Understanding And Managing Organizational Behavior 6th Edition by Jennifer M. George - Test Bank Instant Download - Complete Test Bank With Answers Sample Questions Are Posted Below Understanding and Managing Organizational Behavior, 6e (George/Jones) Chapter 5 Learning and Creativity 1) Learning involves a temporary change in knowledge. Answer: FALSE Explanation: …
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Sample Questions Are Posted Below
Understanding and Managing Organizational Behavior, 6e (George/Jones)
Chapter 5 Learning and Creativity
1) Learning involves a temporary change in knowledge.
Answer: FALSE
Explanation: Learning is a relatively permanent change in knowledge or behavior that results from practice or experience.
Diff: 1 Page Ref: 129
Topic: The Nature of Learning
Skill: conceptual
Objective: Describe what learning is and why it is so important for all kinds of jobs and organizations.
2) Rodney Lewis, a medical student, has watched over 100 hours of videotaped heart operations. As a result, he has detailed knowledge of heart surgery that he did not have before. Rodney has never performed the operation, but learning has taken place.
Answer: TRUE
Diff: 2 Page Ref: 129
Topic: The Nature of Learning
Skill: application
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
3) One of the ways in which people learn is through the consequences they receive for their behaviors and actions.
Answer: TRUE
Diff: 2 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
4) Psychologist B. F. Skinner was fascinated by how much the power of luck influenced behavior.
Answer: FALSE
Explanation: Skinner was fascinated by the power of consequences to influence behavior.
Diff: 2 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
5) B. F. Skinner’s operant conditioning approach describes how learning takes place through consequences.
Answer: TRUE
Diff: 1 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
6) Operant conditioning is learning that takes place when the learner recognizes the connection between a behavior and its consequences.
Answer: TRUE
Diff: 2 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
7) Antecedents help employees distinguish between desirable and undesirable behaviors and their consequences.
Answer: TRUE
Diff: 2 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
8) The first step in the use of reinforcement is to identify desired behaviors that the organization wants to encourage or reinforce.
Answer: TRUE
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
9) In operant conditioning, reinforcement is of two types: internal and external.
Answer: FALSE
Explanation: In operant conditioning, reinforcement is of two types: positive and negative.
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
10) In order to facilitate the learning of desired behaviors via positive reinforcement, managers must first determine the negative consequences feared by a given employee.
Answer: FALSE
Explanation: Managers can use positive reinforcement to facilitate the learning of desired behaviors if they determine the consequences a given employee considers positive.
Diff: 2 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
11) Specific rewards are positive reinforcers for a given employee if he or she is willing to perform desired behaviors to get them.
Answer: TRUE
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
12) Negative reinforcement increases the probability that a desired behavior will occur by removing a negative consequence when an employee performs the desired behavior.
Answer: TRUE
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
13) The negative consequence of an undesired behavior is called a negative reinforcer.
Answer: FALSE
Explanation: A negative reinforcer is a negative consequence that is removed when an employee performs the behavior desired.
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
14) In general, positive reinforcement is better than negative reinforcement for employees, managers, and the organization.
Answer: TRUE
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
15) Negative reinforcement often has unintended side effects and makes for an unpleasant work environment.
Answer: TRUE
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
16) When certain behaviors receive extensive reinforcement and others do not, employees tend to focus on the former and ignore the latter.
Answer: TRUE
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
17) If reinforcement is curtailed, partially reinforced behaviors will taper off more quickly than continuously reinforced behaviors.
Answer: FALSE
Explanation: If reinforcement is curtailed, continuously reinforced behaviors will taper off more quickly than partially reinforced behaviors.
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
18) Continuous reinforcement can result in faster learning than partial reinforcement.
Answer: TRUE
Diff: 1 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
19) With a fixed-ratio schedule, the time between each instance of reinforcement is fixed or set.
Answer: FALSE
Explanation: With a fixed-interval schedule, the time between each instance of reinforcement is fixed or set.
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
20) Employees who are paid $20 for every four coats they sew are being reinforced on a variable-ratio schedule.
Answer: FALSE
Explanation: With a fixed-ratio schedule, a certain number of desired behaviors must occur before reinforcement is provided. Many piece-rate pay plans follow a fixed-ratio schedule.
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
21) The specific type of schedule chosen is not as important as the fact that reinforcement is based on the performance of desired behaviors.
Answer: TRUE
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
22) The reinforcement of successive and closer approximations to a desired behavior is known as shaping.
Answer: TRUE
Diff: 1 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
23) Shaping should not be used when it is unlikely that employees will be able to perform the desired behaviors all at once.
Answer: FALSE
Explanation: When it is unlikely that employees will be able to perform the desired behaviors all at once, managers can use shaping to reinforce closer and closer approximations to the desired behavior, as employees gradually acquire skills and expertise.
Diff: 3 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
24) Operant conditioning is the lessening of undesired behavior by removing the source of reinforcement.
Answer: FALSE
Explanation: Extinction is the lessening of undesired behavior by removing the source of reinforcement.
Diff: 1 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
25) If managers wish to lessen the probability that an undesired behavior will occur, they need to first determine what is currently reinforcing the behavior and then remove the source of reinforcement.
Answer: TRUE
Diff: 2 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
26) Negative reinforcement reduces the probability of an undesired behavior.
Answer: FALSE
Explanation: Punishment reduces the probability of an undesired behavior; negative reinforcement increases the probability of a desired behavior.
Diff: 2 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
27) When punishment is used, managers need to be very careful that while eliminating the undesired behavior, they do not create excessive hostility or negative feelings.
Answer: TRUE
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
28) Punishment increases the probability of desired behavior.
Answer: FALSE
Explanation: Punishment decreases the probability of undesired behavior.
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
29) Negative reinforcement increases the probability of desired behavior.
Answer: TRUE
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
30) Managers should punish employees publicly to serve as a warning to others.
Answer: FALSE
Explanation: Although public punishment might seem like a good idea, it is likely to humiliate the individual being punished, reduce his or her esteem, and make coworkers uncomfortable.
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
31) OB MOD can be used to encourage the learning of desired organizational behaviors as well as to discourage undesired behaviors.
Answer: TRUE
Diff: 1 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
32) OB MOD is the systematic application of the principles of operant conditioning for learning desired behaviors.
Answer: TRUE
Diff: 1 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
33) OB MOD can only be used effectively in a narrow range of service industries.
Answer: FALSE
Explanation: OB MOD has been successful in a wide variety of settings, such as banks, department stores, factories, hospitals, and construction sites.
Diff: 1 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
34) OB MOD should be used to encourage subjective, abstract behaviors that are difficult to measure.
Answer: FALSE
Explanation: OB MOD should be used to encourage task-oriented behaviors that can be observed and measured.
Diff: 2 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
35) Opponents of OB Mod complain that it robs employees of their dignity, freedom of choice, and individuality.
Answer: TRUE
Diff: 3 Page Ref: 136
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
36) According to social cognitive theory, thoughts, feelings, and the social environment influence learning.
Answer: TRUE
Diff: 1 Page Ref: 136
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
37) According to social cognitive theory, employees actively process information from the social environment and those around them when they learn.
Answer: TRUE
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
38) When you model the study habits you observed in a classmate, who is earning A’s in the course, you are engaging in vicarious learning.
Answer: TRUE
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: application
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
39) Vicarious learning accounts for a substantial amount of learning in organizations.
Answer: TRUE
Diff: 1 Page Ref: 138
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
40) Learning vicariously involves trial and error.
Answer: FALSE
Explanation: Operant conditioning uses trial and error to promote learning.
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
41) Social cognitive theory acknowledges that people can learn by using self-control, that is, through the mastery of their feelings and emotions.
Answer: FALSE
Explanation: Social cognitive theory acknowledges that people can learn by using self-control, that is, by learning to perform a behavior even though there is no external pressure to do so.
Diff: 3 Page Ref: 140
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
42) The performance of low-probability behavior distinguishes individuals who are exhibiting self-control from those engaging in activities they enjoy.
Answer: TRUE
Diff: 2 Page Ref: 140
Topic: Learning on Your Own
Skill: application
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
43) Self-reinforcers are any consequences or rewards that individuals give to themselves.
Answer: TRUE
Diff: 1 Page Ref: 140
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
44) Self-efficacy is a person’s belief about his or her ability to perform a particular behavior successfully.
Answer: TRUE
Diff: 1 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
45) Self-efficacy has little influence on the activities and goals that individuals pursue.
Answer: FALSE
Explanation: Self-efficacy influences the activities and goals that individuals pursue.
Diff: 1 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
46) Employees with low self-efficacy who think they are unlikely to learn a difficult task are MOST likely to give up as soon as an obstacle appears or the going gets a little tough.
Answer: TRUE
Diff: 2 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
47) Individuals learn and perform at levels consistent with their self-efficacy beliefs.
Answer: TRUE
Diff: 2 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
48) Self-efficacy does not affect the level of persistence with which a person tries to master new and difficult tasks.
Answer: FALSE
Explanation: Self-efficacy affects the level of persistence with which a person tries to master new and difficult tasks.
Diff: 1 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
49) Small successes boost self-efficacy and enable more substantial accomplishments in the future.
Answer: TRUE
Diff: 1 Page Ref: 142
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
50) There is no relationship between self-efficacy and vicarious experience.
Answer: FALSE
Explanation: Vicarious experience or observation of others is another source of self-efficacy.
Diff: 2 Page Ref: 142
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
51) Experiential learning is essentially a vicarious event.
Answer: FALSE
Explanation: Experiential learning occurs by the direct involvement of the learner in the subject matter being learned – in other words, learning by doing.
Diff: 2 Page Ref: 143
Topic: Learning by Doing
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
52) Innovation is the generation of novel and useful ideas.
Answer: FALSE
Explanation: Creativity is the generation of novel and useful ideas.
Diff: 1 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
53) Novel ideas have the potential to contribute to the performance and well-being of individuals, groups, and organizations.
Answer: FALSE
Explanation: Novel ideas represent new ways of thinking. Useful ideas have the potential to contribute to the performance and well-being of individuals, groups, and organizations.
Diff: 1 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
54) The creative process rarely entails sequential learning steps; rather, it involves flashes of insight.
Answer: FALSE
Explanation: The creative process usually entails a number of learning steps.
Diff: 2 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
55) The first step in the creative process involves recognizing a problem or opportunity.
Answer: TRUE
Diff: 1 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
56) The steps in the creative process always occur in a certain sequence.
Answer: FALSE
Explanation: The order in which creative-process steps occur is not fixed; moreover, each step does not have to occur for creativity to take place.
Diff: 2 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
57) Creativity and the creative process, by their nature, are quite easy to predict.
Answer: FALSE
Explanation: Creativity and the creative process, by their nature, are hard to predict. It is difficult to tell in advance, for example, which decision makers will come up with creative ideas.
Diff: 2 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
58) Evidence shows that creativity is more likely to occur in some groups and organizations than in others.
Answer: TRUE
Diff: 1 Page Ref: 144
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
59) Two specific personality traits that are likely to contribute to creativity are locus of control and self-monitoring.
Answer: FALSE
Explanation: Two specific personality traits that are likely to contribute to creativity are locus of control and self-esteem.
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
60) Employees with an internal locus of control tend to be creative because they feel responsible for coming up with new ideas.
Answer: TRUE
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
61) An external locus of control hinders creativity because employees believe that their own efforts are unimportant.
Answer: TRUE
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
62) Task-relevant knowledge expedites creativity.
Answer: TRUE
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
63) In general, employees are more likely to be creative when they are extrinsically motivated.
Answer: FALSE
Explanation: Intrinsically motivated employees are more likely to be creative.
Diff: 1 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
64) Autonomy is the freedom and independence to make decisions and have personal control over one’s work on a day-to-day basis.
Answer: TRUE
Diff: 1 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
65) When autonomy is low in the organization, creativity is unlikely.
Answer: TRUE
Diff: 1 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
66) Creative people rely on brutally frank criticism to spur their creativity.
Answer: FALSE
Explanation: Overly evaluative feedback and criticism can hamper creativity because it can make employees afraid to take risks.
Diff: 3 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
67) Creativity is stifled when bonuses, salaries, and promotions hinge upon maintaining the status quo.
Answer: TRUE
Diff: 2 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
68) Employees should be punished when some of their creative ideas do not pan out in order to ensure future creative ideas are useable.
Answer: FALSE
Explanation: Employers can promote creativity by encouraging organizational members to take reasonable risks and be willing to accept failure.
Diff: 2 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
69) Organizational behavior modification (OB MOD) expedites creativity.
Answer: FALSE
Explanation: OB MOD assumes that desired behaviors can be objectively determined in advance; this is the antithesis of creative activity, which by definition is novel or new.
Diff: 3 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
70) Organizational learning involves instilling all members of an organization with a desire to find new ways to improve its effectiveness.
Answer: TRUE
Diff: 1 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
71) When employees develop complex schemas pertaining to work activities, they appreciate how their own jobs affect the work of others and the organization.
Answer: TRUE
Diff: 2 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
72) Organizational learning is especially important for organizations in environments that are rapidly changing.
Answer: TRUE
Diff: 1 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
73) Knowledge management allows a learning organization to capitalize on information that its members may have, even though it might not be written or codified in formal documents.
Answer: TRUE
Diff: 2 Page Ref: 149
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
74) ________ is a relatively permanent change in knowledge or behavior that results from practice or experience.
Answer: A
Diff: 1 Page Ref: 129
Topic: The Nature of Learning
Skill: conceptual
Objective: Describe what learning is and why it is so important for all kinds of jobs and organizations.
75) All of the following describe learning EXCEPT ________.
Answer: C
Diff: 3 Page Ref: 129
Topic: The Nature of Learning
Skill: conceptual
Objective: Describe what learning is and why it is so important for all kinds of jobs and organizations.
76) Learning does NOT require a learner to ________.
Answer: A
Diff: 2 Page Ref: 129
Topic: The Nature of Learning
Skill: conceptual
Objective: Describe what learning is and why it is so important for all kinds of jobs and organizations.
77) A student keeps up with her assigned reading from her biology textbook and is already finished reading 20 of the 25 chapters. Which of the following statements is MOST LIKELY true?
Answer: A
Diff: 2 Page Ref: 129
Topic: Learning and Creativity
Skill: application
Objective: Describe what learning is and why it is so important for all kinds of jobs and organizations.
AACSB: Communication abilities
78) In operant conditioning, learning occurs when the learner recognizes the link between ________.
Answer: A
Diff: 2 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
79) ________ are instructions, rules, goals, or advice from other organizational members that help workers realize the behaviors they should and should not perform and the likely effects for different behaviors.
Answer: B
Diff: 2 Page Ref: 129
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
80) ________ is the process by which the probability of a desired behavior occurring is increased by applying consequences that depend on the behavior in question.
Answer: B
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
AACSB: Communication abilities
81) A manager has a gut feeling that some members are contributing more to the organization than other members. The first step the manager should take to encourage all of his employees to contribute at a level he deems is appropriate is to ________.
Answer: A
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
AACSB: Communication abilities
82) A teacher does not know how to handle one of her students. During her lessons, the student makes funny faces at her. The student is looking for attention from the teacher but disturbing nobody else in the class. Every time the student does this, the teacher stops the lesson and asks him why he is making faces. He doesn’t answer her and continues to make the funny faces. The teacher wants to use positive reinforcement to encourage a change in this behavior. Which of the following is MOST LIKELY to change the behavior of this student with positive reinforcement?
Answer: A
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
83) The first step in the use of reinforcement is to ________.
Answer: B
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
84) In an effort to use operant conditioning to reduce on-the-job accidents, the 1-2-3 Company decided to pay a bonus to all employees in a department that went 90 days without an on-the-job accident being reported. This program may unintentionally reinforce employees who ________.
Answer: C
Diff: 3 Page Ref: 130
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
85) Positive ________ increases the probability that a behavior will occur by administering positive consequences to employees who perform the behavior.
Answer: B
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
86) A manager wants to encourage his workers to arrive on time and so he provides donuts to those that do so. This has no effect on the number of people arriving on time. What is MOST LIKELY NOT the reason that this did not work?
Answer: D
Diff: 2 Page Ref: 130
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
87) All of the following are examples of positive reinforcers EXCEPT ________.
Answer: D
Diff: 1 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
88) To use positive reinforcement to facilitate the learning of desired behaviors, managers need to determine what consequences are ________.
Answer: B
Diff: 2 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
89) A professor instates a new classroom policy: For every five minutes a student is late, five points will be deducted from their participation grade for that day. The day after the policy is put into effect, three of the five students typically late come to class early. The MOST LIKELY reason for this change is the professor’s use of a ________.
Answer: B
Diff: 1 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
90) A supervisor fines employees $5.00 for every 10 minutes they are late in the morning. Soon all employees come to work on time. The $5.00 is an example of ________.
Answer: C
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
91) When positive and negative reinforcement is used to promote learning, the magnitude of the consequences should be ________ to the desired behavior.
Answer: C
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
92) A manager notices employees taking excessively long lunch breaks. To curtail this, the BEST action would be to ________.
Answer: D
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
93) Sara Sincell wants to use negative reinforcement to get workers to come to meetings on time. She lets the workers know that she will assess a nickel fine for anyone who is late to a meeting. After a month, she has several dollars worth of nickels, but no change in meeting punctuality. The MOST LIKELY reason that operant conditioning did not work in Sara’s situation is because ________.
Answer: C
Diff: 3 Page Ref: 132
Topic: Learning Through Consequences
Skill: analysis
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
94) An employer offers a $5.00 bonus to every employee who arrives at work early every day in a given week. This is an example of a ________.
Answer: A
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
95) Which is NOT an example of positive reinforcement?
Answer: C
Diff: 2 Page Ref: 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
96) Which of the following is NOT necessary when determining the types of reinforcements to assignment to specific behaviors?
Answer: C
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
97) Managers who use reinforcement must do all of the following EXCEPT ________.
Answer: B
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
98) ________ reinforcement reinforces behavior every time it occurs.
Answer: C
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
99) The performance of a desired behavior is reinforced on ________ when partial reinforcement is used to encourage learning.
Answer: D
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
100) The Parkman Company gives its salespeople awards every month for superior performance. Reinforcement is on a ________.
Answer: A
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
101) Which of the following is NOT one of the four schedules of partial reinforcement?
Answer: B
Diff: 1 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
102) A ________ schedule is when the amount of time between reinforcements of behavior is adjustable around a constant average.
Answer: B
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
103) With a ________, a certain number of desired behaviors must occur before reinforcement is provided.
Answer: C
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
104) A restaurant manager observes employees as time allows. He provides feedback when he happens to be speaking with the employee. This type of reinforcement follows a ________.
Answer: D
Diff: 2 Page Ref: 132
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
105) Fred Friend sometimes rewards his workers by ordering out for pizza. He usually does this after he has received three to five compliments on his department’s performance, but over time, it averages out to every four compliments. Fred is using a ________.
Answer: D
Diff: 3 Page Ref: 132
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
106) ________ is the reinforcement of successive and closer approximations to a desired behavior.
Answer: A
Diff: 1 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
107) If a worker is unable to learn to perform a complicated task all at once, ________ would be the MOST effective in encouraging employees to gradually acquire the skills and expertise needed to perform at an adequate level.
Answer: B
Diff: 2 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
108) The intended result of ________ is that once an undesired behavior ceases to be reinforced its frequency will diminish until it no longer occurs.
Answer: A
Diff: 2 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
109) Ray Berry likes his friend and fellow student, Jeff Jones, but Jeff always wants to talk about his days as a high school football hero because it makes him the center of attention. Ray has discovered that if he politely ignores Jeff when he begins to tell the stories and encourages others to do so as well, Jeff soon quits relating the stories. This is BEST described as ________.
Answer: C
Diff: 3 Page Ref: 133
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
110) According to operant conditioning theory, punishment ________ the probability of an undesired behavior.
Answer: B
Diff: 1 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
111) ________ involves administering a negative consequence when an undesired behavior occurs.
Answer: D
Diff: 2 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
112) Negative reinforcement ________ the probability of a desired behavior.
Answer: A
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
113) Which of the following is NOT an example of punishment?
Answer: D
Diff: 2 Page Ref: 133
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
114) If a manager wants punishment to have the desired effect, he should NOT ________.
Answer: B
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
115) Four managers had employees engage in dangerous behaviors at work. Joe complimented the employees who did not perform the dangerous behavior. George held a meeting on safety issues and reprimanded the employee during it. Jennifer was so upset that she criticized her employee telling her how unwise she was. Hope pulled her employee aside, reprimanded him for his behavior and suggested a way he could better handle the situation in the future. Who handled the situation in a way that would BEST reduce the chance of dangerous behavior occurring again?
Answer: D
Diff: 2 Page Ref: 134
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
AACSB: Communication abilities
116) ________ is the systematic application of the principles of operant conditioning for learning desired behaviors such as punctuality, safe work practices, and customer service.
Answer: B
Diff: 1 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
117) Which of the following behaviors would OB MOD NOT encourage?
Answer: B
Diff: 2 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
118) In OB MOD, once the frequency of the behavior has been determined, the next step is to ________.
Answer: B
Diff: 2 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
119) Mike Berry is using the organizational behavior modification process to change behavior within his department. He has identified a behavior, measured the frequency of that behavior, analyzed the antecedents and consequences of the behavior, and intervened to change the frequency of the behavior. The last step of the OB MOD that Mike must perform is to ________.
Answer: D
Diff: 3 Page Ref: 135
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
120) Once the antecedents and consequences of the behavior have been analyzed, the next step in organizational behavior modification is to ________.
Answer: C
Diff: 2 Page Ref: 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
121) Opponents of the use of OB MOD in organizations claim that it does all of the following EXCEPT ________.
Answer: D
Diff: 2 Page Ref: 136
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
122) An important issue to consider when implementing the organizational behavior modification process is that OB MOD ________.
Answer: C
Diff: 3 Page Ref: 136
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
123) According to social cognitive theory, which of the following is NOT a way in which members of an organization learn?
Answer: A
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
124) A robber observed how a man disabled his home alarm system. The man punched in four numbers and then pressed star on the keypad. A day later the robber attempted to break in. He punched the same four numbers into the keypad. The alarm was again disabled. Did vicarious learning occur? Why or why not?
Answer: B
Diff: 2 Page Ref: 137
Topic: Learning and Creativity
Skill: application
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
125) A new employee is very nervous about the behaviors she is expected to perform on her new job. A compassionate co-worker with a similar position wants to help her succeed in fulfilling her job responsibilities. The co-worker would BEST help by ________.
Answer: A
Diff: 2 Page Ref: 137
Topic: Learning and Creativity
Skill: application
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
AACSB: Communication abilities
126) The various thought processes that people engage in are known as ________.
Answer: B
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
127) According to ________ any attempt to understand how people learn must also
take into account their feelings and thoughts and their observations of the
world around them.
Answer: A
Diff: 2 Page Ref: 137
Topic: Learning and Creativity
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
AACSB: Communication abilities
128) Learning by observing how other people behave is referred to as ________.
Answer: D
Diff: 1 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
129) Dan Miller is trying to learn how to use a new computer system by watching a co-worker, Tom Seigmund, use the software on his computer. Social learning theory would refer to Tom as ________.
Answer: B
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: application
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
130) When learning vicariously, the learner is NOT required to ________.
Answer: C
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
131) Which of the following does NOT have to be met for vicarious learning to take place?
Answer: D
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
132) How much learning occurs vicariously within organizations?
Answer: B
Diff: 2 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
133) To ensure new employees learn how to implement the customer service standards of a hotel, the hotel would MOST LIKELY rely on ________.
Answer: B
Diff: 2 Page Ref: 138
Topic: Learning from Others
Skill: application
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
134) ________ is when an individual learns to perform a behavior with no external pressures.
Answer: C
Diff: 1 Page Ref: 140
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
135) Which of the following is NOT an example of a self-reinforcer?
Answer: C
Diff: 2 Page Ref: 140
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
136) Which of the following would NOT indicate that a person is using self-control?
Answer: B
Diff: 3 Page Ref: 140
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
137) Self-efficacy refers to a ________.
Answer: B
Diff: 1 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
138) Self-efficacy affects learning in all of the following areas EXCEPT ________.
Answer: D
Diff: 2 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
139) A company has a motivational speaker come into the office. The speaker asks all of the employees to close their eyes and to think of a time when they succeeded at something. He then asks them to think of a current challenge they are experiencing–something that they want to accomplish but don’t know if they can. He then has them once again think of time they were successful at something. What is the speaker MOST LIKELY attempting to do?
Answer: A
Diff: 2 Page Ref: 140, 141
Topic: Learning on Your Own
Skill: application
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
AACSB: Communication abilities
140) Which of the following is LEAST LIKELY a source of self-efficacy?
Answer: D
Diff: 2 Page Ref: 142
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
141) An education professor told his classroom of future teachers that success is the biggest determiner of more success for their students. This BEST describes the relationship of ________.
Answer: A
Diff: 2 Page Ref: 142
Topic: Learning and Creativity
Skill: application
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
AACSB: Communication abilities
142) Researchers have shown that the number of enlistees for military special forces training can be substantially increased by having experienced members of the special forces unit speak to potential recruits about their own personal experiences and how they overcame personal doubts. This program is trying to increase self-efficacy through ________.
Answer: B
Diff: 3 Page Ref: 142
Topic: Learning on Your Own
Skill: application
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
143) Pam King was initially anxious about learning a new procedure at work, but the anxiety disappeared when she realized she had also done the procedure several times when it was called a different name. Pam’s self-efficacy was aided by ________.
Answer: A
Diff: 3 Page Ref: 142
Topic: Learning on Your Own
Skill: application
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
144) Learning by doing is referred to as ________
Answer: B
Diff: 1 Page Ref: 143
Topic: Learning by Doing
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
145) The generation of novel and useful ideas is defined as ________.
Answer: C
Diff: 2 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
146) When a company successfully manufactures and markets a new product, it is engaged in ________.
Answer: D
Diff: 2 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
147) The first two steps in the creative process are ________.
Answer: B
Diff: 2 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
148) Which of the following is LEAST LIKELY to contribute to an employee’s level of creativity?
Answer: D
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
149) Which of the following is not a situational characteristic likely to affect creativity within an organization?
Answer: D
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
150) ________ is all of the information, skills, and expertise that an individual or a group has about the kind of work being performed.
Answer: C
Diff: 2 Page Ref: 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
151) ________ involves instilling all members of the organization with a desire to find new ways to improve its effectiveness.
Answer: C
Diff: 1 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
152) According to Peter Senge, which of the following is NOT a key activity central to a learning organization?
Answer: A
Diff: 2 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
153) Systems thinkers recognize that ________.
Answer: A
Diff: 2 Page Ref: 148
Topic: Learning and Creativity
Skill: conceptual
Objective: Understand what it means to be a learning organization.
AACSB: Communication abilities
154) ________ BEST enable(s) organizational members understand work activities.
Answer: C
Diff: 2 Page Ref: 148, 149
Topic: Learning and Creativity
Skill: conceptual
Objective: Understand what it means to be a learning organization.
AACSB: Communication abilities
155) Organizational learning is most important to companies within ________ industries.
Answer: C
Diff: 2 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
156) An important ingredient for a learning organization is ________, that is, being able to capitalize on the knowledge that members of the organization have, which might not be written down or codified in formal documents.
Answer: C
Diff: 2 Page Ref: 149
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
157) Define the concept of learning.
Answer: Learning is relatively permanent change in knowledge or behavior that results from practice or experience. There are three key points in this definition. First, there must be a change in behavior or knowledge. Second, the change in knowledge or behavior has to be relatively permanent or long lasting. Third, learning takes place because of practice or through the experience of watching others.
Diff: 3 Page Ref: 129
Topic: The Nature of Learning
Skill: conceptual
Objective: Describe what learning is and why it is so important for all kinds of jobs and organizations.
158) Briefly define operant conditioning and social learning theory and explain how they differ from each other.
Answer: Operant conditioning is based on individuals’ learning to engage in specific behaviors in order to receive certain consequences. The learning occurs when the learner recognizes the relationship between a behavior and its consequence.
Social learning theory is based on the idea that thoughts and feelings influence learning. Social learning theory stresses the importance of cognitive processes and suggests that learning can occur vicariously, that workers can engage in self-control to learn and manage their own behavior, and that individuals’ beliefs about whether they can perform a desired behavior (self-efficacy) is important.
Social learning theory takes into account the role of the learner’s thoughts and feelings. In contrast, the theory of operant conditioning asserts that people simply respond to the giving or removing of consequences for desired and undesired behaviors, with no recognition of thoughts or feelings.
Diff: 3 Page Ref: 129, 137, 138
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
159) What is reinforcement and what is its significance for managers?
Answer: Reinforcement is the process by which the probability that a desired behavior will occur is increased by applying consequences that depend on the behavior in question. One of a manager’s major responsibilities is to ensure that subordinates learn and continue to perform the desired behaviors consistently and dependably.
Diff: 3 Page Ref: 130
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
160) Define positive and negative reinforcement.
Answer: Positive reinforcement increases the probability that a behavior will occur by administering positive consequences to employees who perform the behavior. These positive consequences are known as positive reinforcers. To use positive reinforcement to facilitate the learning of desired behaviors, managers need to determine what consequences a given employee considers as being positive.
As in the case of positive reinforcement, subordinates experiencing negative reinforcement learn the connection between a desired organizational behavior and a consequence; however, the consequence is not a positive one that an employee wants to obtain but a negative one that the employee wishes to remove or avoid. Negative reinforcement increases the probability that a desired behavior will occur by removing, or rescinding, a negative consequence when an employee performs the behavior desired. The negative consequence that is removed is called a negative reinforcer.
Diff: 3 Page Ref: 130, 131
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
161) Contrast continuous and partial reinforcement.
Answer: When reinforcement is continuous, a behavior is reinforced every time it occurs. When reinforcement is partial, a behavior is reinforced intermittently. Continuous reinforcement can result in faster learning than can partial reinforcement. However, if the reinforcement is curtailed, continuously reinforced behaviors will stop occurring more quickly than will partially reinforced behaviors.
The choice of a schedule of partial reinforcement often depends on practical considerations: the particular behavior being encouraged, the type of reinforcer being used, or the nature of the employee’s job. The specific type of schedule chosen is not as important as the fact that reinforcement is based on the performance of desired behaviors: Learning takes place only when the provision of a reinforcer depends on performance of a desired behavior.
Diff: 3 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
162) Discuss the four schedules of partial reinforcement.
Answer: The four schedules of partial reinforcement are fixed-interval, variable-interval, fixed-ratio, and variable-ratio schedules. With a fixed-interval schedule, the time between the occurrences of each instance of reinforcement is fixed or set. With variable-interval, the amount of time between reinforcements varies around a constant average. With a fixed-ratio schedule, a certain number of desired behaviors must occur before reinforcement is provided. With a variable-ratio schedule, the number of desired behaviors that must occur before reinforcement varies around a constant average.
Diff: 3 Page Ref: 132
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
163) What is shaping and how is it used in the learning process?
Answer: The reinforcement of successive and closer approximations to a desired behavior is known as shaping. Shaping is particularly effective when employees need to learn complicated sequences of behavior. When it is unlikely that employees will be able to perform the desired behaviors all at once, managers reinforce closer and closer approximations of the desired behavior, thereby encouraging the gradual acquisition of the skills and expertise needed to perform at an adequate level.
Diff: 3 Page Ref: 133
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
164) What is extinction? Provide an example.
Answer: Extinction is the removal of any reinforcing consequences. It is used to reduce the occurrence of undesired behaviors. If Sam jokes and fools around in every meeting – wasting valuable time from agenda items – and his manager laughs at his jokes, this reinforces the inappropriate behavior. With extinction, the manager could treat Sam cordially but refrain from laughing at his jokes. Soon he will stop joking and take the meetings more seriously. Eliminating Sam’s positive reinforcement for horsing around probably did less to hurt his feelings and disrupt their otherwise good relationship.
Diff: 3 Page Ref: 133
Topic: Learning Through Consequences
Skill: application
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
165) How does punishment differ from negative reinforcement?
Answer: Punishment reduces the probability of an undesired behavior; negative reinforcement increases the probability of a desired behavior. Punishment involves administering a negative consequence when an undesired behavior occurs; negative reinforcement entails removing a negative consequence when a desired behavior occurs.
Diff: 3 Page Ref: 134
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
166) Discuss some guidelines to ensure that punishment has its intended effect.
Answer: The following will help to ensure that punishment has its intended effect:
∙ Try to downplay the emotional element involved in punishment.
∙ Make sure the chosen negative consequence is indeed a punishment for the individual, and punish the undesired behavior immediately.
∙ Try to avoid punishing an employee in front of others.
∙ When possible, provide employees with a desired behavior in place of the undesired behavior.
Diff: 3 Page Ref: 134, 135
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
167) Define social cognitive theory.
Answer: Social cognitive theory (also known as social learning theory) acknowledges the importance of the person in the learning process by considering cognitive processes. Bandura suggests that any attempt to understand how people learn must also take into account a person’s feelings and thoughts (cognitions) and their observations of the world around them (their social environment).
Diff: 3 Page Ref: 136
Topic: Learning Through Consequences
Skill: conceptual
Objective: Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors.
168) Define vicarious learning and list the conditions necessary for vicarious learning to take place.
Answer: Learning from observing others perform a behavior is called vicarious learning. The learner observes another person perform a behavior. For vicarious learning to take place, the learner must meet the following conditions: observe the model when he or she is performing the behavior, accurately perceive the model’s behavior, remember the behavior, have the skills and abilities necessary to perform the behavior, and see that the model receives reinforcement for the behavior in question.
Diff: 3 Page Ref: 137
Topic: Learning from Others
Skill: conceptual
Objective: Describe the conditions necessary to determine if vicarious learning has taken place.
169) How does self-efficacy affect learning?
Answer: Self-efficacy is a person’s belief about his or her ability to perform a particular behavior successfully. Self-efficacy influences the activities and goals that individuals choose, affects learning by influencing the effort that individuals exert on the job, and affects the persistence with which a person tries to master new or difficult tasks.
Diff: 3 Page Ref: 141
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
170) Discuss the four sources of self-efficacy identified by Albert Bandura.
Answer: Past performance is one of the most powerful sources of self-efficacy. Employees who have succeeded on job-related activities in the past are likely to have higher self-efficacy for such activities than employees who have failed.
Vicarious experience or observation of others is another source of self-efficacy. Seeing coworkers succeed at a particular task may heighten the observer’s self-efficacy. On the other hand, seeing coworkers fail is likely to discourage the observer.
Verbal persuasionthat is, trying to convince people that they have the ability to learn and succeed at a particular taskcan give rise to self-efficacy. Research has shown that when managers are confident that their subordinates can succeed at a particular task, the subordinates actually perform at a higher level.
An individual’s reading of his or her internal physiological states is the fourth source of self-efficacy. A person who expects to fail at some task or to find something too demanding is likely to experience certain physiological symptoms: a pounding or racing heart, feeling flushed, sweaty hands, headaches, and so on. If symptoms start to occur in any given situation, self-efficacy for dealing with that situation may plummet.
Diff: 3 Page Ref: 142
Topic: Learning on Your Own
Skill: conceptual
Objective: Appreciate the importance of self-control and self-efficacy for learning on your own.
171) Define and discuss experiential learning.
Answer: Some learning takes place by actually engaging in a new or different activity. Often referred to as experiential learning, this learning occurs by the direct involvement of the learner in the subject matter being learned; that is, learning by doing. This method of learning is an important component of many kinds of jobs and occupations ranging from landscape architecture and nursing to sports, acting, and surgery. Moreover, learning by doing it not just important in order to be able to be able to execute technical, physical, or artistic tasks well – it is also important for interpersonal skills.
Diff: 3 Page Ref: 143
Topic: Learning by Doing
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
172) What is creativity? List the steps in the creative process.
Answer: Creativity is the generation of novel and useful ideas. The steps in the creative process are recognition of a problem or an opportunity, information gathering, production of creative ideas, selection of creative ideas, and implementation of creative ideas.
Diff: 3 Page Ref: 143
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
173) Discuss the individual differences of employees that contribute to creativity.
Answer: Individual differences of employees have been linked to creativity. These differences contribute to creativity whether employees work individually or in groups.
Openness to experience captures the extent to which an individual is original, is open to a wide variety of stimuli, has broad interests, and is willing to take risks. Openness to experience helps employees come up with new ideas and ways of doing things, and it helps to ensure that employees are willing to take the risks involved in proposing unusual ideas.
Two specific personality traits that are likely to contribute to creativity are locus of control and self-esteem. Locus of control captures the extent to which people think that their own actions and behaviors are important in determining what happens. An internal locus of control contributes to creativity because it results in employees’ feeling responsible for coming up with new ideas and being creative. An external locus of control hinders creativity because employees believe that their own efforts are unimportant.
Self-esteem is pride in oneself and in one’s capabilities. Self-esteem contributes to employees’ confidence that they can come up with creative ideas, and it gives them the confidence to take risks and suggest ideas that may seem outlandish.
In addition to personality, it also is likely that ability contributes to creativity. At the broadest level, intelligence contributes to creativity because it helps employees come up with new ideas, see connections between things that other people do not see, view things from different perspectives, and synthesize a lot of information. Other cognitive abilities also contribute to creativity, especially when they are relevant to the kind of work an employee is engaged in.
Diff: 3 Page Ref: 145, 146
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
174) Identify and discuss the four situational characteristics that are likely to affect creativity.
Answer: Four situational characteristics are likely to affect creativity: level of autonomy, form of evaluation, reward system, and the importance of a task or problem.
Autonomy is the freedom and independence to make decisions and have personal control over one’s work on a day-to-day basis. A high degree of autonomy is good for creativity. When autonomy is low, creativity is unlikely.
Creative people and employees like to know how they are doing and receive feedback and encouragement. However, overly evaluative feedback and criticism can hamper creativity because it can make employees afraid to take risks.
Creative people like to be rewarded. However, what happens if employees think that their salaries, bonuses, and chances for promotion hinge on their always being right, rarely or never making mistakes, and always being efficient in their use of time? Their creativity may be hampered, and they may be unlikely to take risks to come up with and choose creative responses to problems and opportunities.
Being creative is intrinsically rewarding, but it also can be hard work. Creativity is enhanced when members of an organization feel that what they are working on is important.
Diff: 3 Page Ref: 147
Topic: Continuous Learning Through Creativity
Skill: conceptual
Objective: Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity.
175) What is organizational learning? According to Senge, what are the five key activities central to a learning organization?
Answer: Organizational learning involves instilling all members of the organization with a desire to find new ways to improve its effectiveness. The five key activities central to a learning organization according to Senge are as follows:
∙ Encouraging personal mastery or high self-efficacy
∙ Developing complex schemas to understand work activities
∙ Encouraging learning in groups and teams
∙ Communicating a shared vision for the organization as a whole
∙ Encouraging system thinking
Diff: 3 Page Ref: 148
Topic: The Learning Organization
Skill: conceptual
Objective: Understand what it means to be a learning organization.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
