Student Study Gui de and Work book to accompany Work in the 21 st Century: An Introduction to Industrial-Organizatio nal Psychology Frank J. Landy LLSG Jeff M. Conte San Diego Stat e University Prepared by Jeff Conte San Diego State University Welcome to the Student Study Guide and Workbook for the textbook, Work in the 21st Century: An introduction to industrial-organizational psychology (Second Edition). This study guide and workbook includes learning objectives, chapter outlines, glossary terms, practice exam questions, active exercises, and practice exam answers. It was designed with you, the student, in mind as a way to review for exams and to facilitate active learning and practical application of the ideas and principles discussed in class and in the textbook. Good luck as you learn more about I-O psychology! Jeff Conte [email protected] Table of Contents Chapter 1: What Is Industrial And Organi zation al Psychology? Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 2: Studying And Interpr eting Wor ker Behavior Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 3: Individual Differences and Ass essment Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 4: Understanding Performance Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 5: Performance Measurem ent Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 6: Staffing Decisions Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 7: Training And Devel opment Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 8: The Motivation To Work Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 9: Emotions, Attitudes, And Work Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 10: Stress And Worker Well-Bein g Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 11: Fairness And Diversity In The Workplace Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 12: Leadership Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 13: Teams In Organizati ons Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 14: The Organization Of Work Behavior Learning Objectives Chapter Outline Glossary Terms Practice Questions Exercises Answers to Practice Questions Chapter 1: What Is Industrial And Organi zation al Psychology? Learning Objectives Module 1.1 Explain the importance of work in people’s lives. Explain how I-O psychology contributes to society. Explain how this course can be helpful in providing knowledge about the 21st Century workplace. Module 1.2 Describe the early history of I-O psychology in terms of major events and people. Describe the major challenges to I-O psychology in the 21st Century. Explain how to prepare for a career in I-O psychology. Explain the steps needed to improve one’s chances of getting accepted into an I-O psychology graduate program. Module 1.3 Explain the meaning and significance of multiculturalism in the workplace. Understand the influence of culture on work behavior. Module 1.4 Describe the paper and electronic resources available to those interested in I-O psychology. Chapter Outline Chapter Outline MODULE 1.1: THE IMPORTANCE OF I-O PSYCHOLOGY The Importance of Work in People’s Lives The Concept of “Good Work” vs. “Good Job” How Does I-O Psychology Contribute to Society? What Is I-O Psychology? The Demographics of I-O Psychologists SIOP as a Resource How This Course Can Help You Knowledge about the 21st Century Workplace The Importance of Understanding the Younger Worker MODULE 1.2 THE PAST, PRESENT, AND FUTURE OF I-O PSYCHOLOGY The Past: A Brief History of I-O Psychology 1876 – 1930 1930 – 1964 The Present: Demographics of I-O Psychologists Pathways to a Career in Psychology: A Curious Mixture The Future: The Challenges to I-O Psychology in the 21st Century A Personal View of the Future: The Possibility of a Career in I-O Education and Training Getting into a Graduate Program MODULE 1.3 MULTICULTURAL/CROSS-CULTURAL ISSUES IN I-O PSYCHOLOGY Multiculturalism The Multicultural Nature of Work in the 21st Century Why Should Multiculturalism Be Important to You? Why Is Multiculturalism Important for I-O Psychology? Some Theories of Cultural Influence Hofstede’s Theory Schwartz’s Theory Some Thoughts on Theories of Cultural Influence MODULE 1.4 THE ORGANIZATION OF THIS BOOK Themes Parts Resources Glossary Terms for Chapter 1 – What is Industrial and Organi zational Psychology? This list of key terms and important concepts from Chapter 1 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 1 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1.1 industrial-organizational (I-O) psychology Society for Industrial and Organizational Psychology (SIOP) personnel psychology Human Resources Management (HRM) organizational psychology human engineering or human factors psychology scientist-practitioner model TIP (The Industrial-Organizational Psychologist) welfare-to-work program telecommuting virtual team Module 1.2 Stanford-Binet test Scientific Management time and motion studies revery obsession Hawthorne studies Human Relations Movement Title VII of Civil Rights Act of 1964 American Psychological Association (APA) Module 1.3 culture expatriate "West versus the Rest” mentality collectivist culture individualist culture individualism/collectivism power distance uncertainty avoidance masculinity/femininity long-term versus short-term orientation horizontal culture vertical culture Module 1.4 No glossary terms in this module Practice Questions for Chapter 1 Multiple Choice Items: Please choose the correct answer to the following questions. 1. Which of the following is not one of the three major concentrations of I-O psychology? a. personnel psychology b. industrial technology c. human engineering d. organizational psychology 2. Motivation, stress, leadership, and teamwork are addressed by: a. personnel psychology b. industrial technology c. human engineering d. organizational psychology 3. The Hawthorne studies were used to examine the effects of: a. revery obsession b. mass group testing c. manipulating workplace lighting d. time and motion 4. I-O psychology is defined as: a. the influence of an individual’s personality on work and non-work behaviors. b. the application of psychological principles, theory, and research to the work setting. c. the concept of contextual work and organizational citizenship behavior. d. the study of ways to maximize productivity . 5. All of the following studies examined productivity in the workplace except: a. time and motion b. revery obsession c. Hawthorne studies d. Stanford-Binet 6. When individuals from different geographic locations work together, it is known as: a. telecommuting b. virtual teams c. digitization d. welfare-to-work 7. An expatriate is: a. the distribution of emotional roles between genders b. a manager or professional assigned to work abroad c. a culture that minimizes distances between individuals d. a culture that depends on the distances between individuals 8. Which of the following countries has a collectivist culture? a. United States b. German c. Japan d. France 9. Which of the following is not one of the dimensions in Hofstede’s theory of culture? a. power distance b. uncertainty avoidance c. conscientiousness d. masculinity/femininity 10. The “West versus the Rest” mentality refers to the: a. degree to which individuals are expected to look after themselves versus the group. b. degree to which members of a culture feel comfortable in unpredictable situations. c. extent of immediate versus delayed gratification of members of a culture. d. tendency to apply American theories to non-American situations. Exercises for Chapter 1 Exercise 1-1. When Elton Mayo arrived in the United States, he observed that factory work was difficult and boring. As a result, he believed that the nature of this work caused restlessness among employees and a resistance to do what managers wanted them to do. Much modern factory work has been automated, greatly reducing physical strain and fatigue. Has this eliminated the restlessness and resistance of factory workers? Explain why or why not. Exercise 1-2. At the outset of World War II, applied psychologists standardized the inside of airplanes, drastically reducing accidents and increasing efficiency. Describe 3 things in your everyday environment that could be standardized in order to increase safety and/or efficiency. Exercise 1-3. Consider the graph that appears in your textbook in Figure 1.3, which compares and contrasts various countries in terms of culture. Examine the curve that describes Japan. Assume that an American Company will open a plant in Japan and plans to have supervisors be sympathetic and nurturing to employees. What does Hofstede’s theory of culture say about the probable success or failure of that plan? Justify your answer. Exercise 1-4. In 2 files that are included on this CD (Masters_Programs1.doc; Doctoral_Programs1.doc) are separate lists of Masters and PhD programs in I-O psychology. If you are interested in pursuing a career in I-O psychology, it is recommended that you first spend some time examining the various graduate programs available and then spend some time on the websites of those programs. Identify 3-5 programs that you are interested in and describe why those programs fit your research and career interests below. Next, you might request further information about the program -- this is usually most easily done via e-mail that can be found on the program’s website. Exercise 1-5: Identify current changes and events in society or the workplace and predict challenges to industrial-organizational psychology that will result from these changes and events. You can think in terms of important changes or events in society as well as demographic shifts in society and in organizations. Answer Key for Multiple Choice Questions for Chapter 1 1. b 2. d 3. c 4. b 5. d 6. b 7. b 8. c 9. c 10. d Chapter 2: Methods and Statistics in I-O Psychology Learning Objectives Module I Describe the five steps in the scientific method. Explain the Daubert Challenge and the requirements needed to present a theory in court. Module II Describe the three basic types of research designs. Explain the difference between qualitative and quantitative research. Module III Explain the purpose of correlation, multiple correlation, and regression. Describe the purpose of meta-analysis. Module IV Define reliability and how it can be measured. Identify three approaches that can be used to gather validity evidence. Chapter Outline MODULE 2.1: SCIENCE What is Science? The Role of Science in Society Why Do I-O Psychologists Engage in Research? MODULE 2.2: RESEARCH Research Design Methods of Data Collection Qualitative and Quantitative Research Case Study 2.1: A Case Study in Triangulation: The Financial Consultant Generalizability and Control in Research Generalizability Control Ethics MODULE 2.3: DATA ANALYSIS Descriptive and Inferential Statistics Descriptive Statistics Inferential Statistics Statistical Significance The Concept of Statistical Power Correlation and Regression The Concept of Correlation The Correlation Coefficient Multiple Correlation Correlation and Causation Meta-Analysis MODULE 2.4: INTERPRETATION Reliability Test-Retest reliability Equivalent Forms Reliability Internal Consistency Inter-rater Reliability Validity Criterion-Related Validity Predictive validity Concurrent validity Content-Related Validity Construct-Related Validity Validity and the Law: A Mixed Blessing Glossary Terms for Chapter 2 – Studying and Interpreting Worker Behavior This list of key terms and important concepts from Chapter 2 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 2 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module I science hypothesis disinterestedness expert witness Daubert Challenge peer reviewed Module II research design experimental design quasi-experimental design non-experimental design observational design survey design quantitative methods qualitative methods introspection triangulation job analysis generalize experimental control statistical control Module III descriptive statistics measure of central tendency variability skew mean mode median inferential statistics statistical significance statistical power measurement correlation coefficient scatterplot regression line linear non-linear multiple correlation coefficient meta-analysis statistical artifacts Module IV reliability validity test-retest reliability equivalent forms reliability internal consistency generalizability theory predictor criterion criterion-related validity validity coefficient predictive validity design concurrent validity design Content-related validation design construct validity construct Practice Questions for Chapter 2 Multiple Choice Items: Please choose the correct answer to the following questions. 1. All of the following methods are common to all sciences except: a. Science depends on data. b. Science sets out to prove theories or hypotheses. c. Science must be communicable, open, and public. d. Scientists should be objective and not influenced by biases or prejudices. 2. The opposing lawyers in a case have asked the judge to prevent Dr. Jones, an expert witness, from testifying in front of a jury after calling into question his scientific credibility. This is called a(n) a. Expert Challenge. b. Credibility Challenge. c. Reliability Challenge. d. Daubert Challenge. 3. Dr. Brown is conducting a scientific experiment and has randomly assigned the participants into two training groups, which receive training programs. What type of research design is Dr. Brown using? a. Quasi-experimental design b. Experimental design c. Non-experimental design d. Survey design 4. In I-O psychology, field studies are often non-experimental in design. All of the following help explain the popularity of non-experimental field studies except: a. The extent to which a laboratory experiment can reasonably simulate “work” is limited. b. Laboratory experiments are more likely to use samples that are not representative of the population to which I-O psychologists would like to generalize. c. Non-experimental designs in the field are most effective in leading to causal explanations. d. In the field, workers can seldom be randomly assigned to conditions or treatments. 5. ___________ methods rely heavily on tests, rating scales, questionnaires, and physiological measures, while ___________ methods of investigation generally produce flow diagrams and narrative descriptions of events or processes. a. Objective; Subjective b. Subjective; Objective c. Qualitative; Quantitative d. Quantitative; Qualitative 6. Dr. Young is in the process of combining information from multiple sources to test a theory. According to Rogelberg and Brooks-Laber (2002), this approach is referred to as a. Triangulation b. Unification c. Mergence d. Convergence 7. Each of the following is directly related to increasing the extent to the results of a study can be generalized to a larger population except: a. Collecting data at several different points in time. b. Using a representative sample of the population being studied. c. Making the sample size larger. d. Collecting data from many different organizations. 8. All of the following are characteristics that can be used to describe a score distribution except: a. Mean b. Significance c. Skew d. Median 9. Inferential statistics are used to: a. extrapolate data into the future. b. compare the results of different analyses. c. reveal patterns in a set of data. d. draw a conclusion based on results from sample data. 10. A correlation of r = –.79 indicates that there is a a. high negative association between two variables. b. high positive association between two variables. c. low negative association between two variables. d. low positive association between two variables. Exercises for Chapter 2 Exercise 2-1. Assume you are an I-O psychologist who works for a large manufacturing firm. You are asked to analyze data from intelligence test scores for a group of applicants who are being screened for a variety of positions in the organization. First, calculate the mean, median, and mode for the following intelligence test scores. 122 118 102 107 85 87 119 101 93 184 114 117 97 86 126 101 88 137 136 132 Mean: _______ Median: ________ Mode: ________ Given these scores, what are the mean and median for this group of applicants? What can you say about the intelligence test and the distribution of test scores for these applicants? If the mean for this intelligence test is 100 across the general population, what can you conclude about the sample of applicants (i.e., how does this sample compare to the general population)? Exercise 2-2. Provide an example of how each type of reliability discussed in the chapter (test-retest, alternate forms, internal consistency, inter-rater) could be assessed with scores obtained from a particular sport or event in the Summer or Winter Olympics. Note that you will likely have to use examples of scores from different sports to assess all 4 types of reliability. In addition, discuss why reliability is such an important concern in the Olympics, and more generally, in organizations. Exercise 2-3. The results of pairs ice skating at the 2002 Salt Lake City Winter Olympics were challenged as a result of questions about whether certain judges gave biased ratings. Suggestions about how to reduce or eliminate such biased ratings in future skating events included increasing the number of judges from 9 to 14 and having a computer choose among the scores, with none of the judges knowing whose scores would be included. Identify which type of reliability is of concern here and describe how this new system would increase the reliability of ratings. How might corporations adapt this approach to increase the reliability of performance ratings of their employees? Answer Key for Multiple Choice Questions for Chapter 2 1. b 2. d 3. b 4. c 5. d 6. a 7. c 8. b 9. d 10. a Chapter 3 – Individual Differen ces and As sessment Learning Objectives Module 3.1 Identify the broad categories used to study individual differences. Explain the difference between the fields of psychometrics and differential psychology. Explain the assumptions made by I-O psychologists when the individual difference model is applied. Module 3.2 Identify the three broad categories that are described in the taxonomy of human abilities. Explain “g” and its importance in the workplace. Describe the major types of physical abilities that relate to job performance. Understand the Five Factor Model of Personality and its links to job performance. Explain some of the practical issues associated with personality measures. Identify the six interest types associated with the acronym RIASEC. Define tacit, procedural, and declarative knowledge. Identify how competencies are different from individual KSAOs. Understand what is meant by the term “emotional intelligence”. Module 3.3 Describe how norming helps in understanding the meaning of a test score. Understand the different types of administrative test categories. Explain how the concepts of bias, fairness, and culture differ. Module 3.4 Understand the different kinds of cognitive ability tests. Distinguish between “screen in” and “screen out” personality tests. Differentiate between the content of testing and the process of testing. Understand the distinction between unstructured and structured interviews. Describe the purposes and characteristics of assessment centers. Understand the purposes of work samples and situational judgment tests. Module 3.5 Explain why I-O psychologists are interested in predictors with incremental validity. Describe the purpose of graphology and the scientific evidence regarding its usefulness. Understand the arguments for and against the use of polygraphs in the workplace. Describe the arguments for and against the use of drug and alcohol testing at work. Identify changes to testing that have been brought about by computer-based assessment. Chapter Outline MODULE 3.1 AN INTRODUCTION TO INDIVIDUAL DIFFERENCES Some Background Differential Psychology, Psychometrics, and I-O Psychology Identifying Indiuvidual Differences Varieties of Individual Differences MODULE 3.2 HUMAN ATTRIBUTES Abilities Cognitive Abilities Intelligence as “g” Is “g” Important at Work? Is “g” as Important in Other Countries as it is in the U.S.? Can Your Level of “g” Change? Cognitive Abilities beyond “g” Physical, Sensory, and Psychomotor Abilities Physical Abilities Sensory Abilities Psychomotor Abilities PERSONALITY AND INTERESTS Personality The Five Factor Model A Caution Vocational Interests ADDITIONAL ATTRIBUTES Skills Knowledge Experience Competencies Emotional Intelligence MODULE 3.3 FOUNDATIONS OF ASSESSMENT The Past and Present of Testing What is a Test? The meaning of a test score Test Users and Test Interpretation What is a Test Battery Where to Find Tests Administrative Categories Speed vs. Power Tests Group vs. Individual Tests Paper and Pencil vs. Performance Tests Testing and Culture MODULE 3.4 ASSESSMENT PROCEDURES Assessment Content versus Process ASSESSMENT PROCEDURES: CONTENT Cognitive Ability Tests Knowledge Tests Tests of Physical Abilities Psychomotor tests Personality Practical Issues in Personality Testing Integrity Testing Emotional Intelligence Testing Interests and Values ASSESSMENT PROCEDURES: PROCESS Individual Assessment Interviews Interview Content Interview Process Assessment Centers Work Samples and Situational Tests MODULE 3.5 SPECIAL TOPICS IN ASSESSMENT Incremental Validity Biographical Data Grades and Letters of Recommendation Minimum Qualifiications Useless Assessment Practices Graphology Polygraphs Drug and Alcohol Testing Computer and Internet Assessment Computer Adaptive Testing Who is a Candidate Testing and Demographic Differences Glossary Terms for Chapter 3 This list of key terms and important concepts from Chapter 3 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 3 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! MODULE 3.1: AN INTRODUCTION TO INDIVIDUAL DIFFERENCES individual differences mental test differential psychology intelligence mental ability metric psychometrics intelligence test psychometrician cognitive ability “g” general mental ability g-ocentric model physical abilities personality interests knowledge emotion MODULE 3.2: HUMAN ATTRIBUTES taxonomy perceptual-motor abilities affect IQ meta-analysis Intelligence Quotient Flynn effect mean standard deviation stamina muscular tension muscular power muscular endurance sensory abilities Americans with Disabilities Act psychomotor abilities sensorimotor abilities motor abilities Big 5 Five Factor Model (FFM) conscientiousness functional personality at work agreeableness emotionally stability integrity achievement dependability positive valence negative valence self-presentation self-efficacy social desirability vocational interest RIASEC skills people skills O*NET tacit knowledge procedural knowledge declarative knowledge experience measurement modes level of specificity competencies job analysis emotional intelligence (EI) construct MODULE 3.3: FOUNDATIONS OF ASSESSMENT mental test test norming norm group test battery speed test power test group test individual test paper and pencil test performance test Mental Measurements Yearbook bias fairness culture MODULE 3.4: ASSESSMENT PROCEDURES cognitive ability test cognitive test battery knowledge test psychomotor abilities screen out test screen in test emotional intelligence (EI) emotional intelligence quotient (EQ) individual assessment situational interview structured interview unstructured interview assessment center work sample test situational judgment test MODULE 3.5: SPECIAL TOPICS IN ASSESSMENT biodata ecology model incremental validity graphology polygraph overt integrity test personality based integrity test Computer Adaptive Testing (CAT) routing test Practice Questions for Chapter 3 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. All of the following are fundamental assumptions that I-O psychologists make when they apply the individual differences model except: a. The attribute levels of various people in a group can be brought to the same level through training. b. Different jobs require different attributes. c. Adults have a variety of attributes, the levels of which remain relatively stable over time. d. The attributes can be measured accurately. 2. Fleishman’s taxonomy of 52 abilities can be divided into the categories of cognitive abilities, perceptual-motor abilities, and a. Problem solving abilities. b. Emotional abilities. c. Performance abilities. d. Physical abilities. 3. Measures of “g” assess all of the following except: a. Knowledge acquisition. b. Perceptual ability. c. Reasoning ability. d. Problem-solving ability. 4. As the complexity of a job ___________, the predictive value of general intelligence tests ___________. a. increases; stays the same. b. increases; decreases. c. increases; increases. d. decreases; stays the same. 5. Which of the following is false concerning the Five Factor Model? a. It gives a representation of how a person typically responds to people and events. b. It describes the potential importance of personality variables in understanding job performance. c. It is the result of both statistical analyses and a conceptual analysis. d. It can be used to identify evidence of psychopathology. 6. Salma and her colleagues have noticed that a particular employee has a very high level of integrity. The employee would be most expected to rank high on all of the following factors of the Five Factor Model except: a. Extraversion b. Emotional Stability c. Agreeableness d. Conscientiousness 7. Tett (1995) suggests that the “dependable” aspect of Conscientiousness might be counterproductive in which of the following occupations? a. Salesperson b. Programmer c. Lawyer d. Musician 8. Which of the following is false concerning faking on a personality test? a. It may not be faking since personality is all about self-presentation. b. There is currently no way to measure if someone is faking a personality test. c. One perspective says there is not much to distinguish self-efficacy from faking. d. Some people try to respond simply as the ideal candidate. 9. Skills are a. Practiced acts. b. Innate abilities. c. Always technically-based. d. Not dependent on certain abilities. 10. Joseph possesses a combination of skills, knowledge, abilities, and personality characteristics that allow him to complete his project management tasks. What are the sets of behaviors called that allow him to do his job well? a. Proficiencies b. Competencies c. Behavioral categories d. Individual difference characteristics 11. A test battery is a a. method of combining incongruent test results. b. special tool used to administer a test. c. test taken over a very long period of time (e.g., 2 years). d. collection of tests rather than a single test. 12. All of the following are true of speed tests except: a. They have rigid and demanding time limits. b. They may reduce the risk of legal challenges. c. Most test takers are unable to finish them in the allotted time. d. The emphasis on speed may introduce unfairness. 13. Which of the following is false concerning tests of psychomotor abilities? a. They may involve complex tasks or simple actions. b. They usually involve a task that requires dexterity. c. They involve the coordinated movement of the limbs. d. Ideally, they should be administered for all jobs. 14. _____________ identify signs of psychopathology, while _____________ identify variations of normal personality. a. Screen out tests; Screen in tests b. Screen in tests; Screen out tests c. Psychometric tests; Norm tests d. Norm tests; Psychometric tests 15. All of the following are criticisms of individual assessment except: a. It is not validated as rigorously as other traditional forms of assessment. b. Too little emphasis is placed on personality attributes. c. Assessment summaries may only be influenced by one or two parts of the process. d. Many individual assessments invade the privacy of the candidate. 16. Sarah, in an interview for a Disc Jockey position, was asked to describe how she would respond to a dissatisfied client. She most likely experienced what type of interview? a. Behavioral interview b. Hypothetically-based interview c. Situational interview d. Unstructured interview 17. In a work sample test, the task assigned and the equipment used to complete the task: a. Are very general so the test can be used for any position. b. Will often lead to non-valid results. c. Should only be somewhat relevant to the actual job. d. Are designed to be realistic simulations of the actual job. 18. Dominic has interviewed and given a paper and pencil test to a number of people applying for a job at his company. He notices that the validity of the paper and pencil test of general mental ability is moderate, and that the validity of the test combined with the interview is significantly higher. He might conclude that the value of the interview is: a. negligible. b. incremental. c. observable. d. nonexistent. 19. Graphology: a. assesses traits based on the characteristics of a person’s handwriting. b. is the study of graphs. c. is a valid predictor of job performance. d. assesses personality through vocal intonations. 20. The outcomes most commonly predicted by drug tests are: a. Poor performance and apathy. b. Voluntary terminations and aggression. c. Absenteeism and involuntary terminations. d. Absenteeism and poor performance. Exercises for Chapter 3 Exercise 3-1. As you saw in Chapter 3 in the textbook, the term “Intelligence Quotient” or “IQ” is no longer scientifically meaningful. When intelligence tests were first administered, they were scored by dividing a child’s mental age by his or her chronological age, resulting in an intelligence quotient. If chronological age and mental age were identical, then the quotient equaled 1.00. This quotient was then multiplied by 100 to eliminate decimal points, resulting in the convention that “normal intelligence” for any age was 100. If mental age exceeded chronological age, the “IQ” score was greater than 100 (or above “normal”). Given the fact that intelligence seems to stabilize in the late teenage years, what problems arise in using the old IQ scoring method for describing adult intelligence? Exercise 3-2. This exercise involves a “matching test.” In the left-hand column, we have listed a series of job titles with which you are likely familiar. In the right hand column, we have listed various cognitive abilities, which are taken from Fleishman’s list of abilities and which are defined in Table 3.1. Your task is to place the letter of the job in the space next to the cognitive ability that would be important for successful performance of that job. In the space below, explain why you have chosen to match each ability and job. JOB TITLES A. Air traffic Controller B. Waiter C. Automobile Mechanic D. District Attorney E. Accountant F. Paramedic G. Marketing Consultant ABILITIES Deductive Reasoning __ Number Facility __ Originality __ Time Sharing __ Memorization __ Information Ordering __ Inductive Reasoning __ Exercise 3-3. Identify 1 job for which each Big Five personality dimension would be an important predictor of job performance. Describe why each job would require a high level of that particular Big Five personality dimension. Conscientiousness: Agreeableness: Intellectance: Neuroticism: Extraversion: Exercise 3-4. There is some debate about which commonly assessed KSAOs overlap with Emotional Intelligence. Describe which KSAOs commonly assessed by I-O psychologists you believe emotional intelligence overlaps with, or alternatively, make a case for why you believe that Emotional Intelligence is a unique construct that is independent of the KSAOs that I-O psychologists typically study. Answer Key for Multiple Choice Questions for Chapter 3 1. a 2. d 3. b 4. c 5. d 6. a 7. d 8. b 9. a 10. b 11. d 12. b 13. d 14. a 15. b 16. c 17. d 18. b 19. a 20. c CHAPTER 4: UNDERSTANDING PERFORMANCE Learning Objectives Module I Understand and describe the components of Campbell’s model of job performance. Distinguish between effectiveness and productivity. Describe the concepts of criterion deficiency, contamination, and relevance. Module II Distinguish between task performance and contextual performance. Understand the different types of performance measures. Describe the different kinds of counterproductive employee behaviors. Module III Identify the uses of job analysis information. Understand the difference between task- and worker-oriented job analytic approaches. Describe how job analyses are conducted. Module IV Understand how electronic performance monitoring can be used as part of job analysis. Describe the purpose and outcomes of cognitive task analysis. Describe how computer-based and internet-based approaches can be used in job analysis. Explain the purpose of competency modeling in the context of job analysis. Module V Describe the purpose of job evaluation and indicate how it differs from job analysis. Explain the concept of comparable worth and its relationship with job evaluation. Explain the importance of job analysis in employment discrimination cases. Chapter Outline MODULE I: A BASIC MODEL OF PERFORMANCE Campbell’s Model of Job Performance Criterion Deficiency and Contamination MODULE II: EXTENSIONS OF THE BASIC PERFORMANCE MODEL Task Performance versus Contextual Performance Types of Performance Measures Adaptive Performance The Case of Expert Performance Constraints on Performance MODULE III: JOB ANALYSIS: FUNDAMENTAL PROPERTIES & PRACTICES Introduction The Uses of Job Analysis Information A Brief History of Job Analysis Types of Job Analysis How Job Analysis Is Done MODULE IV: JOB ANALYSIS: NEWER DEVELOPMENTS Electronic Performance Monitoring as Part of a Job Analysis Cognitive Task Analysis The Context of Work A New Addition to Job Analysis Instruments: The Personality-Related Position Requirements Form (PPRF) A Summary Of The Job Analysis Process An Example of a PC-Based Job Analysis Instrument O*NET Competency Modeling MODULE V: JOB EVALUATION, COMPARABLE WORTH, AND THE LAW The Concept of Comparable Worth Job Analysis and Employment Litigation Glossary Terms for Chapter 4 This list of key terms and important concepts from Chapter 4 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 4 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 performance effectiveness productivity determinants of performance performance components declarative knowledge procedural knowledge motivation criterion deficiency criterion contamination ultimate criterion actual criterion Module 2 organizational citizenship behavior altruism generalized compliance task performance contextual performance objective performance measure judgmental measure personnel measure adaptive performance expert performance deliberate practice counterproductive employee behavior (counterproductive performance) sabotage dishonesty absenteeism Lordstown Syndrome Module 3 job analysis job ladder or job family job psychograph task-oriented job analysis worker-oriented job analysis knowledge, skills, abilities, and other characteristics (KSAOs) subject matter expert (SME) critical incident technique work diary Module 4 Electronic performance monitoring cognitive task analysis think-aloud protocol context of the work realistic job preview (RJP) Personality-Related Position Requirements Form (PPRF) Work Profiling System (WPS) Dictionary of Occupational Titles (D.O.T.) Occupational Information Network (O*NET) competency modeling Module 5 job evaluation compensable factors comparable worth Equal Pay Act of 1963 Practice Questions for Chapter 4 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. All of the following are direct determinants of job performance except: a. motivation. b. procedural knowledge and skill. c. personality factors. d. declarative knowledge. 2. According to Campbell, which of the following is a performance component that is essential at some level for every job? a. Demonstrated effort. b. Motivation. c. Personal accountability. d. General proficiency. 3. A help-desk operator’s performance at Chips and Bytes Computer Company is evaluated by assessing the number of calls he takes on any given day. The other aspects of his job (e.g., customer satisfaction) are not included. The resulting performance measure would be considered a(n) a. Actual criterion b. Ultimate criterion c. Contaminated criterion d. Deficient criterion 4. John works at Lunar Company as an administrative assistant. He often volunteers to do additional tasks to help others and consistently puts in extra effort in completing his own tasks. This is an example of a. contextual performance. b. task performance. c. citizenship performance. d. overall performance. 5. All of the following are aspects of organizational citizenship behavior except: a. Altruism b. Responsibility c. Generalized compliance d. Contextual performance 6. All of the following are circumstances of today’s workplace that seem to require adaptive performance except: a. Reliance on the status quo b. Globalization c. Changing technologies d. Corporate restructuring 7. Sheryl is frustrated with her job and, in recent weeks, has been sabotaging the projects of her coworkers. This is an example of a. revenge b. performance monitoring c. hostile action d. counterproductive behavior 8. All of the following are purposes of a job analysis except: a. To determine the necessary human attributes. b. To determine how tasks are carried out. c. To decide who to hire for a position. d. To understand the important tasks of a job. 9. All of the following may be potential distorting influences in job analysis data collection except: a. The desire to make one’s own job look more difficult. b. Objective reporting by the SME. c. The desire of the SME to conform to what others report. d. Mere carelessness. 10. What is cognitive task analysis? a. A method of distilling job performance into measurable units. b. A precursor to the think-aloud protocol. c. A job analysis method that focuses on specific tasks. d. A technique used to quantify job analysis information. Chapter 4 Exercises Exercise 4.1. Choose an occupation that you are interested in pursuing and, using O*NET (http://online.onetcenter.org/), identify the top 5 KSAOs that are required for successful performance in this occupation. Discuss the benefits of an electronic resource such as O*NET to managers or Human Resource representatives who have some job openings that they would like to fill in this particular occupation. Exercise 4.2. Search O*NET (http://online.onetcenter.org/) for “IndustrialOrganizational Psychologist”. Go to the Details Report, and identify the top 3 knowledges, the top 3 skills, and the top 3 abilities that are required for successful performance as an Industrial-Organizational Psychologist. Given what you have learned so far in this course, describe why these KSAs are important for successful job performance as an Industrial-Organizational Psychologist. Exercise 4.3. The concepts of criterion deficiency and criterion contamination were discussed in the text in Chapter 5. For each performance measure below, identify 1 way in which it may be deficient and 1 way in which it may be contaminated. a) Number of properties sold in a month by a real estate agent b) Number of drinks mixed per night for a bartender c) Number of arrests for a police officer d) Number of marriages performed by a minister e) Number of problems solved by software help desk operator Exercise 4.4. Consider each of the following measures and categorize each as a performance measure, an effectiveness measure, a productivity measure, or none of those three. Explain why you placed each measure in the particular category or why the measure does not belong in any of the categories. A) Order of finish in an athletic competition B) A supervisory rating of overall performance C) Profit on the output of a single machine operator over a one hour period D) Time it takes a computer programmer to debug a subroutine E) The number of times a production shift has won the “least lost days through injury” award of the company over a 10 year period Exercise 4.5. Examine the following list of work context factors, which have been taken from Table 5.4. For each work context factor, identify 1 job that would be influenced by that factor. Use a different job or occupation for each factor. Job requires you to assume an adversarial role:____________________________ Job includes great responsibility for the safety of others:______________________ Job involves encounters with angry or discourteous people:____________________ Job is performed under extreme temperatures (hot or cold):____________________ The consequences of an error on this job are catastrophic: _____________________ Worker has little or no control over the work: _______________________________ Job requires high levels of vigilance: ______________________________________ The work is monotonous: _______________________________________________ There are strong competitive pressures in this job: ____________________________ There are frequent and strict deadlines: ____________________________________ Exercise 4.6. Identify 3 ways in which competency modeling differs from job analysis. 1. 2. 3. Answer Key for Multiple Choice Questions for Chapter 4 1. c 2. a 3. d 4. a 5. b 6. a 7. d 8. c 9. b 10. a CHAPTER 5: PERFORMANCE MEASUREMENT Learning Objectives Module I Identify the uses for performance (criterion) data. Describe the differences between performance appraisal and performance management. Understand the influences on perceptions of fairness in performance measurement. Module II Identify the structural characteristics of performance ratings scales. Describe the different rating formats that are available for performance measurement. Distinguish among behaviors rating scales (BARS, MSS, and BOS). Module III Identify the different rating sources that can be included in the performance evaluation process. Understand the common rating errors that occur in performance evaluation. Describe rater training approaches and how they can be used to reduce rating errors. Module IV Understand how the social context of the work environment can affect performance ratings. Describe the issues that should be considered regarding the performance feedback process. Explain the potential effects of culture on performance evaluation processes and ratings. Understand how the law and legal considerations are related to performance evaluation. Chapter Outline MODULE 5.1 BASIC CONCEPTS IN PERFORMANCE MEASUREMENT Uses for Performance Information Types of Performance Data Relationships among Performance Measures Hands-On Performance Measures Electronic Performance Monitoring Performance Management Perceptions of Fairness in Performance Management MODULE 5.2 PERFORMANCE RATING—SUBSTANCE Close-Up on a Rating System Theories of Performance Rating Focus on Performance Ratings Overall Performance Ratings A “New” Perspective on Overall Performance Trait Ratings Task-Based Ratings Critical Incidents Methods OCB and Adaptive Performance Ratings Structural Characteristics of Scales Rating Formats Graphic Rating Scales Checklists Behavioral Rating Employee Comparison Methods A New Variation on the Paired Comparison Method: CARS Concluding Thoughts on Performance Rating Formats MODULE 5.3 PERFORMANCE RATING—PROCESS Rating Sources Supervisors Peers Self-Ratings Subordinate Ratings Customer and Supplier Ratings 360 Degree Systems Rating Distortions Rater Training Administrative Training Psychometric Training Frame-of-Reference Training The Reliability and Validity of Ratings Reliability Validity MODULE 5.4 SOCIAL & LEGAL CONTEXT OF PERFORMANCE EVALUATION The Motivation to Rate Rater Goals, Ratee Goals, Organizational Goals Goal Conflict Performance Feedback “Destructive” Criticism 360 Degree Feedback Performance Evaluation and Culture Performance Evaluation and the Law Glossary Terms for Chapter 5 This list of key terms and important concepts from Chapter 5 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 5 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 objective performance measure judgmental performance measure hands-on-performance measurement walk-through testing electronic performance monitoring performance management distributive justice procedural justice interpersonal justice Module 2 context task performance contextual performance counterproductive performance (counterproductive employee behavior) duties critical incidents graphic rating scale checklist weighted checklist forced choice format behaviorally anchored rating scales (BARS) mixed standard scale behavioral observation scale employee comparison methods ranking paired comparison Module 3 360 degree feedback rating errors central tendency error leniency error severity error halo error psychometric rater training Frame-of-Reference (FOR) Training Module 4 destructive criticism 360 degree feedback modesty bias forced distribution rating system policy capturing Practice Questions for Chapter 5 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. Which of the following is false concerning performance measures? a. Relationships among different types are generally low to moderate. b. They are interchangeable and may be substituted for one another. c. Each type gives a different perspective on performance. d. There are low correlations between supervisory ratings and objective measures. 2. All of the following are likely to make employees feel more positively toward performance monitoring except: a. They believe the activities monitored are job relevant. b. They are able to delay or prevent monitoring at particular times c. They are aware when it is taking place so they can censor their actions. d. They are able to participate in the design of the monitoring system. 3. Performance ___________ systems are developed by HR and handed to managers to use in evaluation of subordinates; performance ___________ feedback occurs whenever a supervisor or subordinate feels a discussion about expectations and performance is necessary. a. criteria; management b. management; criteria c. appraisal; management d. management; appraisal 4. James works at Solar Company and has just undergone a performance review. He feels that the process by which the ratings were assigned was unfair. Which type of justice issue is this? a. Interpersonal justice b. Operational justice c. Distributive justice d. Procedural justice 5. A performance rating form used for administrative purposes would be least valid for which of the following circumstances? a. Salary adjustment b. Employee feedback c. Promotion d. Firing 6. Which of the following is false concerning task-based ratings? a. They tend to be the most easily defended in court. b. They are generally most easily accepted by incumbents. c. The rating systems are usually direct extensions of job analysis. d. They rely on some trait analysis for accuracy. 7. Which of the following is not true of mixed standard scales? a. They have checklist format but also include elements found in BARS scales. b. It is not apparent to the rater what dimensions are being measured. c. There are 3 statements for each dimension describing good, average, and poor performance. d. Scoring is easy since raters tend to be consistent in their judgments. 8. When central tendency error occurs, it is often observed that: a. average performers receive the best scores. b. an extreme score is avoided in favor of a “safe” score. c. average performers are favored. d. extreme scores are chosen to move people away from the mean. 9. Julie is reluctant to assign bad ratings for her subordinates for fear of “ruffling feathers.” As a result, she tends to be unusually easy in her ratings. Julie is committing what type of error? a. Central tendency error b. Halo error c. Leniency error d. Severity error 10. In looking at how judges perceive performance evaluation, the characteristics most commonly cited in court decisions include all of the following except: a. whether raters were consistent over time. b. whether a job analysis was used to develop the system. c. whether the raters were given written instructions. d. whether multiple raters agreed on the ratings. Chapter 5 Exercises Exercise 5.1. The concepts of “contextual performance” and “adaptive performance” share something in common. Examine the list of features below and identify one feature that these concepts share in common. For the other 5 features, identify whether each predominantly describes contextual performance or adaptive performance. 1) Applies predominantly to service jobs (e.g., hotel, restaurant jobs). 2) Important when technologies continuously alter workplaces and work procedures. 3) Depend heavily on declarative knowledge. 4) Make substantial contributions when the work involves multicultural environments. 5) Expect individuals to violate organizational rules in some cases. 6) Depend on clear statements of performance expectations. Exercise 5.2. If you were asked to advise an HR manager about a potential revision of an organization’s performance appraisal system, what information would you ask for? What factors would affect whether would you recommend including contextual performance measures as part of the formal performance appraisal system? Answer Key for Multiple Choice Questions for Chapter 5 1. b 2. c 3. c 4. d 5. b 6. d 7. d 8. b 9. c 10. a CHAPTER 6: STAFFING DECISIONS Learning Objectives Module I Understand the three different models of staffing. Describe the impact of staffing practices on firm performance. Identify the various stakeholders in the staffing process. Understand the challenges faced in multinational staffing. Module II Describe the three major ways in which staffing outcomes can be evaluated. Understand the errors and correct decisions that can be made during the staffing process. Describe the two general approaches that can be used to establish cut scores. Explain the considerations that go into determining the utility of staffing decisions. Module III Understand the practical issues that affect staffing including how to combine information in making a staffing decision. Understand the purpose of score banding and how it might be used. Describe subgroup norming and its current legal status. Module IV Identify the types of discrimination cases in which I-O psychologists are typically involved. Describe the theories of discrimination that the law and the courts recognize. Understand how to calculate adverse impact using the 4/5ths rule. Chapter Outline MODULE 6.1 CONCEPTUAL ISSUES IN STAFFING An Overview of the Staffing Process The Impact of Staffing Practices on Firm Performance Stakeholders in the Staffing Process Line Managers Co-workers Applicants Staffing from the International Perspective MODULE 6.2 EVALUATION OF STAFFING OUTCOMES Validity Selection Ratios Prediction Errors and Cut Scores Establishing Cut Scores Utility Til Death Us Do Part?: The Concept Of Dynamic Validities Fairness MODULE 6.3 PRACTICAL ISSUES IN STAFFING A Staffing Model Comprehensiveness Compensatory Combining Information Statistical versus Clinical Decision Making The Hurdle System of Combining Scores Combinating Scores by Regression (The Compensatory Approach) Score Banding Subgroup Norming Selection versus Placement Deselection Number of Decisions to Be Made Large Staffing Projects Small Staffing Projects MODULE 6.4 LEGAL ISSUES IN STAFFING DECISIONS Charges of Employment Discrimination Theories of Discrimination Intentional Discrimination or Adverse Treatment Unintentional Discrimination or Adverse Impact Glossary Terms for Chapter 6 This list of key terms and important concepts from Chapter 6 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 6 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 staffing decisions high performance work practices power distance uncertainty avoidance multinational staffing Module 2 validity criterion-related validity selection ratio (SR) false positive false negative true positive true negative cut score criterion-referenced cut score norm-referenced cut score Uniform Guidelines on Employee Selection Procedures base rate utility analysis Module 3 comprehensive staffing model clinical decision making statistical decision making compensatory system hurdle system multiple hurdle system multiple regression analysis cross-validation score banding standard error of measurement (SEM) fixed band system sliding band system subgroup norming termination for cause layoff Module 4 expert witness adverse (or disparate) treatment adverse impact 80%” or “4/5ths rule” adverse impact ratio discovery class certification deposition settlement discussions Practice Questions for Chapter 6 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. Which of the following is least likely to be a high performance work practice? a. Use of formal job analyses b. Merit based promotions c. Use of clinical decision making to hire for line jobs d. Use of formal assessment devices for selection 2. What is the relationship called between the number of individuals actually hired and the number assessed? a. Selection ratio b. Assessment ratio c. Correlate ratio d. Applicant ratio 3. Dana was recently hired by Solar Company after going through its staffing process. Her test results placed her above the cut score. Unfortunately, her performance has been less than satisfactory and Dana’s manager is beginning to think that the wrong person was hired. Dana’s case might be an example of what type of error? a. False negative b. True negative c. False positive d. True positive 4. What is one consequence of increasing a cut score? a. Fewer hires will be above average performers b. Fewer candidates need be assessed c. More false positive errors d. More false negative errors 5. An organization is looking to hire individuals to fill 8 positions. So far, 20 people have applied for these jobs. What is the selection ratio? a. .40 b. .44 c. 2.25 d. 2.50 6. In __________ decision making, information is combined according to a mathematical formula. In _________ decision making, the relative value of one candidate versus another is weighed in the decision maker’s head. a. statistical; actuarial b. actuarial; statistical c. clinical; statistical d. statistical; clinical 7. The staffing system at Modular Company involves a process whereby a candidate must successfully pass a cognitive ability test before being allowed to take the physical ability test. This is an example of a a. compensatory system. b. hurdle system. c. multiple hurdle system. d. paired system. 8. There are three different strategies for achieving an optimal fit between an applicant and a job opening. They include all of the following except: a. Fill each job with the most qualified person. b. Fill each job with candidates that get along with current employees. c. Place candidates according to their best talents. d. Place workers so that all jobs are filled with adequate talent. 9. An industrial plant has just been sued for racial discrimination in promotion decisions by a group of Hispanic workers. They allege that White workers have been promoted at a higher rate than Hispanic workers. Which one of the following, based on the 80% rule, would indicate that there is adverse impact against the Hispanic workers? a. Hispanic promotion rate: 19%, White promotion rate: 20% b. Hispanic promotion rate: 30%, White promotion rate: 35% c. Hispanic promotion rate: 20%, White promotion rate: 30% d. Hispanic promotion rate: 75%, White promotion rate: 85% 10. A company administered a test to a group of job candidates two months ago. In examining the data, an HR representative discovered that a protected group tended not to do as well on the test as the majority group. This might be an example of what type of discrimination? a. Intentional discrimination b. Adverse treatment c. Adverse impact d. This does not qualify as discrimination. Chapter 6 Exercises Exercise 6.1. An important exception to the Civil Rights Act of 1964 Title VII requirements is a Bona Fide Occupational Qualification (BFOQ). In essence, managers and human resource professionals are allowed to use a demographic characteristic to make selection and other decisions, but only if the demographic characteristic is determined to be a BFOQ. The courts have accepted the BFOQ exception only in very narrow circumstances. For example, for safety purposes, guards for female prisoners may be only female. An interesting test of the BFOQ exception occurred in the Pan Am vs. Diaz case in the 1970s. The ruling in this case stated that gender could not be used as a BFOQ for flight attendants, despite the fact that male business travelers, who were the majority of passengers back then, preferred that flight attendants were female. In the 1990s, the Hooters restaurant chain used the BFOQ defense in arguing that they should have only female waitstaff. Lawyers for Hooters argued that gender was a BFOQ because having attractive female waitresses was of business necessity; that is, it was the only thing that set this restaurants apart from similar restaurants. Ultimately, the EEOC backed down from its stance of requiring male waiters at Hooters, but Hooters restaurant chain did agree to hire men for other positions such as manager and cook. In 2003, Hooters Airline was launched in a very competitive airline industry. Hooters Air appears to fall right in between the Pan Am vs. Diaz case (which did not support the use of gender as a BFOQ) and the Hooters vs. EEOC case (in which gender was allowed as a BFOQ). Do you think that Hooters Airline will run into legal problems if they only hire female stewardesses? How might this airline increase the likelihood that they will not run into the same problems that were raised in the Pan Am vs. Diaz lawsuit? Exercise 6.2. As an external I-O consultant, you are asked by a manager in the Human Resources department of a large organization to calculate whether there is adverse impact in a selection system that has been used over the last year. You are provided with the following data: # of majority group members that applied: 300 # job offers to majority group members: 100 # minority group members that applied: 75 # job offers to minority group members: 15 What is the adverse impact ratio? Given what you found, is there evidence of adverse impact? If there is adverse impact, what would you recommend in terms of next steps that the organization takes? Exercise 6.3. Follow up on Exercise 4.2 in which you searched O*NET (http://online.onetcenter.org/) for “Industrial-Organizational Psychologist.” After going to the Details Report and identifying the top 3 KSAs that are required for successful performance as an Industrial-Organizational Psychologist, identify 3-4 predictors that you would recommend be used in a selection system that is hiring entry-level I-O psychology consultants. Answer Key for Multiple Choice Questions for Chapter 6 1. c 2. a 3. c 4. d 5. a 6. d 7. b 8. b 9. c 10. c CHAPTER 7: TRAINING AND DEVELOPMENT Learning Objectives Module I Understand the importance of training and learning. Identify the different parts of a training needs analysis. Describe the individual difference characteristics that influence the learning process. Describe how learning and motivational theories can be applied to training. Identify the principles of learning that can be used in training. Compare massed and distributed practice. Define learning organizations and identify their features. Module II Describe the different methods of training. Define transfer of training. Module III Describe the four-level model used to categorize training criteria. Discuss four ways to examine the validity of training programs. Describe three types of training evaluation designs. Module IV Identify several kinds of specialized training programs that are commonly used in organizations. Describe 360 degree feedback and its purposes. Describe hostile working environment and quid pro quo sexual harassment and explain how training can reduce them. Describe training approaches used to help people understand other cultures. Understand the eight dimensions of intercultural sensitivity. Chapter Outline MODULE 7.1 FOUNDATIONS OF TRAINING AND LEARNING Training, Learning, and Performance Training Needs Analysis The Learning Process in Training Trainee Characteristics Learning and Motivational Theories Applied to Training Principles of Learning Learning Organizations MODULE 7.2 CONTENT AND METHODS OF TRAINING Training Methods On-Site Training Methods Off-Site Training Methods Distance Learning and Computer-Based Training Training “Critical Thinking” Transfer of Training MODULE 7.3 EVALUATING TRAINING PROGRAMS Training Evaluation Training Criteria Utility Analysis Validity of Training Programs Training Evaluation Designs Equal Employment Opportunity Issues in Training MODULE 7.4 SPECIALIZED TRAINING PROGRAMS Management and Leadership Development Assessment Centers 360 Degree Feedback Coaching Informal Training Sexual Harassment Awareness Training Ethics Training Cross-Cultural Training Glossary Terms for Chapter 7 This list of key terms and important concepts from Chapter 7 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 7 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 training learning cognitive outcome skill-based outcome affective outcome performance training needs analysis organizational analysis task analysis competencies person analysis trainee readiness performance orientation mastery orientation trainee motivation expectancy framework positive reinforcement behavior modification social learning theory behavioral modeling self-efficacy goal setting feedback active practice automaticity fidelity physical fidelity psychological fidelity whole learning part learning massed practice distributed practice learning organization Module 2 on-the-job training apprenticeship job rotation classroom lecture programmed instruction linear programming branching programming simulator distance learning computer-based training critical thinking skills transfer of training transfer of training climate Module 3 training evaluation reaction criteria learning criteria behavioral criteria results criteria internal criteria external criteria utility analysis pre-test post-test control group design Solomon four-group design Module 4 development assessment center 360 degree feedback coaching informal training sexual harassment quid pro quo sexual harassment hostile working environment sexual harassment expatriate culture shock cross-cultural training cultural assimilator culture-specific assimilator culture-general assimilator intercultural sensitivity Practice Questions for Chapter 7 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. __________ is a relatively permanent change in behavior and human characteristics, while __________ is the systematic acquisition of skills, concepts, or attitudes that results in improved performance in another environment. a. Teaching; learning b. Learning; teaching c. Learning; training d. Training; learning 2. All of the following are considered broad categories of learning outcomes except: a. Skill-based outcomes b. Declarative outcomes c. Cognitive outcomes d. Affective outcomes 3. Mary, an HR professional, is currently attending a training program where she is learning how to use a new computer program. She is not averse to making mistakes, often using them as an opportunity to further understand the computer program and add to her own knowledge. Mary might be characterized as having a a. limited orientation. b. cognitive orientation. c. performance orientation. d. mastery orientation. 4. John’s company offers a variety of training methods to learn skills. He is currently participating in one program that is often used to prepare high-potential employees for future management responsibilities, providing him with a variety of experiences in different departments that will likely help him obtain future promotions. What type of training method is he most likely participating in? a. Classroom instruction b. Mentoring c. Apprenticeship d. Job rotation 5. Julie is currently in a training program for all managers at a certain level in her company. All of the trainees are exposed to the same material which is presented in a very sequential manner. Whether or not she grasps a specific concept is of no consequence to the presentation of the material. What type of programmed instruction is she most likely experiencing? a. Branching programming b. Linear programming c. Inclusive programming d. Reinforcement programming 6. What distinguishes critical thinking from ordinary thought? a. It requires active involvement in applying the principles under discussion. b. It involves the simple memorization of facts or principles. c. It takes a lot longer to do than ordinary thought. d. It is currently a basic tenet for learning in all areas. 7. Utility analysis is a technique that assesses: a. the return on investment of training. b. the overall usefulness of a training program. c. how easy it is to implement a training program. d. assesses the influence of training on performance. 8. All of the following are ways to examine the validity of training programs except: a. Training validity b. Intraorganizational validity c. Performance validity d. Interorganizational validity 9. All of the following are true concerning 360 degree feedback except: a. Raters who give feedback anonymously are more likely to be honest and open. b. To help with development, feedback should be timely. c. It describes the process of collecting feedback from a variety of sources. d. A recipient is likely to be more open if others are present to hear the feedback. 10. Josh works in the HR department of Lunar Company and has been asked to take steps to prevent sexual harassment. He might choose to do all of the following except: a. Establish an effective complaint or grievance process. b. Educate only the male employees on sexual harassment. c. Clearly communicate Lunar Company’s zero tolerance policy to employees. d. Take immediate and appropriate action when an employee complains. Chapter 7 Exercises Exercise 7.1. Think of a time when you learned something by observing others in school or on the job. What types of knowledge or skills did you learn? Describe how such observational learning was beneficial in the learning process. Exercise 7.2. Provide an example of a time in school or at work when you benefited from using the learning principle of active practice. Next, provide an example of a time in school or at work when you benefited from using the learning principle of distributed practice. Finally, describe how combining these learning principles by using active and distributed practice could be used in an organization that is training new computer sales representatives. Exercise 7.3. Based on what you have read about principles of learning in Chapter 8, describe how you would change your study habits and preparation for exams in this class. If you wouldn’t change your study habits at all, describe how closely they match with the research that describes principles of learning in this chapter. Exercise 7.4. Distance learning is being offered in an increasing number of universities and businesses. What do you think are the advantages and disadvantages of distance learning? What concerns would you have about moving from a traditional learning environment to a distance learning environment in your university and in your job? Answer Key for Multiple Choice Questions for Chapter 7 1. c 2. b 3. d 4. d 5. b 6. a 7. a 8. c 9. d 10. b CHAPTER 8: THE MOTIVATION TO WORK Learning Objectives Module I Understand the early history of motivation theory in I-O psychology. Identify motivational theories using the metaphors described in the text. Understand the importance and meaning of motivation and its links with performance. Module II Identify the classic approaches to motivational theories. Explain the premise of Maslow’s need hierarchy theory. Describe the Two Factor Theory developed by Herzberg. Explain Vroom’s Valence Instrumentality Expectancy theory. Module III Describe why goal setting theory is considered a Person-as-Intentional Approach. Explain Control Theory and the concept of self-regulation. Identify the four separate avenues that can be used to develop self-efficacy. Identify the common themes found in modern approaches to motivation theory. Module IV Identify the four types of motivational practices managers employ across all cultures. Understand generational differences and how they relate to work motivation. Describe three specific types of motivational interventions used in applied settings. Identify the five job characteristics used for job enrichment. Chapter Outline MODULE 8.1: AN INTRODUCTION TO MOTIVATION The Central Position of Motivation in Psychology A Brief History of Motivation Theory in I-O Psychology Metaphors for Motivation Person as Machine Person as God-like The Meaning and Importance of Motivation in the Workplace Motivation and Performance Motivation and Work-Life Balance Motivation and Attitudes Motivatoin and Personality MODULE 8.2: MOTIVATIONAL THEORIES -- CLASSIC APPROACHES "Person-as-Machine" Theories An Internal Mechanical Theory: Maslow's Need Theory Variations on Maslow's theory An External Mechanical Theory: Reinforcement Theory "Person-as-Godlike" Theories: The Scientist Model Vroom's VIE Theory Equity Theory MODULE 8.3: MODERN APPROACHES TO WORK MOTIVATION Person-as-Intentional Goal Setting Theory Challenges for goal setting theory Levels of explanation as goal setting Control Theories and the Concept of Self-Regulation The Concept of Self-Efficacy in Modern Motivation Theory Action Theory Common Theories in Modern Approaches A New Motivational Topic: The Entrepreneur MODULE 8.4: PRACTICAL ISSUES IN MOTIVATION Can Motivation Be Measured? Cross-Cultural Issues in Motivation Generational Differences and Work Motivation Motivational Interventions Contingent Rewards Job Enrichment ProMES Glossary Terms for Chapter 8 This list of key terms and important concepts from Chapter 8 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 8 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 motivation instinct need drive behaviorist approach Field Theory group dynamics “person as machine” metaphor “person as God-like” metaphor “person as scientist” metaphor limited rationality “person as judge” metaphor work-life balance attitudes Module 2 Maslow’s need theory Two-factor theory hygiene needs motivator needs ERG theory reinforcement theory contingent reward intermittent reward continuous reward VIE theory Path-Goal theory valence instrumentality expectancy equity theory Dissonance Theory inputs outcomes comparison other input/outcome ratio Module 3 person-as-intentional approach Goal Setting Theory feedback loop control theory self-regulation self-efficacy Action Theory (Rubicon Theory) action process action structure Module 4 Motivational Trait Questionnaire (MTQ) job enrichment ProMES indicators Practice Questions for Chapter 8 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. Motivation concerns the conditions responsible for variations in intensity, quality, and _________ of ongoing behavior. a. amplitude b. satisfaction c. direction d. learning 2. What type of motivational approach placed the emphasis for behavior and directed activity directly on the environment? a. Behaviorist approach b. Instrumental approach c. Nature approach d. Environmental approach 3. Which theory proposed that various forces in the psychological environment have valence? a. Instinct theory b. Maslow’s need theory c. Field theory d. Metaphor theory 4. What is the basic model for considering the role of motivation in performance? a. Performance = (Motivation x Ability) + Situational constraints b. Performance = (Motivation x Ability) – Situational constraints c. Performance = (Motivation x Situational constraints) + Ability d. Performance = (Motivation / Situational constraints) + Ability 5. Maslow’s model fits the person-as-machine metaphor well. Which of the following is false concerning the model? a. A person will respond to whatever satisfies the lowest level unfulfilled need. b. Workers in the same department are assumed to be at the same needs level. c. The behavior of the individual is unconscious and automatic. d. An employer needs to know at what need level a worker is operating. 6. All of the following are need levels identified by Alderfer (1969; 1972) except: a. Expectancy b. Relatedness c. Existence d. Growth 7. What is a major problem associated with using contingent reinforcement? a. The approach cannot consistently predict motivation. b. The approach makes too many assumptions of behavior. c. The approach has little or no role for any cognitive activity. d. The approach is not applicable in today’s workplace. 8. What is the theory called that suggests that tension exists when individuals hold incompatible thoughts? a. Dissonance theory b. Equity theory c. Comparison theory d. Incompatibility theory 9. The feedback loop in goal setting theory deals with the discrepancy between: a. Actual goal accomplishment and expected goal accomplishment of peers. b. Actual goal accomplishment and the failures the person has experienced. c. Actual goal accomplishment and the goal to which the person was committed. d. Actual goal accomplishment and the actual goal accomplishment of peers. 10. Managers, across all cultures, tend to employ all of the following motivational practices except: a. Quality improvement interventions b. Differential distribution of rewards c. Setting goals and making decisions for employees. d. Design and redesign of jobs and organizations. Chapter 8 Exercises Exercise 8.1. Given what you have learned about Need Theory in this chapter, identify which of Abraham Maslow’s needs is alluded to in each of the following quotes. Explain why you choose that particular need level for each quote. “You’ve reached the pinnacle of success as soon as you become uninterested in money, compliments, or publicity” (Dr. O. A. Battista, chemist) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Sign: “Don’t cross this field unless you can do it in 9.9 seconds. The bull can do it in 10.” ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “There is more credit & satisfaction in being a 1st-rate truck driver than a 10th-rate executive” (B.C. Forbes, American Publisher, 1880-1954) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “The best parachute packers are those who jump themselves.” ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “The greatest use of life is to spend it for something that will outlast it” - William James (1842-1910), Father of Psychology ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Exercise 8.2. Many individuals see themselves as a “go to” person in trying situations. Construct a scenario using what you have learned about the concept of self-efficacy to explain how these individuals may have become so confident. Exercise 8.3. If you were elected as the chair of a fundraising effort in your community, and you would be using all volunteers to gather the funds, which theory of motivation would you choose to accomplish this goal through your staff? How would you apply this theory? Alternatively, which motivational theory would be least useful in this situation? Why? Answer Key for Multiple Choice Questions for Chapter 8 1. c 2. a 3. c 4. b 5. b 6. a 7. c 8. a 9. c 10. c CHAPTER 9: EMOTIONS, ATTITUDES, AND WORK Learning Objectives Module I Understand how emotions experienced at work affect work and non-work behavior. Understand the early history of job satisfaction research. Describe the antecedents and the consequences of job satisfaction. Describe the major approaches to measuring job satisfaction. Module II Understand the forms of work satisfaction described by Bruggemann and Bussing. Explain the distinction between moods and emotions. Describe how dispositions and core evaluations can be helpful in understanding job satisfaction. Describe the concept of commitment and its different forms. Module III Understand the psychological implications of job loss. Describe the arguments of the proponents and opponents of telecommuting. Identify the influences on and outcomes of work-life balance. Describe how cultural variables can affect the study of work attitudes and emotions. Chapter Outline MODULE 9.1 JOB SATISFACTION The Experience of Emotion at Work Job Satisfaction: Some History The Early Period of Job Satisfaction Research An Evolution Antecedents and Consequences of Job Satisfaction The Measurement of Job Satisfaction Overall versus Facet Satisfaction Satisfaction Questionnaires MODULE 9.2 MOODS, EMOTIONS, ATTITUDES, AND BEHAVIOR Is Everybody Happy? Does It Matter If They Are? The Concept of “Resigned” Work Satisfaction Satisfaction versus Mood versus Emotion Dispositions and Affectivity The Time Course of Emotional Experience Genetics and Job Satisfaction The Concept of Core Evaluations The Concept of Commitment Forms of Commitment Individual Difference Variables and Commitment A New Focus: Organizational Identification Withdrawal Behaviors MODULE 9.3 RELATED TOPICS Job Loss Telecommuting Work–Family Balance Work-Related Attitudes and Emotions from the Cross-Cultural Perspective A Possible Connection between Motivation and Emotion Glossary Terms for Chapter 9 This list of key terms and important concepts from Chapter 9 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 9 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 job satisfaction Hawthorne Effect Value theory opponent process theory overall satisfaction facet satisfaction Job Descriptive Index (JDI) Minnesota Satisfaction Questionnaire (MSQ) intrinsic satisfaction extrinsic satisfaction Module 2 resigned work satisfaction constructive work dissatisfaction mood emotion affect circumplex process emotion prospective emotion retrospective emotion negative affectivity (NA) positive affectivity (PA) core evaluations emotional labor commitment affective commitment continuance commitment normative commitment occupational commitment job imbeddedness Hobo syndrome withdrawal behaviors work withdrawal job withdrawal progression hypothesis Module 3 work/family balance Practice Questions for Chapter 9 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. John, in a meeting with his boss, was elated to hear that the president of the company was impressed with his contribution. However, when he left the meeting and was sitting in his office, John began to experience feelings of anger. What theory would most support John’s circumstances? a. Nine-factor theory b. Facet satisfaction theory c. Dissatisfaction theory d. Opponent process theory 2. All of the following are true of the Job Descriptive Index except: a. It includes a separate overall satisfaction measure. b. It doesn’t provide much information about issues like independence. c. The actual questionnaire is fairly short. d. It assesses satisfaction with five distinct areas of work. 3. _______________ is related to the work that individuals do, while ________________ concerns whether employees are satisfied with aspects such as pay or benefits. a. Extrinsic satisfaction; intrinsic satisfaction b. Intrinsic satisfaction; extrinsic satisfaction c. Facet satisfaction; extrinsic satisfaction d. Extrinsic satisfaction; facet satisfaction 4. Sharon, a manager at Solar Corp., has noticed that one of her employees has become listless on the job, often putting minimal effort into simple projects. Sharon has spoken to the employee, but the employee has displayed a general unwillingness to change. The employee is most likely experiencing a. resigned work satisfaction. b. constructive work dissatisfaction. c. boredom with his/her tasks. d. a reduced interest in success. 5. ___________ are generalized feeling states that are not intense enough to interrupt ongoing work, whereas ____________ are normally associated with specific events or occurrences. a. Emotions; Moods b. Moods; Emotions c. Feelings; Moods d. Moods; Feelings 6. Which of the following statements is incorrect concerning affectivity? a. Positive people tend to be more satisfied with their jobs than negative people. b. Affectivity as measured in adolescence predicts later job satisfaction. c. Neuroticism is often referred to as positive affectivity. d. Job satisfaction and affectivity have reciprocal influences on each other. 7. All of the following are elements of core evaluations except: a. Locus of control b. Self-efficacy c. Stimuli observation d. Absence of neuroticism 8. Organizational commitment includes all of the following elements except: a. A desire to contribute positively to the work-life of others. b. Acceptance and belief in an organization’s values. c. A strong desire to remain in the organization. d. A willingness to exert effort on behalf of the organization. 9. All of the following are reasons why the effects of unemployment are complex except: a. There are fewer decisions to make since there is little to decide about. b. The loss of work reduces income and daily variety. c. There is a suspension of the typical goal setting that guides day to day activity. d. New skills are developed while current skills begin to atrophy. 10. Multiple roles for both men and women enhance feelings of well-being through all of the following mechanisms except: a. Success in one role can buffer the effects of failure in another role. b. Multiple roles increase the opportunity for social support. c. Multiple roles allow an individual to focus more on work success. d. Multiple roles increase an individual’s cognitive complexity. Chapter 9 Exercises Exercise 9.1. Holland and Hogan (1998) suggest that telecommuting can be damaging to the individual, emotionally and in terms of one’s career. Do you think this warning applies to sales representatives? Why or why not? Exercise 9.2. Describe how the issue of work/life balance is likely to change for a male worker as he moves from his 20s to his 30s and from his 30s to his 40s? Next, describe how the issue of work/life balance is likely to change for a female worker as she moves from her 20s to her 30s and from her 30s to her 40s. If you suggest there are gender differences, please provide support for your arguments. Answer Key for Multiple Choice Questions for Chapter 9 1. d 2. c 3. b 4. a 5. b 6. c 7. c 8. a 9. d 10. c CHAPTER 10: STRESS AND WORKPLACE HEALTH Learning Objectives Module I Understand early approaches to stress developed by Selye and Cannon. Describe common physical and psychological stressors at work. Identify the behavioral, psychological, and physiological consequences of stress. Module II Explain the Demand/Control and Person-Environment Fit models of stress. Explain how individual difference characteristics may provide resistance to stress. Identify the subcomponents of the Type A Behavior Pattern and describe which subcomponents can be used to predict health and performance outcomes, respectively. Module III Describe the 3 major approaches used in organizations to reduce and manage stress. Give an example of a stress management training program and its intended outcomes. Explain how social support can buffer the effects of stress on subsequent strains. Describe the relationship between stress and workplace violence. Module IV Describe the individual and organizational characteristics that appear to be associated with workplace violence. Describe the frustration-aggression hypothesis of workplace violence. Describe the justice hypothesis of workplace violence. Understand the phenomenon of bullying and its relation to workplace violence. Chapter Outline MODULE 10.1 THE PROBLEM OF STRESS Studying Workplace Stress What is a Stressor? Common Stressors at Work Physical/Task Stressors Psychological Stressors Consequences of Stress Behavioral Consequences of Stress Psychological Consequences of Stress Physiological Consequences of Stress Work Schedules Shift Work Flexible and Compressed Workweek Schedules MODULE 10.2 THEORIES OF STRESS Demand-Control Model Person-Environment Fit Model Individual Differences in Resistance to Stress The Type A Behavior Pattern MODULE 10.3 REDUCING AND MANAGING STRESS Primary Prevention Strategies Work and Job Design Cognitive Restructuring Secondary Prevention Strategies Stress Management Training Relaxation and Biofeedback Techniques Social Support Tertiary Prevention Strategies Summary of Stress Intervention Strategies Future Work Trends and Challenges to Stress and Stress Management MODULE 10.4 VIOLENCE AT WORK Stress and Workplace Violence Levels of Violence The Experiential Sequence of Violence The “Typical” Violent Worker Theories of Workplace Violence Frustration-Aggression Hypothesis The “Justice” Hypothesis A Special Type of Violence: Bullying What Can We Conclude About Workplace Violence? Glossary Terms for Chapter 10 This list of key terms and important concepts from Chapter 10 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 10 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 fight-or-flight reaction eustress distress General Adaptation Syndrome (GAS) alarm reaction stage stress hormone resistance stage exhaustion stage problem-focused coping emotion-focused coping stressor strain autonomy interpersonal conflict role stressors role role ambiguity role conflict role overload work-family conflict emotional labor surface acting deep acting burnout emotional exhaustion depersonalization low personal accomplishment Module 2 Demand-Control Model demand control person-job fit person-organization fit locus of control (LOC) hardiness self-esteem Type A behavior pattern (TABP) coronary-prone personality hostility achievement strivings (AS) impatience/irritability (II) time urgency Module 3 Occupational Health Psychology primary prevention strategy cognitive restructuring cardiac psychology hurry sickness secondary prevention strategy stress management training stress inoculation progressive muscle relaxation biofeedback social support buffer or moderator hypothesis tertiary prevention strategy Employee Assistance Program (EAP) Module 4 frustration-aggression hypothesis justice hypothesis of workplace violence bullying Practice Questions for Chapter 10 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. __________ provides challenges that motivate individuals to work hard and meet their goals, while ___________ results from stressful situations that persist over time and produces negative health outcomes. a. Eustress; stress b. Stress; eustress c. Distress; eustress d. Eustress; distress 2. All of the following are true of the General Adaptation Syndrome except: a. The sequence of stages varies depending on the trauma. b. In the alarm stage, the body releases stress hormones. c. While coping with the source of stress, resistance to other stressors decreases. d. Burnout, illness, and death may result unless stress is reduced. 3. Problem-focused coping: a. involves avoiding and minimizing the problem. b. has to do with reducing the emotional response to the problem. c. involves creating a new and larger problem as a distraction. d. is directed at managing the problem that is causing the stress. 4. Josh works at Lunar Company and has just been assigned to a very important project that will require a great deal of time and dedication. He has also just been elected president of the parent association at his daughter’s school. Josh doesn’t know how he will be able to handle them both. What might this be an example of? a. Role conflict b. Role ambiguity c. Job overload d. Job ambiguity 5. The Job Content Questionnaire includes all of the following subscales except: a. Skill utilization and job decision latitude b. Role overload and role conflict c. Stressors and job motivators d. Depression and job dissatisfaction 6. A moderator is a. a variable that affects the direction or strength of the association between two other variables. b. an objective element in the stressor-strain relationship that starts the stress reaction in individuals. c. a method by which an individual can consciously halt the stressor-strain reaction. d. an element that recognizes the relationship between two variables and serves to magnify the strength of the variables. 7. All of the following are characteristics of a person described as having a hardy personality except: a. The feel a sense of commitment to their goals. b. They feel they are in control of their lives. c. They are critical of their environment. d. They see unexpected change as a challenge. 8. Levine et al. (1989) measured the pace of life in a number of cities across the United States. All of the following were indicators used in the study except: a. Driving speed b. Talking speed c. Walking speed d. Bank teller speed 9. Which strategy is concerned with modifying or eliminating stressors in the work environment? a. Primary prevention strategy b. Secondary prevention strategy c. Tertiary prevention strategy d. None of the above 10. Stress inoculation consists of all of the following except: a. Education b. Reflection c. Rehearsal d. Application 11. According to research, which of the following individuals would be least likely to engage in workplace violence? a. A male who has a history of violence. b. An individual with high self-esteem who received negative feedback recently. c. A person who has a history of conflicts with co-workers. d. A female who recently received increased job responsibilities. 12. Which approach to workplace violence suggests that frustration leads to a stress reaction and that the individual expends energy to relieve this stress? a. Reactionary approach b. Justice hypothesis c. Frustration-aggression hypothesis d. Behavioral approach 13. All of the following characterize bullying except: a. It occurs over a long time. b. It occurs repeatedly. c. A victim is subjected to social exclusion. d. Two equally strong parties are in conflict. Chapter 10 Exercises Exercise 10.1. Think of your last part-time or full-time job. Identify 3 stressors that you encountered in the job and note which general type of stressor each is (e.g., Physical/Task Stressor, Psychological Stressor). For each stressor, explain why you perceived it to be stressful. Exercise 10.2. Control is a major theme in the stress literature. Choose 2 jobs with which you are familiar and describe whether they are likely to be perceived by job incumbents as having a high degree of control (autonomy) or a low degree of control. Exercise 10.3. Describe why it is important for I-O psychologists to use Type A behavior pattern subcomponents instead of the global Type A behavior pattern in predicting health and work outcomes. Exercise 10.4. Imagine that workers in the company you work for report that they are very stressed in their jobs and that executives in the company are convinced that it is best to use only secondary and tertiary stress management strategies. Provide an argument for why you think such an approach is a mistake. Answer Key for Multiple Choice Questions for Chapter 10 1. d 2. a 3. d 4. a 5. c 6. a 7. c 8. a 9. a 10. b 11. d 12. c 13. d CHAPTER 11: FAIRNESS AND DIVERSITY IN THE WORKPLACE Learning Objectives Module I Distinguish between the concepts of justice, fairness, and trust. Describe the concepts of distributive, procedural, and interactional justice. Understand the impact of perceptions of injustice on attitudes, emotions, and behaviors. Module II Understand the conditions under which employees will feel justly treated in the performance evaluation process. Explain the concept of voice and how it is related to perceptions of fairness. Understand the common applicant reactions to selection procedures. Describe the different forms that Affirmative Action Programs can take. Describe how Affirmative Action Programs are related to justice perceptions. Module III Explain the concept of diversity and discuss the different forms it can take. Explain the advantages and disadvantages of diversity in work groups. Describe the characteristics of organizations that are most likely to manage diversity successfully. Chapter Outline MODULE 11.1 FAIRNESS The Concept of Justice Justice, Fairness, and Trust Approaches to Organizational Justice Distributive Justice Procedural Justice Interactional Justice Deontic Justice Justice versus Injustice MODULE 11.2 PRACTICAL IMPLICATIONS OF JUSTICE PERCEPTIONS Performance Evaluation Applicant Perceptions of Selection Fairness A Special Case of Applicant Reactions: Stereotype Threat A Model of Applicant Decision Making The Rejected Applicant The Special Case of Affirmative Action Culture and Affirmative Action Programs MODULE 11.3 DIVERSITY What Does Diversity Mean? The Dynamics of Diversity Diversity from the Work Group Perspective Managing Diversity from the Organizational Perspective Leadership and Diversity Glossary Terms for Chapter 11 This list of key terms and important concepts from Chapter 11 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 11 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 trust distributive justice merit or equity norm need norm equality norm procedural justice voice interactional justice Module 2 rational economic model rational psychological model organizational fit model affirmative action Module 3 diversity relational demography assimilation model protection model value model Practice Questions for Chapter 11 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. Procedural justice is concerned with: a. The possibility of influencing a process or outcome. b. The perceived fairness of the allocation of outcomes to members. c. The process by which rewards are distributed. d. The sensitivity with which employees are treated. 2. Two separate facets of interactional justice are: a. Interpersonal and informational justice b. Interpersonal and environmental justice c. Environmental and social justice d. Informational and comparative justice 3. Sarah has just had a performance review. She is frustrated with the unprofessional manner in which her manager conducted the review, even though the review was very positive and encouraging. Sarah is concerned about which type of justice? a. Evaluative b. Distributive c. Procedural d. Interactional 4. All of the following conditions would most likely lead to an experience of fairness during performance reviews except: a. The supervisor was familiar with the duties and responsibilities of the subordinate. b. The supervisor relied on only those he/she most trusted to provide peer reviews. c. The supervisor provided suggestions on how to improve performance. d. The supervisor had an adequate opportunity to observe the subordinate at the workplace. 5. Why might the use of student participants in conducting research on applicant perceptions of fairness be a concern? a. There is a difference between pretending to be rejected and the reality of being rejected. b. Students tend to be unruly and may skew the results. c. Very few students have had the experience of a job to rely upon. d. Students are better able to handle issues of fairness than employees. 6. Which of the following conclusions is false concerning research on applicant reactions? a. Applicants express unfavorable opinions of work samples, citing them as stressful. b. Candidates are more favorable to interviews that appear to be related to the job under consideration. c. Applicants see recruiters as the personification of the organization doing the recruiting. d. Candidates are more favorable toward cognitive ability tests that have concrete items. 7. Affirmative Action Programs (AAP): a. help in assuring that employees are hired based only on merit. b. equalize the selection opportunities of all applicants. c. develop quotas to reduce underrepresentation. d. provide specific mechanisms for reducing underrepresentation. 8. Which term is used to describe the method by which work groups and organizations are composed and changed? a. Morphing composition b. Relational demography c. Diversification d. Composition transformation 9. All of the following are characteristics of organizations most likely to manage diversity successfully except: a. They foster diversity only in formal levels of the organization. b. They take steps to reduce interpersonal conflict. c. They exhibit diversity at every level. d. They uncover and root out bias and discriminatory practices. 10. The _______________ assumes there are no advantages for a diverse workforce since all employees share the same values and culture, while the ________________ often leads to justice and fairness debates. a. assimilation model; value model b. value model; assimilation model c. protection model; assimilation model d. assimilation model; protection model Chapter 11 Exercises Exercise 11.1. Gilliland and colleagues (2001) found that providing two reasons for rejecting a candidate led to more favorable reactions than providing one, even when one of the reasons simply described the job relatedness and fairness of the process. This is puzzling because a rejection letter based on the single foundation of the job relatedness and fairness of the process was not viewed favorably by the candidate. In the text, we have suggested that two reasons may enhance the feelings of “respect” for the candidate. Do you think there would be the same positive result if 1 of the 2 reasons was the “standard” rejection letter (i.e. “thanks for applying, you did not get the job)? Why? Exercise 11.2. The Supreme Court’s 2003 decision about affirmative action has received a lot of media scrutiny. There seem to be 2 camps on this issue -- those who think that affirmative action is good and those who think it is bad. Both camps seem to be defined by justice considerations. First, describe the perspective of those who support affirmative action in terms of justice. Next, take the other side and describe the perspective and logic of those who are against affirmative action. Finally, describe which view fits better with your own position. Answer Key for Multiple Choice Questions for Chapter 11 1. c 2. a 3. c 4. b 5. a 6. a 7. d 8. b 9. a 10. d CHAPTER 12: LEADERSHIP Learning Objectives Module I Distinguish between the concepts of leader emergence and leader effectiveness. Understand the connections between managerial and leadership roles. Module II Understand traditional theories of leadership including the trait and power approaches. Describe the results of the Ohio State and Michigan Studies of leadership behavior. Explain the contingency and situational approaches to leadership. Module III Explain Leader-Member Exchange theory and the distinctions between in-group and outgroup members. Distinguish between transactional, transformational, and charismatic leadership. Module IV Explain the challenges of leadership in the changing workplace. Describe the results of research examining gender differences in leadership. Describe recent developments in the role that personality plays in leadership. Explain the role that culture plays in the effectiveness of various leadership strategies. Chapter Outline MODULE 12.1 THE CONCEPT OF LEADERSHIP Some Conceptual Distinctions Leader Emergence versus Leader Effectiveness Leader Emergence The Problem of Defining Leadership Outcomes Leader versus Manager or Supervisor The Blending of Managerial and Leadership Roles Leader Development versus Leadership Development The Motivation to Lead MODULE 12.2 TRADITIONAL THEORIES OF LEADERSHIP The Great Man and Great Woman Theories The Trait Approach The “Power” Approach to Leadership The Behavioral Approach The Ohio State University Studies The University of Michigan Studies The Contingency Approach Hersey and Blanchard’s Situational Theory House’s Path Goal Theory The Case of Social Undermining: What about the “Fickle” Leader? The Consequences of Participation: The Vroom-Yetton Model MODULE 12.3 NEW APPROACHES TO LEADERSHIP Leader-Member Exchange (LMX) Transformational Leadership The Charismatic Leader MODULE 12.4 EMERGING TOPICS & CHALLENGES IN LEADERSHIP RESEARCH Leadership in a Changing Workplace Male and Female Leaders: Are They Different? TheDemographics of Leadership The Leadership Styles of Men and Women Personality and Leadership Cross-cultural Studies of Leadership Leadership in a Diverse Environment Guidelines for Effective Leadership Glossary Terms for Chapter 12 This list of key terms and important concepts from Chapter 12 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 12 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 leader emergence leadership effectiveness leader attempted leadership successful leadership effective leadership leader development leadership development interpersonal competence power motive activity inhibition affiliation need Module 2 Great Man/Great Woman Theory trait approach power approach behavioral approach consideration initiating structure task-oriented behavior relations-oriented behavior participative behavior contingency approach job maturity psychological maturity path-goal theory social undermining social support Module 3 Leader-Member Exchange (LMX) theory in-group members out-group members "life-cycle" of a leader-follower relationship transformational leadership transactional leadership laissez-faire leadership full-range theory of leadership Multifactor Leadership Questionnaire (MLQ) charisma charismatic leader charismatic leadership theory Module 4 virtual team telecommuting Global Leadership and Organizational Behavior Effectiveness (GLOBE) culture-specific characteristics Practice Questions for Chapter 12 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. If a researcher is studying the characteristics of individuals who become leaders, he or she would particularly be interested in ______________. a. leader treatment b. leadership effectiveness c. leader emergence d. leadership ability 2. All of the following are personality characteristics that are associated with individuals who emerge as leaders except: a. Emotional stability b. Agreeableness c. Extraversion d. Openness to experience 3. All of the following are descriptive of the more modern approach to trait theory except: a. It defines personality traits behaviorally. b. It considers traits in the context of organizational/situational variables. c. It has not had the success of traditional trait theory. d. It includes a general consensus on the meaning of personality traits. 4. Most leadership training programs concentrate on developing, maintaining, or enhancing individual attributes. This is most accurately described as an example of: a. behavior development b. personality development c. leadership development d. leader development 5. The researchers at Ohio State University pursued an approach that dealt with two dimensions: consideration and initiating structure. Which general leadership approach did they utilize? a. Maturity approach b. Contingency approach c. New trait theory d. Behavioral approach 6. What is the general notion behind the contingency approach? a. Any tactic should be backed up by an alternate course of action. b. The success of any given tactic depends upon multiple factors or situations. c. The ability of one factor to influence another factor is inherently ambiguous. d. Multiple factors must be considered in developing a course of action. 7. ______________ leadership is best when the job is boring or the subordinate lacks self-confidence, whereas ____________ leadership is most effective when the job is not clearly defined. a. Supportive; directive b. Directive; supportive c. Participative; directive d. Directive; participative 8. Which of the following is characteristically true of out-group members? a. They are more likely to stay in an organization. b. They view exchanges with their leaders as simply contractual. c. They see themselves as involved in valuable knowledge exchange. d. Their leaders initiate discussions about personal matters with them. 9. Which of the following is a criticism of the Multifactor Leadership Questionnaire? a. It is based on only one theory, that of transactional leadership theory. b. It is unclear how many transactional and transformational strategies there are. c. It is overly long and often frustrates the test takers. d. It tends to be imprecise in measuring what it says it is measuring. 10. According to a study described in the textbook, the mental health of female managers was ________ if they adopted a(n) _________ style in a male dominated industry. a. worse; autocratic b. worse; interpersonal c. better; interpersonal d. better; nurturing Chapter 12 Exercises Exercise 12.1. Identify which leadership theory is referenced in each of the following quotes. Explain why you choose the particular leadership theory for each quote. “A true leader is always led” -- C. G. Jung, Swiss Psychologist (1875-1961) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “The key to successful leadership today is influence, not authority” - Kenneth Blanchard, business consultant and author ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “A leader takes people where they want to go. A great leader takes people where they don’t necessarily want to go but ought to be” -- Rosalynn Carter, former First Lady, (1927- ) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “A good leader is a person who takes a little more than his share of the blame and a little less than his share of the credit” - John C. Maxwell, founder of INJOY Leadership Group ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “To measure a man is to measure what he does with power” – Pittacus, Greek statesman and military leader (650–570 B.C.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ “Power is not revealed by striking hard or often, but by striking true” -- Honore de Balzac, French journalist and writer (1799-1850) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Exercise 12.2. Choose a recent U.S. President. Discuss the extent to which the President used transformational or charismatic leadership in developing his agenda and vision in terms of 2 issues that are important to you (e.g., economy, taxes, environment, national security, international affairs). Answer Key for Multiple Choice Questions for Chapter 12 1. c 2. b 3. c 4. d 5. d 6. b 7. a 8. b 9. b 10. b CHAPTER 13: TEAMS IN ORGANIZATIONS Learning Objectives Module I Identify several reasons for the increasing use of teams in organizations. Describe the types of teams that are commonly used in the workplace. Module II Describe the input-process-output model of team effectiveness. Identify the attributes of team members that can contribute to team performance. Describe the team processes that are associated with team performance. Module III Describe the challenges and opportunities presented by the use of team appraisal and feedback. Explain team-role theory and how it can be used to assess and develop teams. Describe recent advances in team development and training. Explain the role that culture plays in team processes and team effectiveness. Chapter Outline MODULE 13.1 TYPES OF TEAMS Groups and Teams: Definitions Types of Teams Quality Circles Project Teams Production Teams Virtual Teams A Specialized Team: Airline Cockpit Crew MODULE 13.2 A MODEL OF TEAM EFFECTIVENESS Input-Process-Output Model of Team Effectiveness Team Inputs Team Processes Team Outputs MODULE 13.3 SPECIAL ISSUES IN TEAMS Team Appraisal and Feedback ProMES Team Roles Team Development Team Training Cultural Issues in Teams Glossary Terms for Chapter 13 This list of key terms and important concepts from Chapter 13 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 13 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 team quality circle project team production team autonomous work group virtual team virtual-collaboration behaviors virtual-socialization skills virtual-communication skills Module 2 input-process-output model of team effectiveness team composition shared mental model demographic diversity psychological diversity norms coordination loss social loafing cohesion groupthink risky-shift phenomenon group polarization Module 3 ProMES team-role theory cross-training team leader training team coordination training time horizon Practice Questions for Chapter 13 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. What does research indicate about the success of quality circles? a. They are most successful in the short term. b. They are most successful in the long term. c. They are successful in both the short term and long term. d. They are generally not successful. 2. All of the following are true of project teams except: a. They are ongoing and have a long history that helps them develop cohesiveness. b. Team members come from different departments or functions. c. They are created to solve a particular problem or set of problems. d. They are dependent upon client preferences. 3. A(n) _______________ has control over a variety of its functions including planning shift operations. a. project team b. quality circle c. autonomous work group d. virtual team 4. _____________ include exchanging ideas without criticism, whereas _____________ include soliciting team members’ feedback on the process the team is using to accomplish its goals. a. Virtual-collaboration skills; virtual-communication skills b. Virtual-communication skills; virtual-collaboration skills c. Virtual-socialization skills; virtual-collaboration behaviors d. Virtual-collaboration behaviors; virtual-socialization skills 5. All of the following are team inputs except: a. Team task b. Team composition c. Norms d. Organizational context 6. Shared mental models: a. are a method for team members to employ similar thought processes. b. are organized ways for team members to think about how the team will work. c. allow for the study and measurement of individual thought processes. d. bring together like-minded individuals to create a more cohesive team. 7. Team norms may develop through all of the following except: a. Mandatory directives issued by the organization. b. Explicit statements by team members. c. The first behavior pattern that emerges in the team. d. Carry-over behaviors from past situations. 8. The tendency called for groups to make decisions that are more extreme than those made by individuals is called: a. Extremity phenomenon b. Extreme thinking c. Group polarization d. Group shift 9. The five stages of group development include the forming and norming stages. All of the following are also stages except: a. Performing b. Storming c. Conforming d. Adjourning 10. All of the following are commonly-used team training strategies discussed in the text except: a. Team leader training b. Cross-training c. Team coordination training d. Team process training Chapter 13 Exercises Exercise 13.1. Cascio (2000) noted the advantages that virtual teams can provide to organizations. What are potential disadvantages of working in virtual teams that are not ever able to meet? Exercise 13.2. Milliken and Martins (1996) described diversity as a double-edged sword. Explain what they mean. Exercise 13.3. In recent years, National Football League (NFL) officials have been targeted because of their poor performance in highly visible games. One suggestion for improving performance has been to form permanent, full-time, year-round teams of officials. The central issue is the possible enhanced performance of an intact, full-time team of officials. Right now, in spite of the fact that it appears that officials are working as a team, in truth, they are only a nominal team of individuals who have other jobs during the week and are brought together to work on various Sundays throughout the football season. Given the research evidence described in the textbook, do you think that team performance for the officials would improve if permanent full-time, year-round teams of officials were used instead of the current approach? Why? Answer Key for Multiple Choice Questions for Chapter 13 1. a 2. a 3. c 4. d 5. c 6. b 7. a 8. c 9. c 10. d CHAPTER 14: THE ORGANIZATION OF WORK BEHAVIOR Learning Objectives Module I Describe the concepts of bureaucracy, division of labor, and span of control and why they are important in classic theories of organizations. Describe the Human Relations approach including McGregor’s Theory X and Theory Y. Explain how the contingency approach has been used in the study of organizations and in predicting their proper structure. Module II Explain the concepts of climate and culture and describe how they can be integrated. Explain the challenges confronted when viewing culture and climate from a multicultural perspective. Describe the process of organization socialization and how it is related to P-O fit. Module III Distinguish between organizational change and organizational development. Describe Lewin’s 3-stage process of organizational change. Distinguish between episodic and continuous change. Give several examples of large scale organizational change initiatives. Chapter Outline MODULE 14.1 THE CONCEPTUAL AND THEORETICAL FOUNDATIONS OF ORGANIZATIONS Organizations and People Organization as Integration Theories of Organization Classic Organizational Theory Human Relations Theory Contingency Theories Systems Theory Two Recent Approaches Conclusions about Theories of Organizations MODULE 14.2 SOME SOCIAL DYNAMICS OF ORGANIZATIONS Climate and Culture A Brief History of Climate An Even Briefer History of Culture An Integration of Concepts A New Avenue for Exploration: Climate and Culture Strength Organizational Climate and Culture from the Multicultural Perspective When Cultures Clash An Application of Culture and Climate: Safety The Role of Leaders in Safety Safety Climate and Culture Unions and Organizational Behavior Socialization and the Concept of Person-Organization (P-O) Fit Organizational Socialization Socialization from the International Perspective MODULE 14.3 ORGANIZATIONAL DEVELOPMENT AND CHANGE Organizational Change Episodic Change Continuous Change Resistance to Change Examples of Large-Scale Organizational Change Initiatives Management By Objectives (MBO) Matrix Organizations Total Quality Management (TQM) Six Sigma Systems Lean Production Manufacturing Emerging Commonalities among Organizational Interventions Organizational Development Examples of OD Techniques Glossary Terms for Chapter 14 This list of key terms and important concepts from Chapter 14 can be used in conjunction with reviewing the material in the textbook. After reviewing Chapter 14 in the textbook, define each of the following key terms and important concepts fully. Check your answers with the textbook, and review terms with which you have difficulty. Good luck! Module 1 organization bureaucracy division of labor delegation of authority structure span of control organizational chart classic organizational theory Human Relations Theory Theory X and Y contingency theories of organization small batch organization large batch/mass production organization continuous process organization mechanistic organization organic organization socio-technical approach resource theory evolutionary/ecological approach Module 2 autocratic climate democratic climate climate culture climate/culture strength ethnocentrism polycentrism regiocentrism geocentrism socialization person-job (P-J) fit person-organization (P-O) fit Attraction-Selection-Attrition (ASA) model Module 3 unfreezing changing refreezing episodic change continuous change rebalance management by objectives (MBO) matrix organization Total Quality Management (TQM) Six Sigma systems lean production just-in-time (JIT) production Organizational Development (OD) Practice Questions for Chapter 14 Multiple Choice Items: Please choose the correct answer to the following questions. Answers are shown at the end of the chapter in this Study Guide. 1. Max Weber, in his development of early organizational theory, described an organization according to all of the following dimensions except: a. Span of control b. Satisfaction of workers c. Delegation of authority d. Division of labor 2. According to Argyris (1943), the natural experience for individuals is growth. He suggested that individuals develop in all of the following ways except: a. From dependent to independent organisms. b. From unawareness to awareness of surroundings. c. From passive to active organisms. d. From organisms with few abilities to organisms with many abilities. 3. An auto company produces cars according to a standard set of specifications. Workers and machines are located along an assembly-line operation. What type of organization best describes this type of company? a. Specialty batch b. Small batch c. Continuous process d. Large batch/mass production 4. Compared to mechanistic organizations, organic organizations tend to have: a. larger spans of control. b. smaller spans of control. c. about the same span of control. d. negligible spans of control. 5. The ecological/evolutionary approach concentrates on explaining why: a. some industries are inherently profitable while others are not. b. some employees succeed and others remain mediocre. c. some organizations thrive and others atrophy. d. some behavioral types are desirable for certain jobs. 6. I-O psychologists have suggested that multiple climates exist within any organization and that these climates are defined: a. less by structural components than by the goal of the group. b. less by the goal of the group than by structural components. c. equally by structural components and the goal of the group. d. with only minimal consideration to the goal of the group and structural components. 7. ________ is about the context in which action occurs, while ________ is about the meaning that is intended by and inferred from those actions. a. Treatment; perception b. Perception; treatment c. Climate; culture d. Culture; climate 8. Socialization refers to: a. The creation of more opportunities by the organization for its employees to socialize with each other. b. The process by which new employees become aware of the values and procedures of an organization. c. The atmosphere of the organization in terms of the cohesiveness and camaraderie of its employees. d. The organization’s social consciousness and its relationship with the community and environment. 9. The three suggested stages of socialization include all of the following except: a. Encounter stage b. Recruitment stage c. Metamorphosis stage d. Selection stage 10. According to the textbook, the appropriate model for continuous change is: a. Unfreeze-Change-Refreeze b. Freeze-Rebalance-Unfreeze c. Freeze-Change-Refreeze d. Unfreeze-Rebalance-Refreeze Chapter 14 Exercises Exercise 14.1. Assume that you work for a health club as a manager. There have been increasing complaints from members about the cleanliness of the facility. Apply either TQM or Six Sigma and develop a plan for dealing with the problem. Exercise 14.2. Recently, the federal government has proposed using a Six Sigma approach for detecting terrorists who might attempt to infiltrate the United States. How could a Six Sigma approach be used with airport security personnel who screen passengers? Exercise 14.3. Ashkenasy and Jackson (2001) describe four different approaches to handling discrepancies between organizational cultures. Which of these approaches is likely to increase tension between the parties? Which of these approaches would you expect to take the longest and cost the most? Which of these would most likely lead to a quick and effective resolution of cultural clashes? Exercise 14.4. Would initiatives such as lean manufacturing and TQM be more likely to be classified as episodic or continuous change? Explain your choice. Answer Key for Multiple Choice Questions for Chapter 14 1. b 2. b 3. d 4. a 5. c 6. a 7. c 8. b 9. d 10. b
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