26. Quality analysis B. Administrative planning C. Project management D. Strategic planning E. Performance management |
e |
27. It can tell top performers they are valued. B. It can evaluate employees without establishing standards. C. It averts communication between managers and their employees. D. It uses just one person as a source of information. E. It does not affect employees who meet expectations. |
a |
28. evaluating performance B. developing employee goals, behavior, and actions to achieve outcomes C. providing consequences for performance results D. defining performance outcomes for company division and department E. identifying improvements needed |
d |
29. Vanessa should define new performance outcomes that do not include checking order status. B. Hunter should develop more realistic goals that do not include checking order status. C. Vanessa and Hunter should set new performance standards that are more realistic. D. Vanessa should arrange for training so Hunter can learn how to look up the status of orders. E. Vanessa should provide Hunter with ongoing performance feedback. |
d |
30. defining performance outcomes for company division and department B. identifying improvements needed C. developing employee goals, behavior, and actions to achieve outcomes D. evaluating performance E. providing consequences for performance results |
e |
31. whether the performance management process includes all seven steps B. whether performance discussions are taking place annually C. how well performance standards are tailored to each individual employee D. whether measures of individual performance support the department’s and company’s objectives E. how effectively the company has defined performance management as an event, not a process |
d |
32. telling managers not to feel uncomfortable when appraisal information is negative B. using appraisal information to support decisions related to employee retention and termination C. using appraisal information as a basis for developing employees’ knowledge and skills D. setting individual performance measures that are linked to the organization’s goals E. making employees aware of their strengths and areas in which they can improve |
d |
33. structured B. developmental C. strategic D. administrative E. deciding |
d |
34. Performance feedback must be aligned with the company’s strategy. B. A performance evaluation can help supervisors decide how to develop employees’ skills. C. Effective performance feedback makes employees aware of their strengths and weaknesses. D. Performance management supports administrative decisions that have a great impact on employees. E. Performance management starts with defining what the organization expects from employees. |
d |
35. developmental purpose B. administrative purpose C. investigative purpose D. strategic purpose E. executive purpose |
a |
36. The supervisor limits performance feedback to formal appraisals conducted once a year. B. The supervisor uses performance information for day-to-day decisions about salary, benefits, and recognition programs. C. The supervisor uses performance measures to guide decisions about employee retention and termination. D. The supervisor uses performance measures to identify assignments that will help employees build on their strengths. E. The supervisor makes sure each employee’s goals are aligned with the company’s and department’s objectives. |
d |
37. validity B. dependability C. acceptability D. reliability E. specificity |
a |
38. contamination B. reliability C. acceptability D. validity E. interrater reliability |
d |
39. feedback B. knowledge C. concatenation D. adjunct E. contamination |
e |
40. deficiency B. validity C. contamination D. specificity E. reliability |
c |
… |
d |
42. validity B. acceptability C. reliability D. transparency E. specificity |
c |
43. validity B. test-retest reliability C. specificity D. interrater reliability E. accountability |
d |
44. validity B. test-retest reliability C. specificity D. interrater reliability E. acceptability |
b |
45. validity B. interrater reliability C. acceptability D. test-retest reliability E. specificity |
d |
46. The employees who receive feedback must believe that the process of preparing it was not too time consuming. B. Specific feedback helps meet the goals of supporting strategy and developing employees. C. Low interrater reliability means the rating will differ depending on who is scoring the employees. D. When employees see performance measures as fair, they are likelier to apply the feedback. E. A measurement tool should accurately measure what it was designed to measure. |
d |
47. strategic fit B. specific feedback C. overall opinion D. employee orientation E. generalized instruction |
b |
48. results B. quality C. behavioral D. comparative E. attribute |
c |
49. simple ranking B. mixed-standards scale C. critical-incident method D. graphic rating scale E. organizational behavior modification |
a |
50. simple B. distributed C. paired D. attribute E. scalar |
a |
51. forced-distribution B. alternation ranking C. graphic rating D. mixed-standard E. critical-incident |
b |
52. alternation ranking B. rating attribute C. mixed-standard D. paired-comparison E. forced-distribution |
e |
53. mixed-standard scale B. critical-incident approach C. graphic rating scale D. behavioral observation scale E. behaviorally anchored rating scale |
c |
54. behaviorally anchored rating scale B. mixed-standard scale C. behavioral observation scale D. graphic rating scale E. behavior-response scale |
b |
55. It is intended to define performance dimensions specifically using statements of behavior that describe different levels of performance. B. It uses several statements describing each trait to produce a final score for that trait. C. It may use 15 behaviors to define levels of performance. D. It lists traits and provides a rating scale for each trait. E. It involves comparing each employee with each other employee to establish rankings. |
b |
56. A BARS asks the manager to rate the frequency with which the employee has exhibited the behavior during the rating period. B. A BOS discards many items in creating the rating scale. C. A BOS uses many instances to define the behaviors necessary for effective performance. D. A BARS is represented by ease of use and maintains objectivity efficiently. E. A BARS requires a large amount of information as compared to BOS. |
c |
57. behaviorally anchored rating scale B. behavioral observation scale C. graphic rating scale D. mixed-standard scale E. forced-distribution scale |
b |
58. a behavioral observation scale B. organizational behavior modification C. a behaviorally anchored rating scale D. the critical-incident method E. behaviorism |
a |
59. they link the company’s goals to the specific behavior required to achieve those goals B. they work well for complex jobs. C. they provide little feedback on areas of improvement D. they have a low degree of validity and reliability E. they have a low degree of acceptability |
a |
60. total quality management B. the behavioral observational scale method C. the critical-incident method D. statistical quality control E. management by objectives |
e |
61. The goals in this strategy are subjective. B. Managers and employees set their own goals independently. C. Management by objectives can have negative consequences on productivity. D. MBO is relatively easy to link to the organization’s goals. E. MBO focuses narrowly on individual goals. |
d |
62. It is very effective in providing guidance on how an employee can improve. B. It is relatively easy to link to the organization’s goals. C. It is generally more subjective than other kinds of performance measurement. D. It is highly acceptable to employees, but not to managers. E. It tends to be highly valid. |
b |
63. Peers; they often understand an employee better than superiors. B. Managers; their success depends on the employee’s productivity. C. Customers; employees are often directly in contact with them. D. Subordinates; the power relationships motivate a subordinate to provide honest information. E. The employee himself; there is generally better agreement between an employee and his or her supervisor. |
b |
64. Information from peers adds little value to the assessment of performance. B. Peers are comfortable rating employees for decisions that may affect themselves. C. Peers typically share the manager’s perspective of the employee being evaluated. D. Peers have expert knowledge of job requirements. E. Peers rarely observe an employee in day-to-day activities. |
d |
65. Subordinates often have reliable information about a manager’s behavior toward employees. B. Subordinates are often willing to say negative things about the person to whom they report. C. When feedback forms need subordinates’ names on them, the subordinates tend to give lower ratings to the manager. D. When managers receive ratings from their subordinates, the employees have less power. E. Subordinate evaluations are most appropriate for strategic purposes. |
a |
66. administrative B. investigative C. strategic D. developmental E. executive |
d |
67. Discontinue subordinate feedback, because it has undesirable consequences. B. Require that the employees giving subordinate feedback identify themselves. C. Give the employees greater opportunities to observe the behavior of their manager. D. Use the results of subordinate feedback to identify avenues for employee development. E. Limit the information gathering by subordinates to short periods once a year. |
d |
68. There are no disagreements between a manager and an employee when self-appraisal is used. B. Self-rating is the most preferred source of performance appraisal information. C. Employees have a tendency to inflate their self-assessments. D. Self-appraisals serve as an ideal basis for administrative decisions. E. Self-appraisals are necessary for a 360-degree performance appraisal. |
c |
69. Self-ratings are rarely used alone as the only source of information. B. Differences between employees’ self-ratings and peer’s ratings can be fruitful topics for discussion. C. Employees can wait until after a feedback session to evaluate their own performance. D. Evaluating one’s contributions gets employees thinking about their performance. E. Self-appraisals are especially important when an employee’s job requires direct service to customers. |
d |
70. Customers have a tendency to inflate assessments of salespeople’s performance. B. The customers are the only people who directly observe a sales representative’s performance. C. The employees’ jobs do not involved direct services to customer. D. Customer evaluations could cost hundreds of dollars for each salesperson. E. Information about customer satisfaction would be easier to gather from peers. |
d |
71. horns B. contrast C. leniency D. halo E. distributional |
b |
72. distributional B. contrast C. horns D. statistical E. halo |
a |
73. The consultants aren’t qualified to analyze this type of rating system. B. One office has exceptional people, so contrast errors are occurring. C. The managers let their opinion of one quality color their opinion of others. D. The managers are making distributional errors, each using only part of the rating scale. E. The managers tend to give higher ratings to people they consider similar to themselves. |
d |
74. central tendency B. halo error C. horns error D. leniency E. statistical error |
d |
75. mean inclination B. strictness C. central tendency D. halo effect E. statistical |
b |
76. contrast error B. halo error C. horn error D. strictness error E. central tendency error |
b |
77. error based on similarity B. halo error C. central tendency D. horns error E. contrast error |
d |
78. by training raters to look at many aspects of performance B. by showing raters how errors affect their rating decisions C. by preventing raters from making distributional errors D. by finding patterns in an employee’s behavior E. by indicating all the circumstances, intentions, and outcomes associated with an employee’s behavior |
d |
79. when top executives forbid distorted ratings B. when the goals of rating are compatible with one another C. when performance appraisal results are directly linked to developmental programs D. when senior employees tell newcomers stories about distorted ratings E. when performance appraisal is not directly linked to highly desirable rewards |
d |
80. He should learn to accept political behavior, because it occurs in every organization. B. He should make sure that raters are accountable to each employee being evaluated. C. He should make sure appraisal results are directly linked to highly desirable rewards. D. He should persuade executives not to tolerate or ignore distorted ratings. E. He should train managers to list only the accomplishments their employees are aware of. |
d |
81. Paula must focus on obtaining information only from supervisors of employees being appraised because managers have incentives for giving accurate information. B. Paula must occasionally work alongside the employees to ensure that they are working diligently. C. Paula must personally question all the managers who appraise their subordinates in the performance appraisal as this will ensure integrity of information. D. Paula must devise a policy that focuses on confidentiality of appraisal information once it is gathered from different sources because this will ensure security of information. E. Paula must hold calibration meetings because they hold managers accountable for the appraisal information they provide about their subordinates. |
e |
82. use different performance standards to evaluate different employees B. train managers to use the appraisal process C. discourage employees from discussing their weaknesses D. require that managers give feedback once a year during the annual appraisal E. encourage managers to recognize accomplishments that only employees have identified |
b |
83. at Frank’s annual performance appraisal B. within the next few weeks, whenever she has time for a formal meeting with Frank C. as soon as she has time to list all of Frank’s areas for improvement D. as soon as she is finished talking with the complaining customer E. during the next month in which performance appraisals are scheduled |
d |
84. They prefer not to get feedback, because the experience feels awkward. B. They prefer to get all their feedback at one time, during an annual performance review. C. They like to be surprised, especially if the feedback is positive. D. They appreciate regular feedback, because they want to know if they are on track. E. They are most engaged when the company schedules feedback every few months. |
d |
85. Selena should move the feedback meetings into her own office. B. Selena should have Curtis conduct the feedback meetings. C. Selena should forbid employees from overstating their accomplishments. D. Selena should give employees a chance to complete a self-assessment ahead of time. E. Selena should define all areas for discussion when she fills out the appraisal form. |
d |
86. problem-solving B. tell-and-sell C. tell-and-listen D. tell-and-train E. listen-and-sell |
a |
87. problem-solving B. tell-and-sell C. tell-and-listen D. tell-and-train E. listen-and-sell |
b |
88. by keeping the feedback session short and concentrating on only the positive aspects of performance B. by using the tell-and-sell approach during the feedback session C. by avoiding decisions about following up on goals as these tend to intimidate the employee D. by letting employees voice their opinions and discuss performance goals during the feedback process E. by focusing on the employee’s personality |
d |
89. Alice focuses on her employees’ personalities, as she helps each one work with her to solve problems. B. Rebekah tells each employee his or her ratings and then justifies each rating, citing specific behaviors. C. Colin goes through the evaluation form, point by point, telling why he provided the information in each item. D. Dan works with each employee to solve performance problems respectfully, focusing on behaviors. E. Estelle lets the employee voice his or her opinions, and then she replies with her assessment of the employee’s personality traits. |
d |
90. You don’t seem very motivated lately. B. You need to demonstrate stronger leadership if you want a promotion. C. You are well organized, and your coworkers really like you. D. Last week, when we had a problem, your comments shifted the team from complaining to problem solving. E. When we have problems, you have a great attitude, and that will help you as a supervisor someday. |
d |
91. a description of the employee’s personality B. the supervisor "telling and selling" the ratings C. opinions about other employees in the organization D. goal setting and a decision about when to follow up E. strategic planning and a link to personal goals |
d |
92. Ignacio has a poor attitude; the supervisor believes that if Ignacio improves his performance, his attitude will improve as well. B. Ignacio has high levels of ability and motivation, which the supervisor wants to put to good use. C. There is no reason for Ignacio to improve; the supervisor has a policy of always finding something to criticize. D. Ignacio may seek further career development within the company, which will be aided by improving his performance. E. If Ignacio does not respond to the supervisor’s suggestions, the supervisor will have to demote or terminate him. |
d |
93. the required motivation B. the necessary abilities C. accountability D. ethical values E. integrity |
b |
94. The employee is low in both ability and motivation to meet standards. B. The employee has the ability to do better, but lacks the necessary motivation. C. The employee is highly motivated, but lacks ability unless she gets training. D. The employee is highly motivated but lacks ability, and training is not expected to help. E. The employee is motivated, but does not understand the significance of the problem. |
d |
95. The employee no longer has the ability to carry out the tasks required for the job. B. The employee probably would respond to some praise and encouragement. C. The employee is unaware of the significance of the performance problem. D. The employee has the necessary skills, but lacks motivation. E. The employee lacks motivation as well as the necessary knowledge and skills. |
d |
96. Jim must reduce Bill’s pay to punish him. B. Jim must warn Bill that he will be demoted if his performance continues to be poor. C. Jim must ask Bill to learn from salespeople who perform better than he does. D. Jim must counsel Bill to help him understand the factors that are affecting his motivation. E. Jim must ask Bill to take a vacation to think about what is causing his lack of motivation. |
d |
97. offering to make coaching available B. enrolling the employee in a training program C. directing the employee’s attention to the significance of the problem D. investigating whether the employee feels she has been treated fairly E. demoting the employee |
d |
98. She should not respond to Craig’s behavior because no changes are necessary. B. She should refer Craig for help with stress management. C. She should offer Craig feedback that is more detailed in areas needing improvement. D. She should reward Craig and offer him opportunities for career development. E. She should investigate whether Craig feels he is being treated fairly. |
d |
99. Research shows that female managers give fairer appraisals than male managers. B. Most appraisal instruments are so objective that supervisors find them inflexible. C. Employees assume that rating errors are common, though they are rare. D. Evidence shows that raters tend to give higher ratings to persons of the rater’s own race. E. Performance management systems often punish people for whistleblowing. |
d |
100. when most of the employees in a work group are male B. when supervisors have received rater training C. when the federal government’s Uniform Guidelines do not apply to performance ratings D. when most of the employees in a work group are female E. when the performance management system is legally defensible |
d |
101. People who file lawsuits for unjust dismissal are usually lying. B. People who sue for unjust dismissal usually claim the real reason for the dismissal differs from what the employer said. C. People who file lawsuits for unjust dismissal are irrational. D. Lawsuits often challenge an organization’s performance management system. E. The supervisor provided Matthew with inadequate coaching. |
b |
102. by using a single well-trained rater to evaluate each employee and by having upper-level managers review those evaluations B. by dismissing poor performers quickly, rather than raising false hopes with coaching and training programs C. by basing the performance management system on measurement of employee traits, not behaviors D. by setting up a performance management system that documents employee performance problems E. by setting up a performance management system that provides evidence of management’s misdeeds |
d |
103. The organization should provide for a review of all top performance ratings by senior managers. B. Performance measures should evaluate personal traits. C. The requirements for job success should be clearly communicated to employees. D. The organization should use a single rater to rate all the employees. E. The organization should dismiss poor performers. |
c |
104. He would oppose calibration meetings because they question the integrity of performance appraisal information provided by managers. B. He would oppose 360-degree appraisal because it gathers information from colleagues and subordinates, which can make the employees self-conscious. C. He would be against having a legally defensible performance management system because it focuses on scrutinizing employees who file a case against the company. D. He would be against electronic monitoring systems because they make the employees feel like robots and that they are being watched. E. He would be against top management carrying out performance appraisal of employees because it may lead to appraisal politics. |
d |
105. by telling employees the company has reason to believe something is wrong with their performance B. by keeping quiet the real purpose of the monitoring C. by making the data available on the company’s intranet, so employees can compare their daily results with what others accomplished D. by applying the data to employee development programs that can help employees advance in their careers E. by sending the data to employee assistance programs to help with their mental health problems |
d |
Chap 10 Mgt
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