46. All of the following are guidelines for implementing an empowerment program except:
a. creating opportunities for employees to participate in significant problem solving.
b. removing tight controls.
c. allowing failure and offering constructive criticism.
d. setting modest goals.
47. Which of the following sets of dimensions comprises the essence of empowerment?
a. Teamwork, delegation, trust, and autonomy
b. Meaning, teamwork, competence, and trust
c. Delegation, trust, competence, and autonomy
d. Meaning, competence, self–determination, and impact
48. Four dimensions comprise the essence of empowerment. Among them, meaning is a dimension that refers to:
a. the fit between work roles and employees’ values and beliefs.
b. the belief that one has the ability to do a job well.
c. the belief that one‘s job makes a difference within the organization.
d. the degree to which one has control over the way one does his or her work.
49. When employees experience all four of the empowerment dimensions, organizations reap the hoped-for rewards
from empowerment efforts. These rewards are:
a. increased effectiveness, efficiency, and higher job satisfaction.
b. lower turnover, less absenteeism, and higher job satisfaction.
c. higher organizational commitment, increased effectiveness, and less absenteeism.
d. higher organizational commitment, reduced job stress, and better job performance.
50. Empowerment can be thought about as being related to the job dimensions of:
a. content and variety.
b. autonomy and variety.
c. context and autonomy.
d. content and context.
51. In the context of empowerment, consists of the tasks and procedures necessary for doing a particular job.
a. job content
b. job context
c. job conditions
d. job setting
52. Which of the following is one of Conger’s guidelines on how leaders can empower others in an organization?
a. Managers should create decision-making opportunities for employees.
b. Managers should set low performance expectations for employees.
c. Managers should enforce bureaucratic constraints to create autonomy.
d. Managers should set organization-centric goals, instead of employee-centric ones.
53. In the context of the employee empowerment grid,
result in employee distress.
a. mission definition
b. no discretion
c. task setting
d. self-management
represents the traditional, assembly-line job, and can
54. In the context of the four dimensions of empowerment,
the organization.
a. meaning
b. competence
c. self-determination
d. impact
is the belief that one’s job makes a difference within
55. Which of the following personality characteristics is central to empowerment?
a. Locus of control
b. Emotional stability
c. Self-esteem
d. Self-efficacy
56. Employees need to experience of the four empowerment dimensions in order to feel truly empowered.
a. any one
b. at least two
c. at least three
d. all four
57. In the context of the employee empowerment grid, represents a situation that is typical of autonomous work
groups that have some decision-making power over both job content and job context.
a. participatory empowerment
b. task setting
c. mission defining
d. self-management
58. A police officer exercises both legitimate and coercive power when she subdues a criminal.
a. True
b. False
59. When a supervisor denies your request to be considered for a job transfer because you have a unique expertise, he
is exercising expert power.
a. True
b. False
60. Expert power has the strongest relationship with performance and satisfaction in comparison to the other forms of
power.
a. True
b. False
61. The least effective power bases, which include legitimate power, are the ones most likely to be used by managers.
a. True
b. False
62. The positive face of power is social power.
a. True
b. False
63. Groups or individuals have power to the extent that they control strategic contingencies.
a. True
b. False
64. The strategic contingencies model suggests that groups or individuals will have more power when their functioning
is central to the organization’s success.
a. True
b. False
65. Groups seen as powerful tend to be given more resources from top management.
a. True
b. False
66. A manager who makes external attributions for negative events looks like he or she has no power.
a. True
b. False
67. While Kanter’s symbols focus on the ability to help others, Korda’s symbols focus on status.
a. True
b. False
68. Women are more inclined to use political behavior in organizations and are much better than men at exercising
influence.
a. True
b. False
69. When both men and women witness political behavior, they view it more negatively if the agent is of their gender
and the target is of the opposite gender.
a. True
b. False
70. A lack of awareness of organizational politics is a barrier that holds women back in terms of moving into senior
executive ranks.
a. True
b. False
71. When you delegate responsibility and authority, you must be prepared to allow employees to fail.
a. True
b. False
72. Empowerment should begin with job content and proceed to job context.
a. True
b. False
73. Briefly define zone of indifference.
74. Distinguish between power, authority, and influence.
75. In the context of information power, explain how managers can influence subordinates through framing.
76. How many major forms of interpersonal power were identified by French and Raven? Name them all.
77. Identify and briefly discuss the major sources of intergroup power within an organization.
78. Name the symbols of power as identified by Kanter.
79. Why is organizational political behavior important to study and understand?
80. How can political behavior in organizations be managed effectively? Explain briefly.
Match the following:
a. Legitimate power
b. Area within which one accepts authority and influence
c. The process of affecting thoughts and behavior of others
d. Power based on interpersonal attraction
e. Power based on knowledge
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.11.01
ORGB.NELS.15.11.02
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom’s: Knowledge
81. Authority
82. Expert power
83. Referent power
84. Zone of indifference
85. Influence
Match the following:
a. A good result for the individual and the organization
b. Equitable allocation of resources
c. Machiavellianism
d. Activities that other groups depend on in order to complete their tasks
e. Power used to create motivation or accomplish group goals
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.11.02
ORGB.NELS.15.11.03
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Group Dynamics
KEYWORDS: Bloom’s: Knowledge
86. Personal power
87. Strategic contingency
88. Social power
89. Utilitarian outcome
90. Distributive justice
Match the following:
a. If you don’t start reporting on time your pay will be docked
b. Seeking someone else‘s participation in making a decision
c. Effective for getting support and resources for a new project
d. Logical argument and factual information used to influence
e. Issuing praise to someone who is a target of influence attempt
DIFFICULTY: Moderate
LEARNING OBJECTIVES: ORGB.NELS.15.11.05
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Individual Dynamics
KEYWORDS: Bloom’s: Comprehension
91. Rational persuasion
92. Inspirational appeal
93. Pressure
94. Ingratiation
95. Consultation
Match the following:
a. Creating conditions for heightened motivation through the development of a strong sense of personal self-
efficacy
b. The fit between the work role and the employee’s values and beliefs
c. The belief that one has the ability to do the job well
d. Having control over how one does his or her work
e. The belief that one’s job makes a difference within the organization
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.11.06
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom’s: Knowledge
96. Competence
97. Impact
98. Empowerment
99. Meaning
100. Self-determination