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Q:
Research has demonstrated that happiness on the job can but usually does not transmit into our personal lives.
Q:
The study of Psychology and psychologists have devoted most of their research on mental illnesses.
Q:
B. F. Skinner maintained that a living organism will tend to repeat a particular behavior if that behavior is accompanied by a reinforcer.
Q:
Negative work environments with "actively disengaged" workers suffer poor performance.
Q:
In an effort to be happy, there is very little you can do to change because of the way you were raised.
Q:
According to Dr. Judith Orloff, how you respond to the wishes of people determines, to a large degree, your energy level.
Q:
Case 10.1
Antonio's company has an employee orientation program; an extensive employee performance review program; and encourages managers to praise, write letters of appreciation for jobs well done, and take the time to listen to their employees. Years ago, the company began a positive reinforcement program. Managers were initially reluctant to support the program because they expected employees to begin demanding pay raises. But the company kept working at it, and eventually the program was accepted. Then, in order to increase quality and productivity, assembly-line workers were paid based on piecework for each acceptable component that they built. When the incentive programs were first introduced, employees competed with each other, teamwork was destroyed, and interpersonal relations dropped to an all-time low. Now the incentive programs and other positive reinforcement programs seem to be working. However, due to cutbacks in management levels and increasing work demands, managers are finding it harder and harder to determine which employees most deserve recognition.
Refer to Case 10.1. Problems with diminished teamwork resulting from the introduction of the incentive program could have been avoided by
a. paying overtime wages.
b. utilizing employee input in the planning stage, then field testing the program.
c. devising incentives that reward individual performance.
d. substituting pay with noncash "trophy value" awards.
Q:
Case 10.1
Antonio's company has an employee orientation program; an extensive employee performance review program; and encourages managers to praise, write letters of appreciation for jobs well done, and take the time to listen to their employees. Years ago, the company began a positive reinforcement program. Managers were initially reluctant to support the program because they expected employees to begin demanding pay raises. But the company kept working at it, and eventually the program was accepted. Then, in order to increase quality and productivity, assembly-line workers were paid based on piecework for each acceptable component that they built. When the incentive programs were first introduced, employees competed with each other, teamwork was destroyed, and interpersonal relations dropped to an all-time low. Now the incentive programs and other positive reinforcement programs seem to be working. However, due to cutbacks in management levels and increasing work demands, managers are finding it harder and harder to determine which employees most deserve recognition.
Refer to Case 10.1. The company's payment of assembly-line workers for piecework is an example of
a. profit sharing.
b. gain sharing.
c. confirmations.
d. production incentives.
Q:
Case 10.1
Antonio's company has an employee orientation program; an extensive employee performance review program; and encourages managers to praise, write letters of appreciation for jobs well done, and take the time to listen to their employees. Years ago, the company began a positive reinforcement program. Managers were initially reluctant to support the program because they expected employees to begin demanding pay raises. But the company kept working at it, and eventually the program was accepted. Then, in order to increase quality and productivity, assembly-line workers were paid based on piecework for each acceptable component that they built. When the incentive programs were first introduced, employees competed with each other, teamwork was destroyed, and interpersonal relations dropped to an all-time low. Now the incentive programs and other positive reinforcement programs seem to be working. However, due to cutbacks in management levels and increasing work demands, managers are finding it harder and harder to determine which employees most deserve recognition.
Refer to Case 10.1. The continuing success of the positive reinforcement programs depends on the company's ability to overcome which barrier to positive reinforcement programs?
a. Preoccupation with self
b. The "Too Busy" Syndrome
c. Misconceptions about positive reinforcement
d. Failing to identify commendable actions
Q:
Case 10.1
Antonio's company has an employee orientation program; an extensive employee performance review program; and encourages managers to praise, write letters of appreciation for jobs well done, and take the time to listen to their employees. Years ago, the company began a positive reinforcement program. Managers were initially reluctant to support the program because they expected employees to begin demanding pay raises. But the company kept working at it, and eventually the program was accepted. Then, in order to increase quality and productivity, assembly-line workers were paid based on piecework for each acceptable component that they built. When the incentive programs were first introduced, employees competed with each other, teamwork was destroyed, and interpersonal relations dropped to an all-time low. Now the incentive programs and other positive reinforcement programs seem to be working. However, due to cutbacks in management levels and increasing work demands, managers are finding it harder and harder to determine which employees most deserve recognition.
Refer to Case 10.1. The managers' initial resistance to the positive reinforcement program is an example of which barrier to positive reinforcement programs?
a. Preoccupation with self
b. The "Too Busy" Syndrome
c. Misconceptions about positive reinforcement
d. Failing to identify commendable actions
Q:
Case 10.1
Antonio's company has an employee orientation program; an extensive employee performance review program; and encourages managers to praise, write letters of appreciation for jobs well done, and take the time to listen to their employees. Years ago, the company began a positive reinforcement program. Managers were initially reluctant to support the program because they expected employees to begin demanding pay raises. But the company kept working at it, and eventually the program was accepted. Then, in order to increase quality and productivity, assembly-line workers were paid based on piecework for each acceptable component that they built. When the incentive programs were first introduced, employees competed with each other, teamwork was destroyed, and interpersonal relations dropped to an all-time low. Now the incentive programs and other positive reinforcement programs seem to be working. However, due to cutbacks in management levels and increasing work demands, managers are finding it harder and harder to determine which employees most deserve recognition.
Refer to Case 10.1. Antonio's company's performance review program and encouragement of managers to express appreciation to employees is an example of
a. incentive programs.
b. feedback and affirmation.
c. common courtesy.
d. Orloff's definition of energy.
Q:
In reexamining our ideas about productivity, many firms pay extra money to those employees who work extra hours. Critics of this approach make which claim?
a. Employees should be able to do all their work during the regular work hours.
b. These employees may value more time with family, socializing and recreation as a reward instead of money..
c. Employees are most creative during the first two hours of each day.
d. Most people agree that employees should have the incentive of getting paid extra for extra hours.
Q:
In order to provide superior customer service, organizations should keep in mind that
a. pay incentive programs for frontline employees are critical.
b. treatment of the customers must be top priority, even ahead of treatment of employees.
c. frontline employees should be given full autonomy over providing the service and receive minimal feedback.
d. every person should be respected regardless of their duties or their position.
Q:
Some incentive plans do not achieve positive reinforcement results because
a. they do not use monetary rewards.
b. the incentives are too customized on individual wants and needs.
c. what they reward may foster unethical behavior or unproductive competition..
d. they result in overmotivation and overproduction to the point of having to lay workers off.
Q:
American culture has changed from our early days as farmers to
a. a culture of creativity and empathy for others.
b. the information age.
c. an era of small businesses.
d. a day where we should send "Thank You" letters by email..
Q:
Which is not a management skill job performance behavior that should be reinforced?
a. Maintains accurate records
b. Spends time on short- and long-term planning
c. Maintains authority over his or her staff
d. Maintains quality-control standards
Q:
Which of the following is likely to contribute the least to positive energy in the workplace?
a. Encouraging workers to be prideful of their accomplishments.
b. Awarding all incentives with cash..
c. Practicing common courtesies.
d. Providing feedback and affirmation to employees.
Q:
When it comes to rewarding individual and team performance, it is important to remember that
a. team incentives are the only ones that result in a "bottom-line" difference for a company.
b. rewarding and reinforcing is a supervisory responsibility.
c. employees prefer tangible to intangible rewards.
d. managers can benefit from positive reinforcement from their subordinates.
Q:
Managers of Generation Y workers must keep in mind that in order to create and maintain a positive work environment,
a. they must use positive reinforcement cautiously so as not to fuel self-preoccupation and narcissism.
b. frequent feedback and affirmation are critical.
c. they must use more tangible forms of recognition, such as trophies and awards.
d. extending courtesies are not as important.
Q:
Kyoko is managing a team of people who are working on a critical project. She wants to use positive reinforcement, but the days are so busy that she never seems to find the time. What should Kyoko do to best overcome this obstacle to the use of positive reinforcement?
a. Ask the employees what they want her to say or do.
b. Put her own needs aside, lengthen her days, and continue dipping from her "bucket."
c. Give everyone a pay raise upon the project's completion.
d. Plan and set aside a few minutes each day to provide positive feedback.
Q:
When extending praise to employees, which of the following is recommended?
a. Avoid praising employees in public.
b. When praising employees, simply tell them they're doing a good job. Avoid specifics.
c. Refrain from praising employees more than once every few months so they don't demand a salary increase.
d. Praise people immediately.
Q:
A common misconception about the use of positive reinforcement is that
a. managers should focus on what is right and ignore what is wrong when reinforcing behavior.
b. the use of positive reinforcement increases the demands for a raise.
c. programs of this kind can be implemented with a minimum amount of effort.
d. employees value such programs more than good wages.
Q:
Positive reinforcement is based on two facts about human nature: people appreciate recognition, and they
a. want to know how well they are doing.
b. prefer money or tangible rewards over verbal feedback.
c. want verbal, not physical, strokes for a job well done.
d. prefer to be left in the dark than to receive negative feedback.
Q:
Kelly has a meeting with Mark. When she arrives, Mark is on the phone. Mark tells the caller that his meeting appointment has arrived and he will return the phone call later. This is an example of
a. dialogue.
b. positive energy.
c. courtesy.
d. praise.
Q:
According to the Theory of the Dipper and the Bucket, when we engage in self-deprecation in an attempt to influence others to cheer us up or compliment us,
a. we increase our positive emotions.
b. we fuel positive energy in others.
c. we have greater energy.
d. we diminish ourselves.
Q:
Examples in Chapter 10 show that positive energy can be developed in companies by
a. being more flexible with working hours and giving quick rewards.
b. engaging all workers by asking for their opinions and suggestions.
c. reinforcing their needs.
d. managers who always demonstrate optimism.
Q:
In order to create a healthier, more vibrant life,
a. always practice courtesy so others will be courteous too.
b. give feedback.
c. try to experience three positive thoughts for every negative one.
d. be fit.
Q:
Workers experience higher job satisfaction and more satisfied clients if
a. they engage more with their coworkers
b. a supervisor helps their self-esteem by providing salary increases.
c. managers create better incentive plans
d. their home life is happy.
Q:
In Chapter 10, you were introduced to an athlete whose life demonstrates the power of positive energy. Despite early disappointments in fulfilling his dreams, he was finally able to realize them. His story demonstrates
a. the power of this force of energy that helps you achieve high levels of happiness.
b. he was not fully engaged in his youth.
c. his esteem needs were finally satisfied.
d. he reached the level of Maslow's self-actualization.
Q:
Positive energy
a. finds methods of increasing pay for workers.
b. helps us cope with physically demanding work
c. requires feedback and appreciation.
d. praises employees at the levels of senior management.
Q:
Energy can be defined as
a. the power of positive feedback.
b. the expression of positive thoughts and feelings.
c. incentive programs in the workplace.
d. the force that helps us do things with vitality and intensity.
Q:
Which of the following is true about violence in the workplace?
a. The most common form of violence is physical assault on employees.
b. Acts that sabotage company equipment or documents do not directly harm others and are not considered acts of violence.
c. It is occasionally triggered by factors external from work.
d. By definition, workplace violence is only triggered by conflicts with coworkers.
Q:
Sally's mother is very angry with her for being late to an important social engagement. After listening to her mother, Sally explains that she understands her mother is angry with her lateness and that it was important to her that Sally be on time. Sally says she will work on being on time in the future, particularly for special events. Sally is handling her mother's anger effectively by
a. suppressing her own emotions.
b. recognizing and accepting her anger and giving her feedback.
c. diverting her attention.
d. minimizing the problem.
Q:
One way to effectively express your anger is by
a. describing it in subtle, ambiguous terms.
b. reacting in a manner that is consistent with your full emotions.
c. expressing your feelings in a timely manner.
d. journaling about your feelings and then showing them to the person with whom you are angry.
Q:
It is important to manage your anger. You can do this in a number of ways, including
a. giving quick and full expression to your anger so that it doesn't build to dangerous levels.
b. expressing your anger physically so that it will dissipate the intensity of the feeling.
c. delaying the expression of anger as long as possible.
d. becoming conscious of specific triggers of your anger.
Q:
Individuals with high cultural intelligence
a. frequently question themselves as to how to behave and communicate in other cultures.
b. use their mind, body, and heart to quickly analyze and appropriately react to people and situations in unfamiliar cultures.
c. possess charisma that enables them to communicate and behave in ways that are acceptable to their own culture, even while in foreign cultures.
d. are only able to exercise their skill in foreign countries.
Q:
When Dan was growing up, his mother very often ordered him to "do this" and "don't do that," which angered him. Now as an adult, Dan has a female boss who occasionally checks up with him by asking him if he remembered to "do this/that." According to the Transactional Analysis theory, one would most expect Dan to
a. appreciate his boss' concern.
b. be conscious of his emotional response and its relationship with his childhood experiences.
c. interpret his boss' questions as badgering and feel angry.
d. react angrily, regardless of his boss' gender.
Q:
In Chapter 7, you were introduced to the story of Selina Lo. Her personality makeover demonstrated
a. relationships are usually more important than products.
b. that she needed to express her feelings more.
c. the balance necessary between work and home.
d. that additional pay is not always attractive.
Q:
Leadership training that emphasizes rational or logical business processes can cause
a. increased emotional intelligence.
b. failure to understand the importance of emotions in the workplace.
c. negative emotions.
d. lower employee turnover and burnout.
Q:
Emotional competence includes two major dimensions: personal competence and
a. character.
b. intellectual capacity.
c. temperament.
d. social competence.
Q:
Behavior is influenced by
a. activating events.
b. feelings.
c. activating events and feelings.
d. activating events, feelings, and thinking patterns.
Q:
A person who inhibits or overemphasizes her expression of some emotions is suffering from a(n)
a. lack of emotional balance.
b. intellectual incompetence.
c. flawed character.
d. emotional expressivism.
Q:
Identify two ways to achieve control over emotions.
Q:
Discuss the four different emotional styles used by individuals to display emotions.
Q:
While it cannot be eliminated, what steps can an employer take to limit workplace violence?
Q:
Define emotional intelligence. What is its relationship to standard intelligence and cultural intelligence?
Q:
Explain how emotions play a role in the workplace.
Q:
Emotions are an important element of who you are and how you respond to life. What are emotions? What hinders emotional balance?
Q:
Describe briefly the two components of emotional competence as presented by Daniel Goleman's two popular books on emotional intelligence.
Q:
____________________ encompasses a wide range of behaviors, including hostile remarks, physical assaults, and threatening phone calls.
Q:
Miguel is aware of his emotions and their effects on others and is able to keep his disruptive emotions and impulses in check. Miguel demonstrates ____________________ competence.
Q:
____________________, or how we deal with our emotions, starts to take shape when we are children. By the time we are adults, it has settled into one of four patterns.
Q:
Lisa was born and raised in rural Indiana. She found a job teaching in the projects of New York City. She now possesses a great ability to interpret the actions, gestures, and speech patterns of her diverse body of students. Lisa demonstrates high ____________________.
Q:
A strong, temporary feeling that can be either positive or negative is a(n) ____________________.
Q:
One factor that influences our emotions is our ____________________ mind, or the vast storehouse of memories and experiences that influence our behavior and responses in various situations.
Q:
John experienced ridicule and deep shame as a child after not giving a class presentation well. According to the ____________________ theory, one might expect John as an adult to again feel judged and shameful upon making a presentation for a meeting.
Q:
We sometimes experience ____________________ when we inhibit the expression of certain emotions or become fixated on a single emotion.
Q:
A person's individual style of expressing needs and emotions is referred to as his ____________________ and is originally biologically and genetically based.
Q:
____________________ refers to the competencies that determine how we handle relationships such as listening openly, negotiating, and resolving disagreements.
Q:
It is important for your physical health to cultivate positive mental states like kindness and compassion.
Q:
Journaling your anger and then sharing the writing with those you are angry with is an effective strategy for achieving emotional control in your life.
Q:
Asking good friends about how you express your emotions is one of the best ways to achieve greater emotional control.
Q:
In many instances, you can deal with your own feelings of anger effectively by putting your problems into proper perspective.
Q:
When expressing your anger, it is important to allow all your feelings about the situation to surface, even if you may be seen as emotionally unstable.
Q:
One of the ways to eliminate violence in the work place is to hire more part-time workers.
Q:
In the Sedona Method, you can make postive changes in your life by "letting go."
Q:
The emotional style of capitulating your emotions is an appropriate and effective way to deal with personal negative emotions in the workplace and personal life.
Q:
Violence in the workplace is often triggered by loss of a job or a personal tragedy, such as divorce.
Q:
Accomodating our emotions means we are listening to our head or the logical process.
Q:
It is important to wait a long time to cool off before expressing feelings of anger.
Q:
According to Transactional Analysis, forgotten memories cannot influence decision making.
Q:
Individuals can develop their cultural intelligence, even within their own country's borders.
Q:
Adults can often relive an experience in a context very different from the one experienced as a child.
Q:
Our temperament, which is relatively fixed from a very early age, is simply our early predisposition to the way we display our emotions.
Q:
Organizations often find success when they follow the motto "it's not personal, it's just business."
Q:
Monica makes decisions primarily with her heart, which is a good way to achieve emotional balance.
Q:
Toxic emotions of just one or two people can disturb the emotional balance of an entire team, department, or workplace.
Q:
Although one may be unable to increase one's IQ (intelligence quotient), one's emotional intelligence can improve throughout life as one's experiences lead to increased competencies.
Q:
Emotional intelligence is simply a measure of our social competence.
Q:
Case 9.1
Anne has been feeling depressed lately. A few weeks ago her pet cat died of old age. Anne was sad, naturally, but lately she has hardly been able to function. While talking to a friend about how she was feeling, she suddenly remembered how distraught she was as a child when she rolled over on a new kitten in her sleep and smothered it. Anne decides to join a self-help group in order to get control of her feelings. That same week a coworker failed to fulfill her responsibilities on an important project, resulting in delays. Anne was "chewed out" by her boss as a result. Anne wants to tell the coworker how angry she was. Anne's boss, Jerry, is subject to angry outbursts. When he is upset, he lets everyone know it, quickly and fully.
Refer to Case 9.1. Anne's strategy for dealing with her feelings about her cat is an example of fine-tuning your emotional style by
a. expressing your feelings in a timely manner.
b. taking steps to move beyond sadness and guilt.
c. seeking feedback.
d. putting your problem into proper perspective.