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Q:
People are consciously aware of all their value priorities.
Q:
Unethical behavior mostly happens in the top levels of management of an organization.
Q:
Long-lasting friendships, good relationships with co-workers and job satisfaction are a reflection of a good character.
Q:
Individual character is based on internal values, personal standards of behavior, and the resulting judgments one makes.
Q:
U.S. culture puts a lot of emphasis on self-gratification, which can make it more difficult to establish clear moral boundaries.
Q:
Case 5.1
Joan is designing an ethics training program for her company. She decides to build it around the story of the founder of the corporation, Rosa. Rosa's "rags-to-riches" story reveals a woman with strong standards of personal conduct, deep personal values and beliefs, and a pattern of good judgment. Rosa attributes her success to the upbringing she had as a child. A second portion of the training program will review company values, ethics code, and policies so that all employees are very clear on where the company stands on key issues and business behaviors.
Refer to Case 5.1. If Joan's training program is taken to the company's international offices, she needs to be prepared for the fact that
a. there is a complete rejection of Western values in the developing world.
b. the curriculum can be implemented as is since there are common international business values.
c. it may seem unnecessary, since ethical decisions are much more "cut and dry" internationally than they are domestically.
d. values and ethics situations are more complex internationally.
Q:
Case 5.1
Joan is designing an ethics training program for her company. She decides to build it around the story of the founder of the corporation, Rosa. Rosa's "rags-to-riches" story reveals a woman with strong standards of personal conduct, deep personal values and beliefs, and a pattern of good judgment. Rosa attributes her success to the upbringing she had as a child. A second portion of the training program will review company values, ethics code, and policies so that all employees are very clear on where the company stands on key issues and business behaviors.
Refer to Case 5.1. The corporate positive step suggested by the text for preventing corporate crime that the training program is notaddressing is
a. establishing an ethics training program.
b. hiring with care.
c. developing an ethics code.
d. modeling.
Q:
Case 5.1
Joan is designing an ethics training program for her company. She decides to build it around the story of the founder of the corporation, Rosa. Rosa's "rags-to-riches" story reveals a woman with strong standards of personal conduct, deep personal values and beliefs, and a pattern of good judgment. Rosa attributes her success to the upbringing she had as a child. A second portion of the training program will review company values, ethics code, and policies so that all employees are very clear on where the company stands on key issues and business behaviors.
Refer to Case 5.1. The training program is helping employees make right choices by
a. emphasizing the importance of values education in public schools.
b. helping employees move away from the need for instant gratification.
c. ensuring employees' values are in harmony with the company's values.
d. hiring with care.
Q:
Case 5.1
Joan is designing an ethics training program for her company. She decides to build it around the story of the founder of the corporation, Rosa. Rosa's "rags-to-riches" story reveals a woman with strong standards of personal conduct, deep personal values and beliefs, and a pattern of good judgment. Rosa attributes her success to the upbringing she had as a child. A second portion of the training program will review company values, ethics code, and policies so that all employees are very clear on where the company stands on key issues and business behaviors.
Refer to Case 5.1. Rosa seems to have a high level of integrity, which must mean she has kept her
a. religion.
b. commitments.
c. character.
d. purpose.
Q:
Case 5.1
Joan is designing an ethics training program for her company. She decides to build it around the story of the founder of the corporation, Rosa. Rosa's "rags-to-riches" story reveals a woman with strong standards of personal conduct, deep personal values and beliefs, and a pattern of good judgment. Rosa attributes her success to the upbringing she had as a child. A second portion of the training program will review company values, ethics code, and policies so that all employees are very clear on where the company stands on key issues and business behaviors.
Refer to Case 5.1. Which of the following influences on personal value formation was strongest for Rosa?
a. Family
b. Religion
c. Media
d. Modeling
Q:
A common problem regarding values and ethics on the international business scene is
a. bribery used to secure foreign contacts.
b. human rights violations.
c. lack of sensitivity to foreign customers.
d. all of these.
Q:
To encourage employees to monitor and report unethical or illegal behavior in the workplace, an employer should
a. propagate a rigid code of company ethics with no room for "gray" areas.
b. develop a support system to enable "whistle blowers" to report their observations.
c. punish "whistle blowers" as nothing more than gossips out to destroy coworkers.
d. deny promotions and other rewards to employees who know about unethical or illegal behavior but who fail to report it.
Q:
The steps a company can take toward enhancing corporate ethics include
a. impressing that employees adhere to their personal ethic codes.
b. teaching values in the home.
c. developing and enforcing ethics codes.
d. eliminating various petty laws that insult individual integrity.
Q:
It is the position of the authors of your text regarding corporate crime and corporate ethics that
a. all companies are ethical; only individual employees cause problems.
b. gray-area situations and competitive pressure make ethical decision making difficult.
c. most management situations are clear cut, and, for most middle managers, it is not difficult to make ethical decisions.
d. no company or individual is ethical except when restrained by law.
Q:
One of the biggest challenges facing American business in the global marketplace is
a. maintaining ethics while working with countries operating under a different code of ethics.
b. language barriers.
c. maintaining company standards across operations.
d. internal value conflicts.
Q:
In ethical terms, when you have the right to do something it means
a. it is always right to do it.
b. that you have worked hard to obtain that right and you should be proud.
c. it is not always right to do it.
d. that you have used ethical practices to obtain that right.
Q:
Betsy can land a sale if she moves her customer's order ahead of other orders placed earlier. Company policy is "first in, first out." When Betsy learns of the policy, she explains to her customer she can't "cut them into the production line ahead of other orders." She is following which guideline for making right ethical choices?
a. Not being driven by the need for instant gratification
b. Doing more than policy requires and less than it allows
c. Not being driven by the desire to succeed
d. Ensuring her values are in harmony with her employer's
Q:
Many organizations spend many resources to provide training and create written documents about appropriate and expected behavior. If you are a big retail chain like Home Depot or Macy's, you should ensure that store managers
a. understand the ethics code.
b. enforce the ethics code.
c. understand there are very real regional differences in America about ethics.
d. understand ethics codes should be enforced, but with exceptions.
Q:
In Chapter 5, you read the story of a top executive at IBM who passed on information to others who used this information in very profitable stock trading. He testified in court that he did not profit from these actions and served a very short prison term. His career was ruined. This story illustrates
a. low moral intelligence.
b. personal gain over occupational success.
c. insider trading is widespread.
d. occupational success over personal gain.
Q:
When making a decision that causes an internal value conflict, it is important to
a. weigh the pros and cons of each side of the decision.
b. procrastinate on making the decision.
c. prioritize your core values.
d. adapt your value system to minimize the conflict.
Q:
Dominic arrives late to work and oftentimes waits to complete projects until the last minute. Lynn, who arrives on time and is well organized, views Dominic as lazy and ineffective despite the fact that he always has his projects completed by the deadline. This is an example of
a. integrity conflict.
b. values conflict.
c. miscommunication.
d. values drift.
Q:
Amy was brought up to be honest in her relationships. She always felt confident in her relationships since honesty was at their foundation. Over the years, she has found it difficult to be honest in her work environment since it seems to sometimes have a negative impact on her career. She is not always honest with her supervisor or coworkers. This is an example of
a. poor social responsibility.
b. modeling values.
c. an organization lacking an ethics code.
d. values drift.
Q:
When applied to values formation, the term modelingrefers to
a. how we make complex ethical decisions.
b. the impact of family on personal values development.
c. the influence of those whom we admire.
d. the influence of media on early values formation.
Q:
In today's society, parents may find it challenging to instill values and build strong character in their children because
a. children today are less likely to listen to their parents.
b. many lead single-parent and dual-working-parent households where work schedules and stresses limit the time and energy they have to guide their children's upbringing.
c. children are more influenced by their peers.
d. public educational systems have a greater influence on children through character education.
Q:
An effective way of raising self-esteem is through goal setting. Identify four principles of goal-setting and how they might be used to help someone quit smoking.
Q:
Describe how self-concept is developed in both positive and negative ways during each stage of life -childhood, adolescence, and adulthood.
Q:
What are the five factors that enhance employee self-esteem?
Q:
It is important to replace negative messages with positive self-talk. Identify the three guidelines for creating effective self-talk statements.
Q:
Explain how practicing guided imagery and visualization help build self-esteem.
Q:
Name at least four characteristics of someone with high self-esteem.
Q:
Define self-concept and explain how an individual's self-concept develops.
Q:
A teenage friend is struggling with his self-esteem. What should he understand about development of self-esteem during this critical time?
Q:
Name the two components of a person's self-esteem and define them.
Q:
Nancy used to call herself stupid when she did badly on an exam and felt badly. Now she uses ____________________ by talking about what she learned and how she will do better.
Q:
Kyoko set a goal to break the school track record in the 100-yard dash. Every day she mentally rehearses the perfect race as she prepares for a track meet. Kyoko is using ____________________.
Q:
Regina is actively helping Mary in her career. Regina is giving her advice, coaching her on job performance, acting as a "devil's advocate" as she considers various decisions. Regina is acting as a(n) ____________________.
Q:
For some individuals, the stage of ____________________ can span well into their 20s.
Q:
An individual's ____________________ keeps a continuous record of past failures.
Q:
When Rafael turns in work that is late or sub-par, he makes excuses that attribute other people and events. When people congratulate him on a job well done, he usually says he "got lucky this time." Rafael attributes his actions and results to a(n) ____________________.
Q:
Often before interviews or meetings, Sara practices ____________________ by telling herself to feel how her confidence makes her "heartbeat slow, like the soft, gentle drops of a leaking faucet."
Q:
People who believe they are largely responsible for what happens to them maintain a(n) ____________________.
Q:
The field of ____________________ is concerned with the genetic and environmental factors causing developmental changes over a person's lifetime.
Q:
Alan Jackson achieved stardom by having strong ____________________. He learned to appreciate his own worth and have the character to be accountable for his own actions.
Q:
Julie is confident about her ability to successfully think about and tackle new tasks. She expects to do well. Julie has strong ____________________.
Q:
Effective managers focus more on minimizing employees' weaknesses than on building their strengths.
Q:
A guideline for effective self-talk is to be vague about the behavior you want to change.
Q:
Limiting a person's contribution to the organization limits the organization's progress.
Q:
Your inner critic provides only negative self-talk and critiques.
Q:
While goal setting is a valuable skill, there is no link between self-esteem and the setting and achievement of personal goals.
Q:
Positive self-talk must be realistic and consistent with one's true self in order to be effective.
Q:
The visualization must be performed repeatedly for it to help you achieve your goals.
Q:
An important step in building self-esteem is taking responsibility for your decisions, good or bad, and accepting the consequences.
Q:
Those with high self-esteem do not accept help from others because they don't need help.
Q:
People who develop low self-esteem in their childhood cannot build to high self-esteem later on in adulthood.
Q:
An example of effective self-talk is "I choose to finish my report today."
Q:
Individuals with low self-esteem tend to believe that someone or something outside themselves controls their behavior.
Q:
According to Emmett Miller, an important and mistaken source of self-worth for adults is defining themselves by their job title.
Q:
Common symptoms of low self-esteem among today's teens are having eating disorders and seeking attention in inappropriate ways.
Q:
Childhood events such as poor performance in school, abusive or uncaring parents, or a serious childhood accident can be retained in the brain and have a lasting impact on your self-concept.
Q:
Parents are able to build their children's self-esteem due to their early influence on them.
Q:
Past experiences can influence your thinking for a lifetime and direct your future.
Q:
Self-efficacy and self-concept are components of self-respect.
Q:
Bill's high self-esteem comes from making decisions based on his parents' beliefs and values.
Q:
Case 4.1
Bill is concerned about Tim's self-esteem. Tim's attitudes about himself have begun affecting his work. Tim is just consumed with the fear of failure. He keeps telling himself that he's a failure, there's no use trying, he can't do any better. Bill says to Tim, "It's good that you know what you can and can't do; that helps you be more realistic about life. You just need to think of these matters in positive terms rather than hating yourself."
Bill manages Tim by telling him that he appreciates his hard work. Bill points out the things Tim does well and regularly explains to Tim that he expects great things of him. After a few weeks, Tim begins to perform more effectively and his fear of failure decreases. Bill further takes Tim "under his wing" and begins to advise him on professional behavior, gives him time to explain ideas and his concerns, and even becomes an advocate for Tim with Bill's boss.
Refer to Case 4.1. What might Tim's boss to do enhance Tim's self-esteem?
a. Change his locus of control
b. Provide better compensation
c. Clarify his expectations of Tim and offer feedback
d. Take responsibility for Tim's low self-esteem
Q:
Case 4.1
Bill is concerned about Tim's self-esteem. Tim's attitudes about himself have begun affecting his work. Tim is just consumed with the fear of failure. He keeps telling himself that he's a failure, there's no use trying, he can't do any better. Bill says to Tim, "It's good that you know what you can and can't do; that helps you be more realistic about life. You just need to think of these matters in positive terms rather than hating yourself."
Bill manages Tim by telling him that he appreciates his hard work. Bill points out the things Tim does well and regularly explains to Tim that he expects great things of him. After a few weeks, Tim begins to perform more effectively and his fear of failure decreases. Bill further takes Tim "under his wing" and begins to advise him on professional behavior, gives him time to explain ideas and his concerns, and even becomes an advocate for Tim with Bill's boss.
Refer to Case 4.1. Bill's action of taking Tim under his wing are an example of
a. developing an expertise.
b. mentoring.
c. monitoring of self-talk.
d. building Tim's self-esteem by taking responsibility for Tim's decisions.
Q:
Case 4.1
Bill is concerned about Tim's self-esteem. Tim's attitudes about himself have begun affecting his work. Tim is just consumed with the fear of failure. He keeps telling himself that he's a failure, there's no use trying, he can't do any better. Bill says to Tim, "It's good that you know what you can and can't do; that helps you be more realistic about life. You just need to think of these matters in positive terms rather than hating yourself."
Bill manages Tim by telling him that he appreciates his hard work. Bill points out the things Tim does well and regularly explains to Tim that he expects great things of him. After a few weeks, Tim begins to perform more effectively and his fear of failure decreases. Bill further takes Tim "under his wing" and begins to advise him on professional behavior, gives him time to explain ideas and his concerns, and even becomes an advocate for Tim with Bill's boss.
Refer to Case 4.1. What strategy might Bill suggest that Tim could use to build his self-esteem?
a. Identify and develop his strengths.
b. Work more independently, and do not seek the help of others.
c. Set goals that are unrealistic that will cause him to stretch beyond his normal performance.
d. All of these.
Q:
Case 4.1
Bill is concerned about Tim's self-esteem. Tim's attitudes about himself have begun affecting his work. Tim is just consumed with the fear of failure. He keeps telling himself that he's a failure, there's no use trying, he can't do any better. Bill says to Tim, "It's good that you know what you can and can't do; that helps you be more realistic about life. You just need to think of these matters in positive terms rather than hating yourself."
Bill manages Tim by telling him that he appreciates his hard work. Bill points out the things Tim does well and regularly explains to Tim that he expects great things of him. After a few weeks, Tim begins to perform more effectively and his fear of failure decreases. Bill further takes Tim "under his wing" and begins to advise him on professional behavior, gives him time to explain ideas and his concerns, and even becomes an advocate for Tim with Bill's boss.
Refer to Case 4.1. What strategy is Bill referring to when suggesting that Tim has the right idea, and he just needs to adjust it for a positive effect?
a. Searching for the source of low self-esteem.
b. Developing an expertise
c. Developing an external locus of control
d. Taking responsibility for his decisions.
Q:
Case 4.1
Bill is concerned about Tim's self-esteem. Tim's attitudes about himself have begun affecting his work. Tim is just consumed with the fear of failure. He keeps telling himself that he's a failure, there's no use trying, he can't do any better. Bill says to Tim, "It's good that you know what you can and can't do; that helps you be more realistic about life. You just need to think of these matters in positive terms rather than hating yourself."
Bill manages Tim by telling him that he appreciates his hard work. Bill points out the things Tim does well and regularly explains to Tim that he expects great things of him. After a few weeks, Tim begins to perform more effectively and his fear of failure decreases. Bill further takes Tim "under his wing" and begins to advise him on professional behavior, gives him time to explain ideas and his concerns, and even becomes an advocate for Tim with Bill's boss.
Refer to Case 4.1. Rather than experiencing positive self-talk, Tim is listening to his
a. mentor.
b. internal locus of control.
c. inner critic.
d. results of his visualization.
Q:
Organizations can enhance employees' self-esteem by
a. accommodating individual differences.
b. giving employees a voice in achieving company goals.
c. keeping employees well informed so that they know what is expected of them.
d. doing all of these.
Q:
Which of the following is a good goal-setting principle?
a. Allow maximum flexibility and limit planning so that you will have several avenues to accomplish your goal.
b. Don't focus on the small successes so that you don't loose sight of the end goal.
c. Spend time reflecting on the things you want to change in your life.
d. Keep your environment constant so that you can focus on your goal.
Q:
Effective self-talk is characterized by
a. generalizing your behavior in affirming statements to include all changes you want to make even if they seem impossible.
b. describing the end results you want to achieve, such as "I study my manual and know all of the procedures."
c. using counterproductive words to help reinforce results you want to avoid.
d. not repeating your affirming statement, since this may cause you to lose sight of your goal attainment.
Q:
An example of productive self-talk might be
a. I will not eat chocolate today.
b. I am capable in my job responsibilities.
c. I will run ten miles tomorrow.
d. I won't have a cigarette this afternoon.
Q:
Juan spends some time each day imagining himself making an important sale that will probably lead to a large bonus and promotion. Juan is using what self-esteem building technique?
a. Visualizing achievement
b. Setting goals
c. Developing a mentor
d. Developing an expertise
Q:
Setting goals and achieving them builds an individual's self-esteem because the individual
a. can feel in control of their future.
b. is more likely to find a good mentor.
c. receives more validation and respect from others.
d. can boast his success to others.
Q:
Shen is interning to become a nurse. Mila is a very skilled and helpful nurse, but also very busy. Shen was glad to have the chance to talk with her over lunch one day and learned a great deal in that time. If Shen wants to learn to become like Mila, he should
a. simply observe and emulate her at work.
b. assertively seek her out as his mentor.
c. wait for her to initiate a mentoring relationship.
d. find a mentor who has more spare time.
Q:
Parents can build high self-esteem in their children by
a. emphasizing the importance of getting high grades in school.
b. making them play sports or take music lessons.
c. encouraging them to make their own decisions.
d. teaching them to eat well.
Q:
Joshua usually ignores the little voice that says he should spend more time with his sick Grandfather. He is
a. making a mistake.
b. aware of this weakness.
c. being drived by an internal locus of control...
d. not living consciously.
Q:
People with low self-esteem tend to
a. ignore their weaknesses
b. emphasize their weaknesses
c. shrugging off failures as no big deal.
d. see who they really are, but try to change
Q:
In the beginning of Chapter 4, you were introduced to three individuals who received a rejection letter from an institute of higher learning. How did this affect their lives?
a. There was a pattern of successful careers despite the rejection.
b. They changed careers.
c. Their wounded self-esteem limited their possibilities
d. They realized their mistake in applying for that particular school.
Q:
An individual with healthy high self-esteem might make which of the following statements?
a. I'm much better at playing tennis than Joe, Raju, and Marcela.
b. I don't know why I try so hard; it doesn't make much difference anyway.
c. I may not be able to control the way I feel right now, but I can control the way I behave.
d. I admit it. I've never been good at taking tests.