level
16. Which of the following statements is true?
A. An organization change effort rarely begins all at once with the total system.
B. An organization change effort always begins with the total system.
C. An organization change effort always begins at the individual level.
D. An organization change effort always begins at the group level.
17. Changing the entire systems is a ______.
A. first-order change
B. second-order change
C. third-order change
D. fourth-order change
9
18. Large-group interventions and survey feedback are examples of ______.
A. change focus
B. change processes
C. change phases
D. orders of change
19. Larger-system change occurs, typically, as a result of ______.
A. mergers and acquisitions
B. strategic alliances
C. joint ventures
D. all of these
20. Which one of the following is false?
Instructor Resource
Burke, Organization Change, 5th edition
SAGE Publishing, 2018
10
A. Organization members need time to mourn the old way of doing things in order to
reduce their resistance to implementing organization change.
B. Change leaders should involve organization members in the process of planning and
implementing the change.
C. Change leaders should never remove saboteurs from their jobs or the organization
because they need them to play devils advocates during change efforts.
D. Change occurs differently at different levels of the organization.
21. Witherspoon has enhanced his treatment of the executive coaching by ______.
A. incorporating double loop learning
B. executive coaching using remote technology
C. promoting executive coaching of undergraduate students
D. group coaching
22. Double loop coaching has incorporated a way of learning ______.
A. by repetitive action
Instructor Resource
Burke, Organization Change, 5th edition
SAGE Publishing, 2018
11
B. thinking in action and applying that learning in a manner that performance and
leadership will improve
C. 360-degree feedback loop
D. therapeutic counseling
23. The essence of Witherspoon’s double coaching is ______.
A. applying the idea that the way leaders act and the results they get begin with the way
they think
B. a different form of 360-degree feedback loop
C. a methodology for teaching undergraduate students
D. none of these
24. When a cultural change is attempted and is only partially successful, the
organization can ______.
A. fallback to its old ways
B. use the partial success to stimulate evolutionary change
Instructor Resource
Burke, Organization Change, 5th edition
SAGE Publishing, 2018
12
C. merge with another organization
D. none of these
25. When making the case for change is not compelling, the result can be ______.
A. lack of motivation of people in the organization to take on the change process
B. an insufficient sense of urgency
C. employees can develop a lackadaisical attitude, skepticism, or disbelief about the
need for change
D. all of these
26. When a series of organization change, each of which is underdeveloped, occurs,
the result is ______.
A. relegating the change to the “change”
B. finally convincing members of the organization that the change is necessary
C. counterproductive to change
