46. The reliability of an effective performance appraisal system comes from ensuring:
a. the appropriate dimensions of performance are appraised.
b. that the dimensions of performance that are measured are constructed in a valid way.
c. that evaluations from multiple sources and at different times are captured over the course of the evaluation
period.
d. that when evaluations are conducted employees clearly understand what dimensions are being evaluated.
47. Traditional organizational reward systems in the United States place value on:
a. entitlement.
b. group performance.
c. non-specific performance standards.
d. individual performance.
48. Reward allocation decisions involve:
a. sequential decisions about which outcomes will be rewarded.
b. simultaneous decisions about which people to reward, how to reward them, and when to reward them.
c. a process of considering individual perceptions regarding instrumentalities and whether reward levels will be
perceived equitable.
d. sequential decisions about which people to reward, how to reward them, and when to reward them.
49. The notion of entitlement at work is considered:
a. to engender active, responsible, adult behavior.
b. to engender passive, irresponsible behavior.
c. to be necessary for developing expectations for high performance and appropriate rewards.
d. to define the consequence of rewarding high performance and developing achievement oriented behavior.
50. An informational cue that indicates the degree to which a person behaves the same way in other situations is
known as _____.
a. consistency
b. consensus
c. distinctiveness
d. inconsistency
51. Kelley proposed that individuals make attributions based on information gathered in the form of:
a. consensus, distinctiveness, and attractiveness.
b. consensus, distinctiveness, and consistency.
c. attractiveness, distinctiveness, and consistency.
d. attractiveness, consensus, and consistency.
52. Minimal effort, lack of commitment, lack of motivation, and personal problems:
a. are external attributions for poor performance.
b. are unresolveable and usually result in employee termination.
c. are internal attributions for poor performance.
d. can usually be solved with negative reinforcement.
53. An important aspect of a mentoring relationship is:
a. disciplining the subordinate.
b. coaching and counseling.
c. peer feedback.
d. formal training.
54. Classical conditioning is the process of modifying behavior through rewards and punishments.
a. True
b. False
55. Operant conditioning is the process of modifying behavior by following specific behaviors with positive or negative
consequences.
a. True
b. False
56. Learning is a change in behavior acquired through experience.
a. True
b. False
57. A three–day unpaid suspension for excessive tardiness is a negative reinforcement for an employee.
a. True
b. False
58. The attempt to weaken a behavior by attaching no consequences to it is considered to be extinction.
a. True
b. False
59. A fixed ratio of reinforcement is very similar to continuous reinforcement.
a. True
b. False
60. A strong way for an employee to develop self-efficacy is to succeed at a challenging task.
a. True
b. False
61. Employee performance usually improves with increasingly challenging goals.
a. True
b. False
62. The heart of goal setting theory is the strong positive relationship between goal level and task performance.
a. True
b. False
63. Individual (or employee) goal setting should precede organizational goal setting.
a. True
b. False
64. Feedback by a manager to an employee is an important aspect of any appraisal system and is frequently done as
coaching and counseling in a management by objectives program.
a. True
b. False
65. Specific feedback is beneficial for initial performance but discourages exploration and undermines the learning
needed for later, more independent performance.
a. True
b. False
66. An advantage of the 360-degree feedback appraisal is that it provides a well-rounded view of performance from
superiors, peers, followers, and customers.
a. True
b. False
67. Organizations get the performance they reward, not the performance they want.
a. True
b. False
68. The most effective incentives celebrate the single individual rather than the team’s collective accomplishments.
a. True
b. False
69. Reward systems based upon entitlement encourage performance improvement.
a. True
b. False
70. An equipment breakdown is an external attribution for poor performance.
a. True
b. False
71. Briefly distinguish between positive and negative reinforcement and provide a job-related example of each.
72. How can schedules of reinforcement be used in the work situation?
73. What are characteristics of effective goals?
74. Briefly describe a management by objectives program.
75. Briefly define performance, indicate how performance can be evaluated, and mention attributes of a good
performance appraisal system.
Match the following:
a. An attempt to weaken a behavior by attaching no consequences
b. A salary increase
c. Behavior change induced by either positive or negative consequences
d. A one–week disciplinary layoff
e. A change in behavior acquired through knowledge acquisition
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.06.01
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom‘s: Knowledge
76. Learning
77. Extinction
78. Operant conditioning
79. Punishment
80. Positive consequence
Match the following:
a. Reinforcement following every response
b. Reinforcement after a specific time has elapsed
c. Reinforcement after a random time period
d. Reinforcement after a fixed number of responses
e. Reinforcement after a random number of responses
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.06.01
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom‘s: Knowledge
81. Fixed interval schedule
82. Variable ratio schedule
83. Fixed ratio schedule
84. Continuous schedule
85. Variable interval schedule
Match the following:
a. Individual who prefers analysis of data and logical explanation of problems
b. A theory of learning that focuses on observation of others and modeling
c. Individual who prefers specific empirical data and looks for practical applications
d. Process of specifying desired results
e. A performance-planning and goal-setting program that focuses on the supervisor–employee relationship
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.06.02
ORGB.NELS.15.06.03
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom‘s: Knowledge
86. Sensor
87. Thinker
88. Goal setting
89. Social learning theory
90. MBO
Match the following:
a. Task accomplishment
b. Evaluation of employee behavior
c. Consistency of rating across time and/or people doing the rating
d. Accurate definition of job performance
e. Information provided to employee about his/her performance
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.06.05
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom‘s: Knowledge
91. Performance
92. Reliability
93. Feedback
94. Validity
95. Performance appraisal
Match the following:
a. Generally a two-person working relationship in which one is guiding the other
b. A work situation where the employee expects one or more performance level
c. An informational cue indicating the extent to which peers in the same situation behave in a similar fashion
d. A reference or judgment concerning an employee’s behavior
e. A benefit for successful job performance
DIFFICULTY: Easy
LEARNING OBJECTIVES: ORGB.NELS.15.06.06
ORGB.NELS.15.06.07
NATIONAL STANDARDS: United States – BUSPROG: Analytic
STATE STANDARDS: United States – Ohio – DISC: Leadership Principles
KEYWORDS: Bloom’s: Knowledge
96. Consensus
97. Entitlement
98. Reward
99. Attribution
100. Mentoring