Q&A Hero

Q: Stressful events by themselves generate stress in individuals.

Q: Great managers are aware of different sources of stress and seek ways to proactively manage it to avoid its harmful effects.

Q: Stress can and does facilitate higher performance and productivity.

Q: It is a myth that good time management means being an efficient workaholic. The best time managers work smarter, rather than harder, and focus their energy on true priorities.

Q: All stress is bad.

Q: Strains are more long-term consequences of chronic stress that have not been alleviated by some means.

Q: Good time management means being an efficient workaholic.

Q: Create a personal quality checklist (PQC) for yourself.

Q: What is a personal quality checklist (PQC)? What are the specific steps associated with this approach?

Q: List any three important dimensions of self-awareness. Give one example of a leading assessment tool associated with each of those dimensions.

Q: What are the characteristics of best goals? What are the reasons that make goal-setting work?

Q: Your overweight friend Joe has asked for your advice on improving his health and losing weight. Outline a plan for him based on the five behavior-based strategies toward self-management.

Q: Describe the four critical components of learning through observation that Albert Bandura has outlined in his social learning theory.

Q: List any three myths of personal effectiveness.

Q: Describe the Management Skills Assessment Test (MSAT). What is its objective?

Q: What is Big E evidence? Why is it important for managing organizational behavior?

Q: Describe organizational behavior. How does it relate to effective managerial practices?

Q: List the five key practices involved in evidence-based management.

Q: What is evidence-based management?

Q: List the six key general work activities that managers deploy their skills to manage.

Q: Describe the three broad categories of competencies required for managing people.

Q: List any three managerial realities.

Q: After a thorough self-assessment of his managerial characteristics, Ari should: A. build on his strengths and manage his weaknesses. B. improve his weaknesses and ignore his strengths. C. seek sufficient multi-rater feedback to neutralize his weak points. D. quit his job if his preferences indicate another option. E. repeat the process to validate inconsistencies.

Q: Which of the following is NOT part of the personal quality checklist? A. Set standards that are time savers. B. Set standards that are activity expanders. C. Tally daily defects. D. Find an expert coach. E. Review the action plan.

Q: When following the personal checklist approach, as a general rule you should stick with ____________ standards. A. 15 or fewer B. 20 or fewer C. 12 or more D. 10 or fewer E. 20 or more

Q: According to the personal quality checklist approach, which of the following is an "activity expander" standard? A. Calling parents at least once a week B. Being on time for meetings C. Answering the phone in two rings D. Restricting social outings to once a week E. Maximum 10 hours of TV viewing per week

Q: According to the personal quality checklist approach, which of the following is a "waste reducer" standard? A. Calling parents at least once a week B. Getting rsum completed C. Weighing under 200 pounds D. Exercising at least three times a week E. Maximum 10 hours of TV viewing per week

Q: Bernie Sergesteketter and Harry Roberts have devised a tool for self-management called the personal quality checklist. Which of the following steps of this approach is the hardest to do? A. Creating your action plan B. Tallying your daily defects C. Reviewing your tallies D. Drawing up a checklist of standards E. Reviewing your action plan

Q: Which of the following is NOT a good source of feedback on managerial ability and behavior? A. Supervisors B. Subordinates C. Friends D. Customers E. Co-workers

Q: The main reason young managers do not actively pursue self-awareness is: A. pride. B. schedules. C. fear. D. confusion. E. ignorance.

Q: When interpreting and applying self-assessment measures, remember that: A. having a certain personality trait is more important than what you do with it. B. working a job outside your preferences requires a much higher level of conscious energy. C. most published self-assessment measures provide approximately the same information. D. consistency in self-assessment results indicates a less-defined characteristic. E. using multisource feedback creates confusion.

Q: Which of the following questions does the Wonderlic Personnel Test help in answering? A. "What types of jobs and industries suit my analytical ability?" B. "Do I understand and use emotion to make effective decisions?" C. "Am I aware of important cultural differences?" D. "What are my dominant personality traits?" E. "What occupational elements are most important to me?"

Q: The Myers-Briggs Type Indicator is a commonly used assessment tool for assessing the self-awareness dimension of: A. cultural intelligence. B. personality traits. C. emotional intelligence. D. personality preferences. E. career orientation.

Q: The Big Five Inventory is a commonly used assessment tool for assessing the self-awareness dimension of: A. cultural intelligence. B. personality traits. C. emotional intelligence. D. personality preferences. E. career orientation.

Q: _____ is the ability to function effectively in the context of differences. A. Personality focus B. Cultural intelligence C. Personal value D. Career orientation E. Emotional intelligence

Q: Which of the following is a good advice to follow when interpreting self-assessment measures? A. Dwell deeply on assessed weaknesses and limitations. B. Do not get confused by feedback from multiple sources. C. Use only the latest and relevant self-assessment measures. D. Realize that some career choices cause behavior outside of preference ranges. E. Ignore self-assessment results if you really want to enter a certain career.

Q: Your friend Janet wants to take some self-assessment measures to develop her managerial effectiveness. What advice would you give her? A. "Don't take self-assessment measures; they contribute nothing to your success." B. "Take the free, easy-to-access measures; they are all about the same." C. "Look for measures that have an established norm base." D. "Any test more than a year old is neither relevant nor effective." E. "Understanding and analyzing self-assessment measures is difficult."

Q: As Dion waited to be called in for his job interview, he kept repeating to himself, "I know I'm the best-fit candidate for this job!" What behavior-focused self-management strategy was he practicing? A. Self-observation B. Self-set goals C. Management of cues D. Positive self-talk and rehearsal E. Self-reward and punishment

Q: Which of the following behavior-based self-management strategies does the acronym SMART relate to? A. Self-observation B. Self-set goals C. Management of cues D. Positive self-talk and rehearsal E. Self-reward and punishment

Q: Bram wants to quit smoking. He puts away lighters and ashtrays, drinks less caffeine, and buys air fresheners to get rid of the stale smoky smell in his room. Bram's actions demonstrate which self-management behavior-focused strategy? A. Self-observation B. Self-set goals C. Management of cues D. Rehearsal E. Self-reward

Q: Which of the following is a behavior-focused strategy to improve self-management? A. Obtain trained observer feedback. B. Manage performance cues. C. Encourage spontaneity. D. Ask managers to set goals. E. Use team-based rewards.

Q: A critical point with respect to ____________ is that the saying "practice makes perfect" is only a half-truth. A. suspension B. attention C. retention D. reproduction E. motivation

Q: Albert Bandura outlines certain critical components required to learn through observation. The first of these components is: A. suspension. B. attention. C. retention. D. reproduction. E. motivation.

Q: Which of the following is true about little e evidence? A. Goal setting has substantial little e evidence support. B. It represents a systematic form of research. C. It is often summarized in meta-analyses. D. Quality improvement processes such as Six Sigma provide little e evidence. E. It is likely to be the best source for informing practices.

Q: Which of the following represents local or organizational specific data collection efforts to inform a specific decision? A. Little e evidence B. Statistical evidence C. Little s evidence D. Big E evidence E. Big S evidence

Q: Which of the following refers to generalizable knowledge regarding cause and effect connections derived from scientific methods? A. Statistical evidence B. Big E evidence C. Little s evidence D. Little e evidence E. Big S evidence

Q: According to the work of professors Erich Dierdorff, Robert Rubin, and Fredrick Morgeson, which of the following key general work activities is the most critical to a manager's success? A. Managing administrative activities B. Managing strategy/innovation C. Managing human capital D. Managing the task environment E. Managing tools and technology

Q: Managing people requires a wide variety of competencies. Which of the following is an interpersonal competency? A. Examine effectiveness of current practices. B. Understand basic accounting principles. C. Use information to diagnose problems. D. Be aware of effective marketing strategies. E. Negotiate conflicts in the workplace.

Q: Managing people requires a wide variety of competencies. Which of the following is a technical/administrative competency? A. Examine effectiveness of current practices. B. Be able to train and motivate employees. C. Use information to diagnose problems. D. Be aware of effective marketing strategies. E. Negotiate conflicts in the workplace.

Q: Managing people requires a wide variety of competencies. Which of the following is a conceptual competency? A. Understand basic accounting principles. B. Be able to train and motivate employees. C. Use information to diagnose problems. D. Be aware of effective marketing strategies. E. Negotiate conflicts in the workplace.

Q: Which of the following is a managerial reality? A. Great managers are born that way; teaching management has limited value. B. People generally manage the way they have been taught to manage. C. People join managers but they leave organizations. D. Managers get rewarded for what they do, not for what their employees do. E. People problems are far more complex than any other organizational problem.

Q: Which of the following is NOT a managerial reality? A. People problems are far more complex than any other organizational problem. B. People generally manage the way they have been taught to manage. C. People join organizations but they leave managers. D. Managers get rewarded for what their employees do, not for what managers do. E. Management is the process of getting things done through others.

Q: For improving managerial behavior, obtaining feedback from more than one source is usually a waste of time.

Q: The Myers-Briggs Type Indicator measures personal values.

Q: The Big Five Inventory is an example of a commonly used assessment tool for emotional intelligence.

Q: Behavior is solely a function of one's personality.

Q: Extraversion is a type of cognitive ability.

Q: Ability and personality are two types of important individual differences to consider in management training.

Q: Self-awareness is essential to learning and growth in a management role.

Q: Positive self-talk and rehearsal are applications of the social learning principle of motivation.

Q: High goals frustrate people, and loose deadlines lead to more rapid work pace than tight deadlines.

Q: Easy goals lead to higher effort than challenging goals.

Q: "Productive failures" are mistakes that ineffective managers make and that tend to get repeated.

Q: Mistakes are only problems if you repeat them or do not learn from them.

Q: A critical aspect of self-set improvement goals is to learn from mistakes.

Q: When learning through observation, punishment and reinforcement work equally well.

Q: Feedback is essential for developing any kind of skill.

Q: Albert Bandura outlines four critical components required to learn through observation: attention, recognition, feedback, and motivation.

Q: Albert Bandura's social learning theory suggests that most learning is actually done through observation and modeling of the behaviors of others.

Q: Social learning notions are particularly appropriate for management skills because there is such a big disconnect between knowing and doing.

Q: Great managers are born with the necessary skills and abilities; management cannot actually be "learned."

Q: Most great managers learn to manage themselves only after they first learn to manage others effectively.

Q: Management skills are linked to a more complex knowledge base than other types of skills and are inherently connected to interaction with other people.

Q: Little e evidence refers to generalizable knowledge regarding cause and effect connections derived from scientific methods.

Q: Big E evidence represents organizational specific data collection efforts to inform a specific decision.

Q: Learning how to evaluate and use evidence to make decisions is a key learning challenge in mastering management skills.

Q: Evidence-based management of organizational behavior is widely practiced.

Q: On average, great management skills get you noticed in organizations and great technical skills get you promoted.

Q: By and large, managerial work, regardless of the occupation, is more the same than it is different.

Q: Understanding the various functions of business is categorized as the conceptual competency of a manager.